Systemic barriers persist in higher education despite policy shifts: How neoliberal metrics and institutional inertia exclude disabled students
Original framing: “Why universities still struggle to make degrees accessible for disabled students” — Phys.org
The original framing omits the historical roots of disability exclusion in academia, such as the eugenics movement’s influence on higher education policies, and the role of capitalism in prioritizing productivity over accessibility. It also neglects indigenous knowledge systems that have long integrated disability as part of communal support structures, as well as the voices of disabled students of color, who face compounded barriers. Additionally, it fails to address how digital transformation in education often exacerbates exclusion through inaccessible technologies and platforms.
Medium structural omission detected in mainstream coverage.
The narrative is produced by academic institutions, policymakers, and disability advocacy groups within Western higher education systems, serving the interests of elite universities by framing accessibility as a compliance issue rather than a systemic failure. The framing obscures the role of neoliberal funding models, which incentivize exclusion by tying resources to 'successful' outcomes rather than inclusive practices. Disabled students and scholars are often consulted as token voices, while structural critiques of ableism in academia are sidelined.
Research in disability studies and universal design demonstrates that accessibility is not a binary (accessible/inaccessible) but a spectrum shaped by environmental and institutional barriers. Studies show that accommodations like extended exam time or assistive technologies are effective but underutilized due to stigma and resource constraints. The scientific consensus supports the social model of disability, which frames barriers as systemic rather than inherent to the individual. However, universities often prioritize cost-saving measures over evidence-based accessibility reforms.
The struggle to make higher education accessible for disabled students is not a failure of awareness or goodwill but a structural feature of neoliberal universities, where ableism is embedded in curriculum design, assessment methods, and resource allocation.