Abstract:

Accessibility benefits all. The education system must serve as a cornerstone of equitability; opportunity rooted in individual motivation unhindered by accessibility barriers. An educational environment that does not demonstrate diversity is a disservice to its community.

Research shows that the lack of diversity in education leads to poorer educational outcomes. Education needs to be inclusive to enrich the academic world, society, and provide role models to other educators as well as students. The power of role models in academic success is also clear. Yet representation of faculty with disabilities is still minimal.

People with disabilities comprise 27% of the population in the United States, yet only 4% of faculty members in higher education disclose having a disability. Disability, either temporary or permanent, has a societal interpretation of being visible: mobility, vision or hearing. Invisible disabilities may be neurodivergence, psychological disorders or depression, as well as health conditions such as strokes.

This paper and virtual presentation raise the need for supportive environments for disabled higher education faculty that maximizes the valuable contributions in teaching, research, service, and as role models. Minoritized faculty (people of color, women, etc.) have representation through academic groups, similar to supports available to students. There are scant examples of supports exclusive to faculty with disabilities.

The lack of representation for disabled faculty supports the concept that faculty do not warrant the same accommodations as students: a paradox of non-disclosure results in a lack of support that could benefit the very people avoiding disclosure. Academic pressure to excel in teaching, the demand to publish, bringing in research funding, or the ticking clock of pursuing tenure, are demanding for all professors. For disabled faculty, these demands and pressures can be increased or even become insurmountable barriers. Delays in those areas have serious repercussions on an academic career.

While not all faculty may have the choice of disclosing a disability, it may feel impossible to disclose without risking overt or covert negative repercussions. Disabled faculty may feel compelled to disclose the challenges of going for promotion, or a delay in meeting publication deadlines, to explain the gap in the career progresses when compared to their non-disabled peers. Requested accommodations may be viewed as a ‘charity’ and not ‘fair’ to others, giving an unfair advantage of lower expectations due to disability. A societal interpretation of disability perpetuates the prejudice, and institutional barriers (attitudinal, financial) further impede success.

Higher education institutes are a congregation of scholars contributing to the body of knowledge that share thoughts and theories to students with the goal of generating well-rounded, motivated and inquisitive life-long learners. There is a need to establish a model for society overall that acceptance of differences enriches the lives of all people. Visibility of faculty with disabilities empowers individuals, supports and encourages all students, and provides a truer representation of society’s diversity. Disability need not be taboo nor a flag of pride. It does not need to be oppressive or stigmatizing. It can be a source of awareness and growth for higher education and society overall.

Keywords:

Disability, ethical responsibility, higher education.