In the 12-month 2008-2009 academic year, 707,000 students with reported disabilities enrolled in 2-year and 4-year degree-granting postsecondary institutions. The types of disabilities reported by these students were:
| Source: Students With Disabilities at Degree-Granting Postsecondary Institutions (NCES 2011-018), U.S. Department of Education, National Center for Education Statistics, 2011 | |
| Specific learning disabilities | 31% |
| ADD or ADHD聽 | 18%听 |
| Mental illness/psychological or psychiatric condition聽 | 15% |
| Health impairment/condition, including chronic conditions | 11% |
| Mobility limitation/orthopedic impairment | 听7% |
| Difficulty hearing | 听4% |
| Difficulty seeing | 听3% |
| Cognitive difficulties or intellectual disability | 听3% |
| Traumatic brain injury | 听2% |
| Autism Spectrum Disorders | 听2% |
| Difficulty speaking or language impairment | 听1% |
| Other impairments | 听3% |
In postsecondary settings, students with disabilities are the best source of information regarding their special needs. They are responsible for disclosing their disabilities and requesting accommodations. To create a welcoming environment, include a statement on your class syllabus inviting students who require accommodations to meet with you. For example, "If you have a documented disability and wish to discuss academic accommodations, please arrange to meet with me as soon as possible."
To be prepared to work with students with disabilities and to discuss accommodation requests, it is useful to be aware of typical strategies for accommodating various impairments. To begin, click on a disability listed below.