| Title: |
Improving Equity in Financial Aid Policy for Students with Disabilities |
| Language: |
English |
| Authors: |
Ryan S. Wells; S. Kate Farmer; Morgan D. Woroner |
| Source: |
Journal of Student Financial Aid. 2025 54(1). |
| Availability: |
Center for Economic Education at the University of Louisville. Porter Building, 1905 South 1st Street, Louisville, Ky, 40292. e-mail: jsfa@louisville.edu; Web site: https://ir.library.louisville.edu/jsfa/ |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Educational Equity (Finance); Student Financial Aid; Educational Policy; Students with Disabilities; Barriers; Public Policy; State Policy; Student Needs; Federal Aid; Grants; State Aid; Civil Rights Legislation; Federal Legislation; College Students |
| Laws, Policies and Program Identifiers: |
Pell Grant Program; Americans with Disabilities Act 1990; Rehabilitation Act 1973 (Section 504) |
| ISSN: |
0884-9153 |
| Abstract: |
Disabled college students face significant barriers to degree completion, including systemic inequities in financial aid policies. This Issue Article investigates financial aid policies that unfairly limit aid to disabled students, at times forcing them to choose between maximizing their financial aid and the recommended accommodations to which they have a legal right, such as a reduced course load. We highlight how current policies, including Pell Grant proration, Satisfactory Academic Progress (SAP) requirements, and lifetime funding caps, create financial and administrative burdens that disproportionately affect disabled students. By examining federal and state-level policy responses, we identify both promising practices and persistent gaps in addressing these inequities. Recommendations focus on implementing disability-conscious financial aid policies that align with the unique needs of disabled students, reducing administrative burden, and ensuring equitable access to higher education. These findings provide actionable insights for policymakers, financial aid professionals, and disability advocates working to promote educational equity. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1487530 |
| Database: |
ERIC |