{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,19]],"date-time":"2026-10-19T21:58:30Z","timestamp":1792447110400,"version":"4.5.0"},"reference-count":32,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2022,5,5]],"date-time":"2022-05-05T00:00:00Z","timestamp":1651708800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>COVID-19 caused nearly every college and university in the United States to rapidly shift to remote learning during the spring 2020 semester. While this impacted all students to different degrees, students with disabilities (SWD) faced new challenges related to their mental health, the accessibility of their instruction, the receipt of accommodations, and their interactions with faculty and student support personnel. Literature is emerging that describes the experiences of SWD during the spring 2020 semester and the swift change to remote learning. However, little is currently known about what followed for these students. The present study builds from a prior investigation of SWD during the spring 2020 semester and examines student experiences and perceptions during the 2020\u20132021 academic year. Eighty-eight SWD from colleges across the United States completed an instrument that contained a mix of demographic, yes\/no, Likert scale and open-ended items. Responses revealed most items related to accessing services and instruction showed no improvement from the spring 2020 semester, and that items related to mental health, motivation to learn, and connections with peers were perceived as worse than in spring 2020. Open-ended responses revealed similar themes, with some students describing no improvements, and others noting that accessibility service offices and faculty provided enhanced methods of communication and support. Implications for practice and future research are presented.<\/jats:p>","DOI":"10.3389\/fpsyg.2022.872733","type":"journal-article","created":{"date-parts":[[2022,5,5]],"date-time":"2022-05-05T17:08:42Z","timestamp":1651770522000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":12,"title":["What Happened Next? The Experiences of Postsecondary Students With Disabilities as Colleges and Universities Reconvened During the Pandemic"],"prefix":"10.3389","volume":"13","author":[{"given":"Joseph W.","family":"Madaus","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Michael N.","family":"Faggella-Luby","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"suffix":"III","given":"Lyman L.","family":"Dukes","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nicholas W.","family":"Gelbar","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shannon","family":"Langdon","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emily J.","family":"Tarconish","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ashely","family":"Taconet","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2022,5,5]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/10668926.2021.2006825","article-title":"The disability resource office and COVID-19: disability and accessibility support during the pandemic within the two-year postsecondary environment","author":"Aquino","year":"2021","journal-title":"Community College J. 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The Hope Center","author":"Goldrick-Rab","year":"2020"},{"key":"ref11","article-title":"How coronavirus dramatically changed college for over 14 million students. CNBC","author":"Hess","year":"2020"},{"key":"ref12","article-title":"The digital divide among college students: lessons learned from the COVID-19 emergency transition. Midwestern Higher Education Compact","author":"Jaggars","year":"2021"},{"key":"ref13","article-title":"A National Investigation of Accessiblity Services Response to COVID-19. Research & Training Blog. Landmark College","author":"Lalor","year":"2020"},{"key":"ref14","doi-asserted-by":"publisher","first-page":"14","DOI":"10.1177\/1090198120969372","article-title":"More than inconvenienced: the unique needs of US college students during the COVID-19 pandemic","volume":"48","author":"Lederer","year":"2021","journal-title":"Health Educ. 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Work."},{"key":"ref17","doi-asserted-by":"crossref","DOI":"10.18665\/sr.314276","volume-title":"Student and Faculty Experiences With Emergency Remote Learning in Spring 2020: Insights from a Small Exploratory Study","author":"McDaniel","year":"2020"},{"key":"ref18","doi-asserted-by":"crossref","DOI":"10.51388\/20.500.12265\/102","volume-title":"Unmasking Inequality: STEM Course Experiences During the COVID-19 Pandemic.","author":"Means","year":"2020"},{"key":"ref19","volume-title":"How Can Schools Respond Long-Term to COVID-19? 2021 International Special Education Conference","author":"Messina","year":"2021"},{"key":"ref20","article-title":"Colleges extend remote instruction. 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