Joining Forces to Improve Accessibility in Higher Education

At the National Center for Learning Disabilities (NCLD), we are committed to ensuring students with disabilities have equal access to educational opportunities. That’s why we’re excited to announce our partnership with the Center for Higher Education Policy and Practice (CHEPP) at Southern New Hampshire University (SNHU) to tackle persistent accessibility challenges in higher education.

In 2024, CHEPP published Online by Design: How Accessibility is Fundamental to Learner-Centered Design, a white paper developed with input from students and experts in the field. The report outlines systemic barriers to accessibility in higher education—from institutional policies and faculty training to technology and procurement challenges—while offering actionable policy recommendations at both the state and federal levels.

Now, NCLD and CHEPP are coming together to turn these recommendations into real change. Accessibility in higher education won’t be achieved through incremental adjustments—we need coordinated action across institutions, policymakers, and practitioners. By leveraging research, policy, and practice, we aim to transform learning environments so that all students, with and without disabilities, can thrive.

This partnership builds on years of advocacy to improve accessibility in higher education. The Respond, Innovate, Succeed, and Empower (RISE) Act, a key NCLD priority, continues to gain bipartisan support in Congress and has been passed in three states. Additionally, the U.S. Department of Education recently reinforced that postsecondary institutions must provide individualized accommodations for students with disabilities. As federal policies evolve, our coalition will work to advance best practices and provide clear guidance for institutions committed to accessibility.

But there is much more to do. With 21% of undergraduate students identifying as having a disability, the barriers to success remain significant. Only 18% of disabled adults over the age of 25 hold a bachelor’s degree, and our 2024 survey found that just 28% of young adults with learning disabilities receive accommodations in all their college classes. Imagine how many more students would complete their degrees and enter the workforce if they had the necessary support.

The time for action is now. By working together, we can create learning environments where all students have the tools they need to succeed. Stay tuned for updates as NCLD and CHEPP continue this critical work.

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