(Dis)Ability and Accommodation: Exploring the Accessibility of General and Organic Chemistry Course Designs

Research has shown that disability is often subsumed under the broader framework of diversity, equity, and inclusion (DEI), with much of the existing literature focusing on students with physical or learning disabilities. Less attention has been given to understanding how chemistry course design and university disability services support disabled students and those requiring accommodations in STEM-based courses. This exploratory, qualitative study examined the experiences of disabled students in chemistry by addressing two research questions: (1) How do disabled students navigate the concept of normalcy in chemistry courses? (2) How do disabled students encounter and respond to historical and legal barriers within chemistry course structures and disability services? Guided by Disability Critical Race Theory (DisCrit), this study drew from a greater ethnographic project at a large public Midwestern university. We conducted interviews with disabled students (N = 7) and analyzed course syllabi for General Chemistry I and Organic Chemistry I (N = 2) as well as the university Web site for disability services. The thematic analysis of the collective case study revealed that disabled students in General Chemistry I and Organic Chemistry I encountered considerable barriers within their chemistry courses. These challenges can be categorized into three overarching themes: (1) Shaping chemistry courses via able-bodied normalcy, (2) Implementing accommodations in chemistry laboratories, and (3) Accessing disability services and accommodations. Our findings highlight the need for systemic reform in chemistry courses can create more inclusive and equitable learning environments.