Despite many countries being signatories to human rights treaties, such as the United Nations Convention on the Rights of Persons with Disabilities, which emphasises equity, diversity, inclusion, and access for all individuals, there remains an underrepresentation of students with disabilities in higher education. This Master of Research aims to identify barriers in access to postsecondary education among students with disabilities. To achieve this, I undertook a systematic literature review of evidence in the field.
Forty-six studies were included in the review. The majority of the studies (33) were carried out in the United States, followed by the United Kingdom (5) and Ireland (3). Single studies were conducted in Canada, Belgium, Sweden, Australia, and Spain. Of the total number of studies analysed, it was found that 37 utilised a qualitative design, followed by seven that used a mixed-method approach and two studies employed a quantitative methodology.
Thematic analysis revealed seven recurring themes of barriers encountered by students with disabilities during their transition from secondary to postsecondary education. These themes comprised Personal and Psychological Barriers, Family Influence and Background, Financial Challenges, Educational and Institutional Barriers, Social Stigma and Discrimination, Institutional and Policy Barriers, and Accessibility and Accommodation Challenges. The findings have significant implications for both policy and practice, particularly for education policy. Additionally, it contributes to wider discussions on how to effectively empower and assist students with disabilities in their academic pursuits.