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Disability discrimination in higher education: analyzing the quality of counseling services

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Listed:
  • Eva Deuchert
  • Lukas Kauer
  • Helge Liebert
  • Carl Wuppermann

Abstract

We conduct a field experiment to analyze barriers disabled students face when entering higher education institutions. Fictitious high-school graduates request information regarding the admission process and special accommodations to ease studying. Potential applicants randomly reveal one of four impairment types. Response rates are similar for all four conditions. Evaluating response contents reveals differential treatment by impairment type. Students with depression or dyslexia are provided less information and services compared to students with physical impairments or students with no disability. Our results suggest that general information deficits about health conditions exist. Psychological and learning impairments are less often recognized as disabilities.

Suggested Citation

  • Eva Deuchert & Lukas Kauer & Helge Liebert & Carl Wuppermann, 2017. "Disability discrimination in higher education: analyzing the quality of counseling services," Education Economics, Taylor & Francis Journals, vol. 25(6), pages 543-553, November.
    • Handle: RePEc:taf:edecon:v:25:y:2017:i:6:p:543-553
    DOI: 10.1080/09645292.2017.1325838
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    Cited by:

    1. Rachel Cummings & María Jose Luengo-Prado, 2023. "The Impact of Learning Disabilities on Children and Parental Outcomes: Evidence from the Panel Study of Income Dynamics," Working Papers 23-7, Federal Reserve Bank of Boston.

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