2024 Theses Master's

Cripping Higher Education After COVID-19: Expanding Accessibility for Disability Justice

Manasan, Angelina

Disability-based discrimination, ableism, and disablism, as a means of oppression has permeated all aspects of society. Concerns about discrimination, inaccessibility, and exclusionary practices have been articulated by students with disabilities about institutions of higher education in the United States. The implementation of Section 504, the Americans with Disabilities Act, and the Individuals with Disabilities Education Act prove that the US recognizes that some students with disabilities need accommodations to gain access to educational spaces and curriculums. Ratification of the Convention on the Rights of Persons with Disabilities or the International Covenant on Economic, Social, and Cultural Rights to enshrine education as a human right could catalyze progressive movements to dismantling inequities in access for education, where disability-based discrimination, ableism, and disablism should have no place.

While the U.S. is not legally obligated to fulfill international human rights criteria, there is no restriction which prevents the U.S. from seeking accessible and adaptable education for all people with assiduity and perseverance. Looking at the impact of the COVID-19 global pandemic, the U.S. proved itself to be capable of adapting. New methods of instruction and learning were innovated which enhanced available accommodations, adaptations, and modifications. Now that new tactics and technological advancements have been established, there is an opportunity to implement them into standard practices to bridge the gap of inequality in the education system for persons with disabilities. Retention of these newer methods have the potential of upholding the human right to education and decreasing disability-based discrimination, ableism, and disablism in academic institutions.