Synthesizing disabled physics students' pathways to access: a call for more access talk

Abstract

We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students' needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports.

Three axes for expressing disability models and experiences: The cause, the effect, and the ability/disability dichotomy

“…Additionally, when discussing common pathways to access for Dis. students, Chini and Scanlon [15] suggest instructors "create an ecosystem of supports with a specific focus on transparency by explicitly sharing the resources available through each route in a publicly accessible space, such as a course website or shared group document. "…”