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challenges they faced at school, students with disabilities are generally at a higher risk of
experiencing food insecurity and homelessness (Coleman-Jensen, 2020; Coleman-Jensen &
Nord, 2013; Gin et al., 2021). Fung and Babik (2020) point outed many persons with disabilities
are also immunocompromised and becoming infected with the COVID-19 virus would have
disproportionately deleterious effects on this population.
Gin et al. (2021) conducted interviews with 66 STEM undergraduates with disabilities at
seven large-enrollment institutions during Spring 2020 and found many
students reported taking
exams at home was more difficult without the reduced-distraction testing rooms an
accommodation would normally provide because their home surroundings tended to be noisy and
distracting while taking their exams. Gin et al. also uncovered barriers preventing students with
disabilities from reaching success in their online courses during the pandemic. Instructors were
often put in a position where they had to determine what they thought to be an appropriate
accommodation, and because disability resource centers were not proactively engaged, students
found themselves having to advocate for themselves to get necessary accommodations to
complete their coursework.
