Access to and participation in postsecondary education (PSE) is critical to achieving individual and societal prosperity, stability, and security (Finnie, Childs, & Wismer, 2011; PHAC, 2011). Access to PSE is equally critical from an equity perspective. Benefits of PSE are well documented and yet historic challenges to promoting access to and creating appropriate supports for students with disabilities have contributed to their significant underrepresentation in PSE (Finnie et al., 2011; HEQCO, 2013; Rae, 2005; Statistics Canada 2012).
Students with disabilities access and attain PSE credentials at lower rates than those without disabilities (McCloy & DeClou, 2013). This disparity is largely driven by lower university participation and degree attainment rates and offset by higher college participation and college credential attainment rates (Finnie et al., 2011; HEQCO, 2013). Data from 1980 to 2000 reveals this gap between the two groups has remained relatively unchanged (Boothby, & Drewes 2006). Despite this difference, Tsagris and Muirhead (2012) note that college and university students in PSE experience similar challenges. Twice as many Ontarians without a disability have university degrees than those with disabilities (Rae, 2005). McCloy and DeClou (2013) report that in 2006, of Ontario students who at age 15 were reported to have a disability, 68% by the age 21 had participated in PSE (46% college, 22% university), compared to 84% of students (55% college, 29% university) without disabilities. Students with disabilities are less likely to attend university if they are in Ontario as compared to other provinces and regions (Finnie et al., 2011).