Document Type

Article

Publication Date

2024

DOI

10.1177/21582440241288759

Publication Title

SAGE Open

Volume

14

Issue

4

Pages

21582440241288759 (1-12)

Abstract

Postsecondary students with disabilities (SWDs) face significant challenges to their academic and personal well-being. There is a demand for more supportive strategies to facilitate fulfilling and equitable academic experiences for SWDs. This review aimed to (1) determine the effectiveness of various interventions, programs, and accommodations for enhancing the overall well-being of postsecondary SWDs and (2) evaluate the implications of these support strategies for disability service providers at postsecondary institutions. A narrative review was conducted, examining 13 studies aimed at enhancing the well-being of postsecondary SWDs. Studies were classified using the International Classification of Functioning, Disability and Health (ICF) Model. Ergonomics, assistive technology, and counselling programs had positive improvements on the academic success of SWDs. In SWDs, health status was associated with higher community participation, and physical interventions were beneficial to reducing pain over time. Coaching and mentoring opportunities were beneficial for successful goal fulfilment. However, there remains a risk of digital eye strain when using technology to support postsecondary SWDs. The findings indicate that a range of support strategies can benefit several different components of SWDs experiences. This review identifies research gaps and opportunities to examine support strategies to improve the physical and mental well-being of SWDs.

Rights

© The Authors 2024

Published under the terms of a Creative Commons Attribution 4.0 International (CC BY 4.0) License.

Data Availability

Article states: "All the data presented in this study has been included and is publicly available."

ORCID

0000-0003-2824-4528 (Alla)

Original Publication Citation

Nowrouzi-Kia, B., Tam, C., Khan, R., Alam, B., Alla, S., & Chattu, V. K. (2024). Role of occupational therapy assessment and office ergonomics to support students with accommodations in higher learning: A narrative review. SAGE Open, 14(4), 1-12, Article 21582440241288759. https://doi.org/10.1177/21582440241288759

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