Accessibility Support for Disabled Students at Maryland

Starting college comes with a lot of challenges: How do you politely ask your roommate to do laundry? How do you break the habit of procrastination and actually turn in assignments on time? And how do you navigate a campus to find your way to a lecture in an unfamiliar building? For many students, these hurdles are a part of adjusting to college life. But for students with disabilities, these challenges can be compounded by additional barriers.

For students living with disabilities, there are unique obstacles to overcome. From managing a communication disorder while sharing a room with a new roommate to handling migraines while trying to meet academic deadlines, the struggles can feel overwhelming. And even simple tasks like finding a wheelchair-friendly route to an out-of-the-way class can present significant challenges. However, the University of Maryland’s Accessibility and Disability Service (ADS) is here to support students, ensuring that no one has to navigate these difficulties alone.

“We help students navigate their time in higher education to support them and prepare them for whatever comes next,” said ADS Director Tessa Cahill. “By the time they get to graduation, they’re rocking and rolling. We emphasize ‘inter-dependence’—knowing how to connect and plug in to resources on your own.”

Currently, approximately 3,400 students, or 9% of the university population, are registered with ADS. Of those students, around 90% are undergraduates, though the service also supports students at every stage of their academic journey—from high school students participating in the Terp Young Scholars program to graduate and Ph.D. candidates. As part of its broad-reaching mission, ADS strives to be accessible and inclusive to all students, providing the resources and accommodations they need to succeed.

The department has experienced significant growth in recent years, particularly since the pandemic. According to Cahill, ADS has expanded to include 27 full-time staff members, including 10 disability specialists who provide individualized support for students. Despite this expansion, Cahill recognizes that there is still work to be done. National statistics show that up to one-third of all college students may have a disability, highlighting the need for continued improvement and outreach.

Cahill and Disability Specialist Monica Aisenberg ’15 reflect on their personal journeys and how those experiences have shaped their careers in the field of disability services. They also share valuable insights into the differences between K-12 and college-level accommodations and debunk some common myths about the services ADS provides.

Cahill explained that she was the first full-time disability specialist hired by the department in 2014, when it was a much smaller office. At that time, the department served a primarily neurodivergent student population, focusing on those with learning disabilities and ADHD. But as the scope of disabilities that students face has broadened, so too has the role of ADS. Today, many students seeking accommodations have chronic medical conditions like Crohn’s disease or deal with mental health-based disabilities.

“Our staff have wonderful backgrounds in different areas,” Cahill said. “Monica has worked on transition and employment services, others in special education, hearing and speech sciences, vocational rehabilitation.”

Aisenberg, who has worked in the field for years, shared how her early experiences shaped her passion for disability services. “For my first summer job, I worked at a camp for individuals aged 13 to 21 who had intellectual and developmental disabilities. It was my first exposure, and I loved everything about it. I ended up becoming a student aide at my high school, providing one-on-one support for students with disabilities. I knew if I could do this for my career, it would never feel like work.”

Cahill also spoke about how personal experiences influenced her decision to work in disability services. “Growing up, I had close friends and family members who are Deaf. I originally thought I would become an audiologist and planned to go to medical school. But then I was in an accident in college, and I had to take an extended leave of absence. When I came back, I had to meet with the disability service office at my school (Springfield College in Massachusetts) to make a plan to resume my studies, get extended time on tests, note-taking help and more. Getting that human-level support altered my trajectory. I took a class on assistive technologies, and decided I wanted to support students with disabilities in college.”

Aisenberg added that for many students, transitioning from high school to college can feel like stepping off a cliff. “There’s little information about the services you can get as an adult. That’s why we do a lot of outreach, such as tabling at orientation or going to the First or Second Look Fairs to make sure we’re present and visible for students. We also visit local high schools to talk to families.”

In the K-12 system, students are protected by education-based laws, and parents often make the majority of decisions about accommodations. But when students transition to college, they are governed by civil rights laws such as the Americans with Disabilities Act, which guarantees equal access to education. This shift means that students are now in control of their own accommodations, and it’s up to them to decide what support they need for each class or activity.

Cahill emphasized the importance of student autonomy in higher education. “In college, we focus on understanding how your disability impacts you, and figure out what’s here that you can use. And it’s the student’s choice if they want an accommodation for one class but not another. They’re in control.”

One of the key tenets of ADS is that students should have the ability to communicate their needs directly. “We make it clear in meetings: Nothing about me without me,” said Aisenberg. “We can’t independently communicate with professors about students. We don’t reach out to parents. Those things need to be student-led.”

To get started with ADS, students must fill out a registration application that includes a self-report about their disability and its impact on their academic performance. Students then meet with a disability specialist, who works with them to determine appropriate accommodations and to ensure that all necessary documentation is in place. From there, specialists like Aisenberg can recommend specific resources and accommodations to ensure that students have the support they need.

Aisenberg explained that after meeting with a specialist, students receive a follow-up email summarizing the accommodations that were approved, how to access them in class, and how to communicate with professors. “We send general reminders at the beginning of each semester as a touchpoint, so students remember they can come back to us at any time to update diagnoses or to talk about new challenges.”

The range of accommodations available to students is vast. ADS provides note-taking services, test-taking support, and a wide variety of assistive technologies, including software that converts reading materials into audio files or allows for voice-to-text dictation. Additionally, if a student has an internship that requires support, ADS is there to provide assistance as needed.

Cahill highlighted the department’s strong partnerships across the campus. “We have partnerships with ResLife for accessible housing needs, including ADA-compliant bathrooms, air conditioning, or a location near an elevator. We also work with DOTS for paratransit services, which is as close to door-to-door as you can get. If a student needs assistance with course scheduling or accessible furniture in a classroom, we collaborate with Facilities or Academic Affairs to make it happen.”

To ensure that accommodations are tailored to individual needs, ADS follows an interactive process with students. There’s no set menu of services; everything is personalized based on the student’s unique requirements. This collaborative approach helps students thrive academically while maintaining independence.

Aisenberg also noted that accommodations can be implemented at any point during the semester, not just at the beginning. “It’s a myth that accommodations can only be implemented at the start of the semester. If you’re transferring in, or if you’re noticing you need additional support during midterms, register with us at any time. Our offices are open year-round, not just during the school year.”

Cahill added that many students are surprised by how accessible the office is. “Students think it’s very complicated to get in touch with us, that there’s a long wait time, or that they’ll be turned away if they don’t have the perfect documentation. None of that’s true. ADS today is different from last year or two years ago. Stop by and say hello!”

By connecting students with the right resources, the University of Maryland’s Accessibility and Disability Service plays a crucial role in supporting students’ academic journeys. Whether you need assistance with note-taking, test-taking, or paratransit, ADS is dedicated to making sure that every student has equal access to education. If you’re a student in need of support, don’t hesitate to reach out to ADS and start your path toward a successful and fulfilling college experience.