Publication Date

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Sudha Krishnan; Saili Kulkarni; Matthew Love

Abstract

Although extensive support needs students (ESNS) benefit from access to inclusive higher education opportunities, research shows that navigating college settings has been challenging for these students. This study examined the supports available to ESNS enrolled in college classes and the challenges they encounter within a university setting. Using a State University as the research site, this qualitative study collected data through semi-structured interviews, observations, and reflection responses to capture the experiences of ESNS, faculty, and peer mentors in higher education. The study examined ESNS experiences in classes through the perspectives of faculty on teaching ESNS, peer mentors’ (who support students in classrooms) reflections on providing academic and social support, and the experience of a parent of ESNS who participated in an inclusive higher education program. Qualitative data collected via interviews, site observations, and journal reflections were analyzed using NVivo software for thematic analysis. The study, informed by the critical disability studies (CDS) theoretical lens, contributes to the growing body of literature advocating for inclusive postsecondary education by examining the supports ESNS need to participate in higher education and the systemic barriers that persist. Findings from this study inform current practices, offer recommendations to improve support systems, and identify areas for future research on inclusive higher education experiences for students with ESNs.

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