More than a third of Maritime university students report disabilities
The number of university students across the country reporting disabilities and receiving academic accommodations is on the rise, with Maritime institutions leading the way. Academic accommodations can include extra time for exams and assignments, note-taking assistance, a quiet space to write tests, and reduced course loads. According to the Canadian University Survey Consortium, 29 per cent of Maritime university students reported a disability in 2019, a number that increased to 37 per cent in 2022. This is higher than universities outside the Maritime provinces, where 24 per cent of students reported disabilities in 2019, rising to 30 per cent in 2022. The most common disabilities reported are related to mental health, with anxiety and depression making up more than half of all reported cases.
Amanda Manning, the manager of accessibility services at St. Thomas University in Fredericton, has seen a significant increase in students reporting disabilities at her institution. She believes that the rise could be attributed to reduced stigma surrounding learning disabilities and mental health, as well as the impact of the pandemic on education. With the proportion of students with disabilities growing, universities are providing accommodations such as more time for exams and assignments, help with note-taking, and a quiet space to write tests. The University of New Brunswick has seen a 53 per cent increase in students receiving accommodations since 2018, with a focus on mental health, ADHD, and learning disabilities.
Ainsley Congdon, the executive director of the Learning Disabilities Association of New Brunswick, emphasizes the importance of accommodations for individuals with learning disabilities. She helps students navigate the system and obtain necessary assessments to qualify for accommodations. Draven Harrison, a student at St. Thomas University, highlights the importance of accommodations in his own academic journey. As a hands-on learner, he struggled in traditional academic settings but has found success with accommodations that cater to his needs.
Universities are also moving towards a universal design for learning approach, which aims to accommodate the needs and abilities of all learners. Cindy Crossman, the acting director of accessibility and student wellness at Mount Allison University, notes that faculty members are adopting more inclusive strategies to remove barriers to learning. This approach includes providing course materials in multiple formats, offering different assignment options, and creating more flexible learning spaces. By embracing universal design for learning, universities can create a more diverse and empathetic learning environment that benefits all students.
Overall, the increase in reported disabilities among university students reflects a shifting landscape in higher education. As institutions work to provide necessary accommodations and adopt more inclusive teaching practices, students with disabilities are better supported in their academic pursuits. By embracing diversity and adapting to the changing needs of students, universities are creating a more inclusive and accessible learning environment for all.
