Graduate and Professional Education for Students with Disabilities: Examining Access to STEM, Legal, and Health Fields in the United States. Issue 2 (4th March 2022)

• Record Type: Journal Article
• Authors: Wells, Ryan; Kommers, Suzan
• Is Part Of: International journal of disability, development, and education. Volume 69:Issue 2(2022)
• Page Start: 672
• Page End: 686
• Publication Date: 2022-03-04
• Subjects: Graduate education -- professional education -- STEM -- legal education -- health education -- disability -- leaky pipeline -- inequality; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2020.1726299
• Languages: English
• ISSNs: 1034-912X

Abstract

ABSTRACT: People with disabilities have been historically marginalised and consistently underrepresented at all levels of education. In the U.S., the Individuals with Disabilities Act (IDEA) in the 1970s changed the landscape for primary and secondary education, increasing access for many students. In 1990, the Americans with Disabilities Act (ADA) was passed, and since that time students with disabilities have entered postsecondary institutions at greater rates. While in 2001, only about 5% of college students identified as having a disability, more recent estimates put the proportion of undergraduate students with disabilities at approximately 11%. Despite this growth, only 5% of post-baccalaureate students report having a disability relative to undergraduate students. This raises the question of how accessible graduate and professional education is for students with disabilities.