In June 2006 on my first day as a financial aid counselor at a private Midwestern university, I took a group tour to familiarize myself with the campus. One of the other participants was a young woman named Jillian, who was excited to see the recreation center. When our tour started, the guide bounded down a flight of stairs, all of us following except Jillian, who uses a wheelchair.

The guide looked up as the group paused. He said to Jillian, "I guess you could take the elevator." Situations like this continued throughout the tour. Jillian was told she could "just wait outside" when the guide did not know the accessible route or absentmindedly used the inaccessible entrance. By the end of the tour, I felt horrible that Jillian had been forgotten each time and wondered how, in addition to the regulations of the Americans with Disabilities Act, institutions could better assist students with disabilities.

Do you have students like Jillian at your institution?

More likely, you did, and they left.

Transitioning from high school to college can be a huge challenge for students with disabilities. Teachers, therapists, parents, and principals probably helped these students plan their coursework and learning experience during their K–12 years. But in college, it's solely on the students—and many are hesitant to speak up about their needs.

Seventy-two percent of college students with disabilities are not receiving any accommodations because they are not disclosing their disability, revealed a 2011 study from the Institute of Education Sciences' National Center for Special Education Research. Worse, many don't even make it to campus: Students without disabilities are four and a half times more likely to attend a four-year higher education institution than students with disabilities.

Are You Accommodating?

Improving your efforts to enroll students with disabilities will enhance the education you provide to all students. Students with disabilities experience many positives by going to college, from increased self-determination and emotional well-being to financial security. Studies have shown that students without disabilities benefit from interacting with students with disabilities. By attending class alongside people with different abilities and learning styles, students connect with a varied group of people, just like in the larger society.

The process for obtaining accommodations varies per institution, but it begins with a student's request. Too often, the onus is on students to prove their disability—a problem for those who might not know how to advocate for themselves. Most higher education institutions ask students to provide a medical diagnosis, which is "problematic for individuals who cannot afford the required medical assessments, or whose [difference in ability] is consequential for their learning but unrecognized by the medical community," write researchers Emily Hutcheon and Gregor Wolbring in a 2012 article in the Journal of Diversity in Higher Education. Typically only one office on campus handles accommodations for students with disabilities, but researchers have suggested that the education of all students is the responsibility of everyone at the institution.

Here are a few ways to improve accessibility on your campus:

Start the conversation. Students with disabilities may see college as a fresh start. They wish to shed the stigma often associated with disability and may opt not to disclose their disability to their institution. This choice could impact their accommodations and thus affect their success in college. More institutions should openly state their support of students with disabilities during the admissions process. This simple gesture encourages students to be themselves, disability and all.

Grow the awareness. Some educators may not understand the challenges faced by students with disabilities. In a study published in 2007 in The Delta Kappa Gamma Bulletin, 77 percent of educators said that they would like to "learn more about best practices and accommodations to better support their students with disabilities." Take ownership of informing fellow educators about students with disabilities. Create a staff training program. Find out how students with disabilities obtain accommodations on your campus. Host a brown bag lunch to brainstorm what can be done to better serve students with disabilities.

People, not their disability, are your focus. Never use the terms handicapped or retarded. Always put the person first. If you need to refer to his or her disability, say "a person with a physical disability" or "a person with an intellectual disability." A disability is only a part of someone's identity, not the whole identity.

Prepare students for the transition. Universities should partner with local high schools to provide transition education for students with disabilities. Teaching students with disabilities early about how to advocate for their needs is crucial to their success.

Some institutions have first-year programs for students with learning disabilities to aid in their transition. Others have programs for students with autism spectrum disorders or students who are deaf. The University of Arizona, for example, has been supporting students with learning and attention disabilities since 1980. Its Strategic Alternative Learning Techniques Center assists more than 580 students each year through individualized learning plans, peer tutoring, counseling services, and workshops.

The classroom can be another place to help with this transition. Faculty can make learning more accessible for all, regardless of how a student learns. Universal Instructional Design principles suggest creating content accessible for all abilities and learning styles. This means making materials more accessible with larger, sans serif fonts (think: Arial size 14) or by providing handouts and presentations online. This enables students to examine the materials at their own pace.

While I was dismayed to see Jillian excluded on the tour that day, the experience inspired me. Since then I have fought for change for students with disabilities. You should fight too. Promote inclusion and the rights of all people to receive quality education.

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