Restricted accessResearch articleFirst published online 2026-4
An Analysis of the Establishment and Evolution of the Disability Resource Center Structure Through Qualitative Inquiry: A Case Analysis From the Rehabilitation Specialists’ Perspective
This study offers a comprehensive understanding of the establishment and progression of a disability resource center (DRC) at a prominent U.S. university. Employing a qualitative, phenomenological approach, it focuses on the insights of the DRC’s director, assistant directors, and rehabilitation (ability) specialists. The phenomenological approach ensures an in-depth understanding of the DRC’s developmental nuances, challenges, and successes, providing valuable insights for enhancing development of a disability center in higher-education institutions. Data collection was completed with semi-structured interviews planned with the director, assistant directors, and six DRC ability specialists. A content analysis method was used to analyze the data. Findings cover themes such as the DRC’s mission, legal regulations, organizational structure of the DRC, service delivery model, and historical development and provide a deep understanding of how disability services are structured and delivered in higher education. The results are discussed in the light of the literature.
AbreuM.HillierA.FryeA.GoldsteinJ. (2017). Student experiences utilizing disability support services in a university setting. College Student Journal, 50(3), 323–328.
2.
BlackR. D.WeinbergL. A.BrodwinM. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1–26. https://doi.org/10.5206/eei.v25i2.7723
3.
CawthonS. W.ColeE. V. (2010). Postsecondary students who have a learning disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education and Disability, 23(2), 112–128. https://doi.org/10.1044/jpedv23n2pp112
4.
CresswellJ. W.PothC. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage.
5.
DallasB. K.UptonT. D.SprongM. E. (2014). Post-secondary faculty attitudes toward inclusive teaching strategies. Journal of Rehabilitation, 80(2), 12.
6.
DeppelerJ.LoremanT.SharmaU. (2005). Reconceptualising specialist support services in inclusive classrooms. Australasian Journal of Special Education, 29(2), 117–127. https://doi.org/10.1080/1030011050290205
7.
DowrickP. W.AndersonJ.HeyerK.AcostaJ. (2005). Postsecondary education across the USA: Experiences of adults with disabilities. Journal of Vocational Rehabilitation, 22(1), 41–47. https://doi.org/10.3233/JVR-2005-00272
8.
FisherE. S.KennedyK. S. (2017). Counseling special populations in schools. Oxford University Press.
9.
FosseyE.ChaffeyL.VenvilleA.EnnalsP.DouglasJ.BigbyC. (2017). Navigating the complexity of disability support in tertiary education: Perspectives of students and disability service staff. International Journal of Inclusive Education, 21(8), 822–832. https://doi.org/10.1080/13603116.2017.1278798
10.
Garrison-WadeD. F. (2012). Listening to their voices: Factors that inhibit or enhance postsecondary outcomes for students’ with disabilities. International Journal of Special Education, 27(2), 113–125. https://eric.ed.gov/?id=EJ982866
11.
GuldenM.SaltanatK.RaigulD.DaurenT.AsselA. (2020). Quality management of higher education: Innovation approach from perspectives of institutionalism. An exploratory literature review. Cogent Business & Management, 7(1), 1749217. https://doi.org/10.1080/23311975.2020.1749217
12.
HarbourW. S.KelsayL. S.SweetW.DrainoniM. L. (2015). The impact of campus experiences and institutional climate on sense of belonging in graduate education for women with disabilities. Journal of Women and Minorities in Science and Engineering, 21(2), 103–115. https://doi.org/10.1615/JWomenMinorScienEng.2015010930
13.
IzzoM. V.MurrayA.NovakJ. (2008). The faculty perspective on universal design for learning. Journal of Postsecondary Education and Disability, 21(2), 60–72. https://doi.org/10.4236/jss.2018.65014
14.
JenningsC.AstinF. (2017). A multidisciplinary approach to prevention. European Journal of Preventive Cardiology, 24(Suppl. 3), 77–87. https://doi.org/10.1177/2047487317709118
15.
KatsiyannisA.ZhangD.LandmarkL.ReberA. (2009). Postsecondary education for individuals with disabilities. Journal of Disability Policy Studies, 20(1), 35–45. https://doi.org/10.1177/1044207308324896
16.
KauffmanJ. M.AnastasiouD.FelderM.LopesJ.HallenbeckB. A.HornbyG.AhrbeckB. (2022). Trends and issues involving disabilities in higher education. Trends in Higher Education, 2(1), 1–15. https://doi.org/10.3390/higheredu2010001
17.
KrankeD.TaylorD. A.JacksonS. E.FloerschJ.Anderson-FyeE. P. (2013). College student disclosure of non-apparent disabilities to receive classroom accommodations. Journal of Postsecondary Education and Disability, 26(1), 35–51.
18.
KimballE.VaccaroA.VargasN. (2016). Student affairs professionals supporting students with disabilities: A ground theory practice model. Journal of Student Affairs Research and Practice, 53(2), 175–189. https://doi.org/10.1080/19496591.2016.1157487
19.
KuckartzU. (2014). Qualitative text analysis: A guide to methods, practice and using software. Sage.
20.
LiH.YuJ.LuoY.GuoC. (2023). Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities. International Journal of Chinese Education, 12(1), 2212585X231161859. https://doi.org/10.1177/2212585X231161859
21.
LiasidouA. (2014). Critical disability studies and socially just change in higher education. British Journal of Special Education, 41(2), 120–135. https://doi.org/10.1111/1467-8578.12063
22.
LindstromJ. H. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders. Learning Disabilities Research & Practice, 22(4), 229–236. https://doi.org/10.1111/j.1540-5826.2007.00252.x
23.
LombardiA.MurrayC.GerdesH. (2011). College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to universal design. Journal of Diversity in Higher Education, 4(4), 250. https://doi.org/10.1037/a0024961
24.
MarquisE.JungB.Fudge SchormansA.LukmanjiS.WiltonR.BaptisteS. (2016). Developing inclusive educators: Enhancing the accessibility of teaching and learning in higher education. International Journal for Academic Development, 21(4), 337–349. https://doi.org/10.1080/1360144X.2016.1181071
25.
MaxwellJ. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage.
26.
MerriamS. B.TisdellE. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
27.
MoriñaA.SandovalM.CarnereroF. (2020). Higher education inclusivity: When the disability enriches the university. Higher Education Research & Development, 39(6), 1202–1216. https://doi.org/10.1080/07294360.2020.1712676
28.
MyersK. A.BastianJ. J. (2010). Understanding communication preferences of college students with visual disabilities. Journal of College Student Development, 51(3), 265–278. https://doi.org/10.1353/csd.0.0129
29.
MyersK. A.Jenkins LindburgJ.NiedD. M. (2013). Allies for inclusion: Disability and equity in higher education. ASHE Higher Education Report, 39(5), 1–152. https://doi.org/10.1080/02680513.2015.1007860
30.
PattonM. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage.
31.
PeñaE. V. (2014). Marginalization of published scholarship on students with disabilities in higher education journals. Journal of College Student Development, 55(1), 30–40. https://doi.org/10.1353/csd.2014.0007
32.
RaueK.LewisL. (2011). Students with disabilities at degree-granting postsecondary institutions. National Center for Education Statistics.
33.
Rodríguez HerreroP.Izuzquiza GassetD.Cabrera GarciaA. (2020). Inclusive education at a Spanish University: The voice of students with intellectual disability. Disability & Society, 36(3), 376–398. https://doi.org/10.1080/09687599.2020.1745758
34.
RömhildA.HolledererA. (2023). Effects of disability-related services, accommodations, and integration on academic success of students with disabilities in higher education. A scoping review. European Journal of Special Needs Education, 39(1), 143–166. https://doi.org/10.1080/08856257.2023.2195074
35.
SchellyC. L.DaviesP. L.SpoonerC. L. (2011). Student perceptions of faculty implementation of universal design for learning. Journal of Postsecondary Education and Disability, 24(1), 17–30.
36.
ShentonA. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
37.
SuppleB.AbgenyegaJ. (2011). Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: A whole schooling approach. International Journal of Whole Schooling, 7(2), 92–108.
38.
SzogeczkiL. (2016). An exploratory study of the rehabilitation of physical disabled adults in a group setting with particular reference to conductive education [Doctoral dissertation]. Liverpool John Moores University.
39.
TimmermanL. C.MulvihillT. M. (2015). Accommodations in the college setting: The perspectives of students living with disabilities. The Qualitative Report, 20(10), 1609–1625. https://doi.org/10.46743/2160-3715/2015.2334
WolaninT. R.SteeleP. E. (2004). Higher education opportunities for students with disabilities: A primer for policymakers. institute for higher education policy. The Institute for Higher Education Policy.
42.
YıldırımA.ŞimşekH. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
43.
ZhangD.LandmarkL.ReberA.HsuH.KwokO.BenzM. (2010). University faculty knowledge, beliefs, and practices in providing reasonable accommodations to students with disabilities. Remedial and Special Education, 31(4), 276–286. https://doi.org/10.1177/0741932509347732
44.
ZhouZ. (2023). Disabilities in higher education: Beyond “accommodation..”Journal of Disability Studies in Education, 3(2), 191–216. https://doi.org/10.1163/25888803-bja10021
