By Hala Alazzawi
There are a wide range of considerations to be made when supporting first generation students with disabilities. For most of these students navigating campus life on their own can feel daunting, particularly in the first years of their academic journeys in higher education. To empower first gen students with disabilities, faculty may direct them to the disability services on campus in order for them to learn more about advocating for academic accommodations. While students may feel hesitant to request accommodations at first, faculty and staff can empower students to seek support by including first gen resources in their syllabi and implementing universal design policies in their coursework and expectations. Universal design policies are focused on meeting the learning needs of all students.
The research I conducted on universal design included policies such as implementing grace periods with assignment due dates, avoiding ambiguity in assignments and allowing students to evaluate the courses periodically to assess the effectiveness of instructors’ implementation of these methods. These practices can also advance the success of first gen students with disabilities and reduce any overwhelm they may be experiencing in class.
From an intersectional perspective, first generation students who also come from immigrant backgrounds may find it difficult to assimilate to campus life in the US while also meeting their family’s cultural needs and expectations. For example, students with disabilities who do not drive may need time to procure transportation to attend a support group after class. For a concerned parent, providing details about a particular support group in their first language can be helpful to addressing the family’s concerns while reducing the onus of translation on the student. Additionally, immigrant families may need their child to work outside the home due to financial constraints. This may reduce the time a first generation student may have to join support groups on campus. Therefore, the availability of information on financial aid assistance and scholarships in different languages can allow immigrant families to learn more about financial assistance and resources that can help reduce both financial and cultural disparities for students and their families.
First gen support groups for students from various cultural backgrounds can help students build a sense of community, especially when disability justice is addressed in these groups. This sense of community can empower all students to advocate for themselves. In this way, first gen students with disabilities will feel less isolated while also balancing familial expectations as well. The collaboration of various offices on campus such as the DEI and disability services Offices as well as support from faculty and staff can propel first generation students with disabilities towards success.
