In higher education, individuals with disabilities should be treated the same as those without disabilities.
Despite the challenges they may face, equal treatment fosters inclusivity and supports academic
success. This essay will argue in favor of this position, drawing insights from various sources and
personal reflections.
Research studies such as "Determining Academic Success in Students with Disabilities in Higher
Education" by De Los Santos, Kupczynski, and Mundy (2019) highlight the importance of recognizing and
addressing the distinct needs of students with disabilities in higher education settings. Additionally, "It's
a Constant Fight: Experiences of College Students with Disabilities" by Francis, Duke, Fujita, and Sutton
(2019) underscores the diverse experiences of college students with disabilities and the need to
accommodate their unique challenges.
The Salamanca Statement and Framework for Action on Special Needs Education by UNESCO (1994)
advocates for inclusive education systems that accommodate diverse learning needs. This foundational
document serves as a guiding principle for promoting disability inclusion in higher education. Similarly,
books such as "Female Forms: Experiencing and Understanding Disability" by Thomas (1999) and
"Disability Rights and Wrongs" by Shakespeare (2006) challenge prevailing perceptions and advocate for
a rights-based approach to inclusion.
Treating individuals with disabilities equally in higher education is not only a moral imperative but also a
legal and ethical obligation. Denying equal treatment perpetuates inequality and undermines academic
success. Providing access to accommodations, recognizing diverse experiences, and fostering social
support and inclusion are imperative in empowering students with disabilities to thrive academically and
socially (UNESCO, 1994; Thomas, 1999; Shakespeare, 2006).
Faculty and staff play pivotal roles in creating an inclusive campus culture by actively engaging with
students with disabilities and advocating for their needs. Additionally, institutions must invest in
resources and infrastructure to ensure accessibility for all students, including physical modifications to
buildings and technological advancements in assistive devices (UNESCO, 1994; Thomas, 1999;
Shakespeare, 2006).
Policymakers and stakeholders must collaborate to enact legislation and policies that promote equal
access to education for individuals with disabilities. Addressing systemic barriers and promoting
systemic change are essential steps towards creating inclusive learning environments where all students
feel valued and supported (UNESCO, 1994; Thomas, 1999; Shakespeare, 2006).
In conclusion, treating individuals with disabilities equally in higher education is crucial for fostering
inclusivity and supporting academic success. By embracing diversity, fostering inclusion, and advocating
Despite the challenges they may face, equal treatment fosters inclusivity and supports academic
success. This essay will argue in favor of this position, drawing insights from various sources and
personal reflections.
Research studies such as "Determining Academic Success in Students with Disabilities in Higher
Education" by De Los Santos, Kupczynski, and Mundy (2019) highlight the importance of recognizing and
addressing the distinct needs of students with disabilities in higher education settings. Additionally, "It's
a Constant Fight: Experiences of College Students with Disabilities" by Francis, Duke, Fujita, and Sutton
(2019) underscores the diverse experiences of college students with disabilities and the need to
accommodate their unique challenges.
The Salamanca Statement and Framework for Action on Special Needs Education by UNESCO (1994)
advocates for inclusive education systems that accommodate diverse learning needs. This foundational
document serves as a guiding principle for promoting disability inclusion in higher education. Similarly,
books such as "Female Forms: Experiencing and Understanding Disability" by Thomas (1999) and
"Disability Rights and Wrongs" by Shakespeare (2006) challenge prevailing perceptions and advocate for
a rights-based approach to inclusion.
Treating individuals with disabilities equally in higher education is not only a moral imperative but also a
legal and ethical obligation. Denying equal treatment perpetuates inequality and undermines academic
success. Providing access to accommodations, recognizing diverse experiences, and fostering social
support and inclusion are imperative in empowering students with disabilities to thrive academically and
socially (UNESCO, 1994; Thomas, 1999; Shakespeare, 2006).
Faculty and staff play pivotal roles in creating an inclusive campus culture by actively engaging with
students with disabilities and advocating for their needs. Additionally, institutions must invest in
resources and infrastructure to ensure accessibility for all students, including physical modifications to
buildings and technological advancements in assistive devices (UNESCO, 1994; Thomas, 1999;
Shakespeare, 2006).
Policymakers and stakeholders must collaborate to enact legislation and policies that promote equal
access to education for individuals with disabilities. Addressing systemic barriers and promoting
systemic change are essential steps towards creating inclusive learning environments where all students
feel valued and supported (UNESCO, 1994; Thomas, 1999; Shakespeare, 2006).
In conclusion, treating individuals with disabilities equally in higher education is crucial for fostering
inclusivity and supporting academic success. By embracing diversity, fostering inclusion, and advocating
