Academic Barriers of College Students Diagnosed with Autoimmune Related Disabilities

Academic Barriers of College Students Diagnosed with Autoimmune Related Disabilities

A preliminary study was conducted to identify barriers to academic success of college students at a Big Ten University who have been diagnosed with autoimmune diseases (recognized by 1990 Americans with Disabilities Act). An eight, open-ended item instrument was developed, jury validated and administered to six focus groups (November 2007 to January 2008). Subjects were recruited via newspaper ads, Facebook, fliers, classrooms, and Oncourse. Data were analyzed qualitatively and using descriptive statistics. Eighteen participants represented 11 autoimmune diseases (Crohn's disease, multiple sclerosis, systemic lupus, rheumatoid arthritis, etc). Fifteen students (83.3%) did not register with the University Disabilities Services Office. Over two thirds (66.7%) stated stress was their major trigger to flare-ups and identified 12 personal, physical, psychological, and environmental barriers to class arrival and class attendance. Nine (50%) reported eight physical and cognitive difficulties during class. Thirteen (72.2%) reported their physical and emotional needs and academic goals were compromised. Eight (44.4%) reported professors were not understanding of their disorder. Related pain/fatigue affected class presence, assignments, and exams. Sixteen (88.9%) wanted a student organization for peer and academic support. A campus wide study is recommended in collaboration with the University Disabilities Services Office to identify students with autoimmune diseases who are not using their services, and to formally assess disability-related impairments to academic success and quality of college life. For this purpose a 50 item structured response survey instrument was developed and planned for university-wide implementation in Fall 2008.