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  • Proactive design (Universal Design for Learning)
  • Recurring accessibility audits
  • Publicly available records
  • Assess campus accessibility through psychological and community justice frameworks.

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  • Examine the psychological and social impacts of inaccessible spaces on students.

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  • Develop policy recommendations to combat inaccessibility on Allegheny College’s campus.

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Bridging Belonging and Access: ADA Compliance and Student Well-Being at Allegheny College

Background Information

  • Many college campuses are not ADA compliant (Lopez & Fletcher, 2025).

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  • Inaccessibility makes it difficult for students to live their daily lives, feel as if they belong, stay motivated, and participate (Dee-Price et al., 2025; Edgar et al., 2025; Michael et al., 2024).

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  • College campuses are not built with disabled students in mind and must be retrofitted to accommodate them (Livingston, 2000; Keates et al., 2000).
  • College campuses are not neutral environments, they are shaped by social factors (Stokowski, 2002).

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Key Findings

Conceptual Framework

Kathryn Sorice1, 2, Christopher J. Normile1, PhD, & Coleman Allums2, PhD

1Department of Psychology, Allegheny College

2Department of Community and Justice Studies, Allegheny College

Recommendations

Methods

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  • Accessibility is a prerequisite for inclusion
  • The current accommodation system is reactive → structural change is needed

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Conclusion

Purpose

  • Faculty UDL training
  • Accessibility Walk
  • Speak Up: Accessibility
    • Discussions with disabled students and faculty
  • Independent building audit
  • Theoretical analysis

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Physical Barriers

  • No Elevators (Alden, Arter, Brooks, Oddfellows, Quigley, Ruter)
  • No Accessible Entrance (Alden, Arter, Prayer and Meditation House, Ruter)
  • Inaccessible Restrooms (Alden, Prayer and Meditation House, Quigley)
  • Accessible Entrances Locked (Campus-wide)

Institutional Gaps

  • Lack of publicly available audit records
  • Reactive accommodations

Psychological Impact

  • Reduced feelings of belongingness (Edgar et al., 2025)
  • Increased stigma and stress (Widemann, 2011; Grimes et al., 2019)
  • Decreased student retention and academic performance (Edgar et al., 2025)

Built Environment

Reduced Belonging

Reduced Participation & Success

Psychological Effects (Stigma, Stereotype Threat)

Structural Ableism

Physical Barriers to Access