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Post-Secondary (College/University) as Disabling: A Preliminary Scoping Review.

Authors: Jordan Aharoni*, University of Toronto - Mississauga, Ron Buliung, University of Toronto - Mississauga
Topics: Transportation Geography, Qualitative Research, Geographic Information Science and Systems
Keywords: Student, Travel, Post-Secondary, Disability, Policy
Session Type: Paper
Day: 4/9/2020
Start / End Time: 8:00 AM / 9:15 AM
Room: Virtual Track 13
Presentation File: No File Uploaded

Within the context of decades of travel behaviour research, the activity-travel behaviour of post-secondary students remains a relatively nascent area of research. Studies about the travel behaviour of post-secondary (college and university) students have primarily focused on: the role of neighbourhood types and characteristics, mode choice including multimodality, time-use and transportation barriers to attending campus, and the influence of attitudinal factors on individual travel behaviour. Emerging interest in the post-secondary population has evolved with little attention given to students with disabilities (person-first labeling) or disabled students (identity-first labeling) While there is a relatively mature literature on pedagogical concerns, questions about barriers to accessing education and activities on and within campuses appear to remain relatively absent in the literature. This paper presents a preliminary scoping review of research into the college/university transport experiences of students with disabilities, with a focus on travel and mobility to/from and within the campus setting. To date, we have found that the literature focuses on the transition to post-secondary education for students with disabilities, as well as discussions about post-secondary school policies, services, and training programs for faculty to facilitate educational access. Our early reading of this work suggests remaining knowledge gaps in regard to: the differences in mode choice patterns and transportation barriers between students with and without disabilities and the ways in which disability as an identity intersects with other student identities to create unique barriers and challenges for those students.

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