Digital Accessibility
Student Perspectives on Digital Accessibility
Student Voices: Learning Through Lived Experience
At Coppin State University, we believe accessibility is a shared commitment—one rooted in listening, learning, and acting with empathy. The voices of our students offer essential insights into how we can continue growing toward a more inclusive, equitable academic culture.
This page invites you to explore the lived experiences of disabled students at Coppin, reflect on how ableism can show up—often unintentionally—in our classrooms, and consider practical ways to remove barriers through inclusive teaching practices.
🎙️ Why Student Testimonies Matter
Disability is a natural part of human diversity, yet disabled students often encounter hidden barriers in college—whether in classroom expectations, course design, or assumptions about ability. While faculty may not always see these barriers, students feel them deeply.
We share these testimonies not to point fingers, but to open doors. By reflecting on these lived experiences, we can all play a role in creating a more welcoming learning environment.
Coppin Student Testimonies
These quotes and testimonies come directly from Coppin who are members of the disabled community. They are anonymous to protect the identity of the students. They reflect both challenges and hopes—reminding us that access isn’t extra; it’s essential.
"Professors who trust and support me-without making me feel like a burden-make all the difference. When my instructors offer flexible options or proactively use accessible materials, I can focus on learning instead of fighting to be included. Accessibility shouldn't be an afterthought; it should be part of the foundation" -Coppin Sophomore
“I wish my professors would stop questioning my accommodations. I’m not trying to ‘milk the system.’ I know I’m responsible for doing the work—but it’s exhausting having to justify my right to reasonable access.”
1. Can you tell me about a time when you felt your disability was not accommodated in the academic setting?
During my freshman year my professor at denied my accommodation for extended time. The Office of Accessibility, later told me he never even signed off on my accommodations, until I disputed this issue well into the semester. Once I emailed both the chair and the dean, the professor called me and told me my accommodation was unfair to the other students so he will not accommodate it. Then I had to email all the way up to the VP of academic affairs to explain the situation and that instance was modified. Then later in the semester he denied another accommodation, but I never addressed it, because I was also working a full time job, and did not have time to email five different people to correct a situation that never should have happened on top of my studies and work.
2. How do you feel the academic environment could be more inclusive for students with disabilities?
The first step towards the fight against academic ableism is education which goes hand in hand with reducing stereotypes and stigmas. The second step is inclusive practices like accessible designs and features. The last step is institutions holding themselves accountable when professors and design/technology break ADA.
3. Have you ever felt like your academic needs were not taken seriously or dismissed by a teacher or staff member?
Yes. See response to number 1.
4.In your experience, what accommodations have been the most helpful for you in the academic setting?
I try to refrain from using my accommodations because sometimes trying to utilize my accommodations is not worth the headache of backlash from the professor. However, classroom breaks would be the most helpful to me.
5.Have you experienced any barriers to accessing course materials, such as textbooks or online resources?
N/A
6.How do you feel about the level of accessibility and support you receive from the academic institution?
Most professors have an understanding of ADA but others do not. The Office of Accessibility, is very helpful and organized, however they are not given, or have shown the ability/power to stop the institution from breaking ADA. It’s sad the institution takes so long to address these issues, because students don’t always have the ability to advocate for themselves so extensively. Inherently all the time we spend on challenging the law being broken takes away from our studies and is very disheartening.
“The best professors are the ones who ask, ‘What do you need to succeed in this course?’ That small question changes everything.”
National Trends Reflect What Our Students Are Saying
These aren’t isolated experiences. National data* shows that disabled students are more likely to feel isolated, less supported by instructors, and more uncertain about disclosing their needs. But when faculty lead with empathy and flexibility, student success improves.
*National Disability Center for Student Success. (2025). Access leads to achievement: A national report on disabled college student experiences. Institute for Education Sciences, U.S. Department of Education. https://nationaldisabilitycenter.org/resources/national-report/
Rethinking the Academic Norms That Create Barriers
Academic ableism refers to policies, practices, or attitudes in educational spaces that create barriers for disabled students. It is often not intentional, but it always negatively affects students. Often, it stems from outdated expectations or limited understanding of how disability intersects with learning.
Examples of academic ableism include:
- Inaccessible learning materials (e.g., uncaptioned videos, non-tagged PDFs)
- Dismissing or questioning a student's accommodations
- Assuming disabled students are less capable or less motivated
- Inflexible attendance or deadline policies
- Using euphemisms or avoiding the word "disability"
- Speaking on behalf of disabled students instead of engaging with them directly.
Want to explore this topic in more depth? Read “Academic Ableism: Fighting for Accommodations and Access in Higher Education” by the Disability Visibility Project for first-person insights and structural critique.
"Disablity is a natural part of the human experience. There is no singular experience of what it means to be disabled, and there's certainly nothing inherently bad or shameful about being disabled or having a disability. so the words disabled or disability? Use them. They are not bad words"-Emily Ladau
🔍 Reflection Activity
As part of your learning, we invite you to review the Academic Ableism Bingo Card—created by disabled students based on real experiences.
This activity is not about shame or blame. It's a tool for self-awareness.
After reviewing the testimonies and bingo card, ask yourself:
- Have any of my classroom norms unintentionally created barriers?
- What assumptions might I carry about disability and academic performance?
- How can I shift from reactive accommodations to proactive inclusion?
🎥 Watch: “I’m Not Your Inspiration, Thank You Very Much” – Stella Young
This TED Talk challenges the idea that disabled people exist to inspire others. It’s a powerful reminder that inclusion means more than kindness—it means equity, access, and seeing disabled students as full participants in academic life.
Small Shifts, Big Impact: Inclusive Actions Faculty Can Take
Progress happens one step at a time. Here are some actions you can take to make your classroom more inclusive:
Reflect on bias and expectations
Recognize that we all carry unconscious bias. Creating access starts with curiosity, not perfection.Provide materials in multiple formats
Use accessible documents, caption videos, and describe visuals.Use inclusive, direct language
Avoid euphemisms—use “disabled” respectfully and affirmingly.Offer flexible assignments and policies
Build options into how students engage and demonstrate learning.Apply UDL principles
Create multiple ways for students to access, engage with, and express understanding of content.Listen to students—and believe them
Accommodations are not optional. Collaboration builds trust.
Coppin Students: Submit Your Accessibility Testimony
Have you experienced something—positive, challenging, or eye-opening—related to accessibility, disability, or academic support at Coppin? Whether it’s a moment of inclusion or a barrier you’ve faced, your story can help shape a more informed and inclusive campus culture.
While submissions are not anonymous (we verify university affiliation), any story shared on this site will be published anonymously by default—unless you give permission to include your name or identity.
📝Preview the Questions Before You Share
Below are the reflection questions included in the submission form. You are welcome to review them in advance and think about what you'd like to share. You can answer as many or as few as you'd like, and you may respond in writing or by uploading an audio or video recording—whichever method feels right for you.
Can you describe a time when your disability was or was not accommodated in a digital or online academic setting (e.g., Blackboard, video lectures, online tests, etc.)?
(This reframing opens the door for both positive and negative examples while focusing on digital accessibility.)What digital course experiences at Coppin have made you feel included, supported, or empowered as a student with a disability?
(New – invites positive testimony directly.)What challenges, if any, have you faced accessing course materials or using academic technology (e.g., PDFs, online videos, course websites, Blackboard, eBooks)?
Which digital accommodations or accessibility features have been the most helpful to you?
(e.g., captions, extended time, alternative file formats, assistive tech compatibility)Have you ever felt that your academic needs were misunderstood, questioned, or dismissed by a professor or staff member? What happened?
How could faculty or the institution better support accessibility and inclusion in digital learning environments?
Have you experienced any ableist comments, assumptions, or attitudes—whether online or in person? If so, how did you respond or cope with the situation?
Is there anything else you'd like to share about your experience with accessibility at Coppin—positive or otherwise?
(Open-ended for anything not captured above.)
- May we share your story on the Digital Accessibility Hub?
☐ Yes, anonymously (default)
☐ Yes, with my name included
☐ No, please keep my submission private - Would you be open to being contacted for a future accessibility spotlight or interview?
☐ Yes
☐ No