Date of Award

5-2026

Document Type

Thesis

Degree Name

Master of Arts in Communication Studies

Department

Communication Studies

First Reader/Committee Chair

Dr. Jess Block Nerren

Abstract

Academic ableism and traditional educational practices hinder the success of disabled students (Dolmage, 2017). As a student with disabilities, I have witnessed gradual improvements in the perception of disabilities in education. However, academic ableism persists in today’s higher education institutions, which can be disheartening for students like me, an unapologetically disabled person. This study employs framing theory, a communication theory that explains how people interpret and organize information (Goffman, 1947). These frames influence how accommodations are perceived, shaping attributes and connections between behaviors and potential causes (Tewksbury & Scheufele, 2019). Using platicas, a kind of cultural method of open conversational dialogue (Fierros & Bernal, 2016), this study aims to illuminate the complexities and variations of faculty perspectives in higher education. This research not only contributes to academic discourse on equality and equity but also fosters meaningful change in higher education practices for well-being. Utilizing communication theories and application of those theories to serve disabled people, the implications for future research are significant, providing a robust foundation for ongoing exploration and discussions on enhancing student accommodations in higher education.

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