Abstract
Students with disabilities are an increasing subpopulation in higher education. Recently, research has put an emphasis on students’ voices to explore their academic learning experiences, as well as the learning strategies they use to overcome learning barriers. This study aimed to investigate the academic learning experiences of students with disabilities in college or graduate studies and the learning strategies they used when faced with insufficient or delayed support. This study used interpretative phenomenological analysis to gather data from three online focus groups, with a total of 10 participants. The results demonstrated three themes: experiences or issues related to university resources and accommodations, building influence through advocacy and education, and being an independent learner. Some participants continued to face academic learning challenges despite their active seeking of accommodations and support. Some participants utilized study strategies, especially when support was inadequate or not immediately provided. This study highlighted the urgent need for higher education institutions to establish support services and resources for all students. Related discussions and implications are presented.
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