When people think of the term disability, they often imagine someone wearing hearing aids or having a physical impairment.
This is not always the case, and most of the time disabilities are not immediately apparent. According to the World Health Organization, disability is an aspect of the human experience and is caused by an individual’s health condition as well as the interactions a person’s condition has with personal and environmental variables (World Health Organization, 2023). This means that many of the obstacles that students encounter in post-secondary environments can be social, academic, or even systemic in nature.
Experts from the Centre for Global Disability Studies at the University of Toronto have identified that the ability of students to fully engage in academic life is still impacted by structural ableism and inaccessible learning environments (Campbell, 2022). In order to build a more inclusive campus community and support student well-being, recognizing these hidden barriers is vital.
Think about when a person with a disability is introduced and the immediate thoughts that may arise, often influenced by stereotypes and cultural beliefs.
These assumptions contribute to social barriers such as stigma and misunderstanding, which shape everyday experiences. Many individuals with disabilities face exclusion, discrimination, and limited opportunities because of negative perceptions about their abilities. According to the Centers for Disease Control and Prevention, these barriers are reflected in real inequalities, with only 35.5% of people with disabilities employed compared to 76.5% of those without, and 22.3% not completing high school compared to 10.1% of their peers (CDC, 2025).
Historical perspectives highlighted by the Disability History Museum show that disability has often been misunderstood as a defect or limitation, reinforcing harmful social attitudes and marginalization, for generations (Block, n.d.). Challenging these attitudes through education and awareness is essential to building a more inclusive society where individuals are valued, especially students who need a supportive environment to grow during their educational years.
Imagine being eager to learn, yet facing a system that was never designed to support your needs.
For many students with disabilities, this is a daily reality. Academic environments often follow standardized approaches that fail to accommodate diverse learning styles, creating barriers to participation and success. According to Humanity & Inclusion Canada, students with disabilities continue to be excluded from education due to discrimination, stigma, and a lack of inclusive systems. Many schools are not equipped with the necessary resources, and educators may lack the training to effectively support these students. In some cases, families choose not to send their children to school out of fear of bullying or inadequate support. As a result, students are denied equal access to education and opportunities for growth (Humanity & Inclusion Canada, n.d.). These barriers show that too many students are being left behind by a system that fails to support them, and this must change.
Despite increasing awareness about accessibility, there are many policies and organizations that unintentionally place barriers that limit equal accessibility for people with disabilities.
According to the Canadian Human Rights Commission, barriers are those environments, services, or systems that prevent individuals from fully participating in society. These barriers may include programs that require strict on-site participation, limited communication about accommodations, and digital environments that do not accommodate assistive technologies.
According to the Ontario Human Rights Commission, systemic discrimination may appear to be neutral but is a reality. Currently, barriers related to transportation and accessibility of buildings prevent individuals from fully participating in society is a big issue. There are about 2.6 million Ontarians, or 1 in 4 people, who experience significant systemic barriers. In 2022, 72% of Canadians with disabilities experienced accessibility barriers, of whom 56% were related to physical barriers and 37% related to attitudinal barriers (Ontario, 2025). Addressing these challenges requires institutions to remove structural obstacles and design accessible policies.
The hidden barriers that students with disabilities experience are a reflection of systems that are not always built to meet diverse needs.
When stigma, rigid academic standards, and institutional frameworks remain unchanged, students may be limited in their ability to fully participate and succeed (Ontario, 2024). Creating an inclusive campus requires actively removing barriers, addressing discrimination, and including accessibility into institutional design (Campbell, 2022).
Author Credits: This blog was written by student volunteers as part of Neurodiversity Horizons Canada’s outreach and education initiatives. We thank our contributors for their time, effort, and thoughtful engagement in promoting accessibility and neurodiversity awareness.
Authors: Arnav Brar, Keya Modi, Nietya Mayavanshi
About Neurodiversity Horizons Canada: Neurodiversity Horizons Canada (Instagram:@neurodiversityhorizon.canada) is a student organization advocating for the dignity and inclusion of neurodivergent and disabled individuals. Focused on education and social connection, we provide students with opportunities to engage in advocacy for a more accessible future through workshops, community partnerships, and knowledge-sharing initiatives.
References:
Accessibility for Ontarians with Disabilities Act annual report 2019. (n.d.). Retrieved from ontario.ca website: https://www.ontario.ca/page/accessibility-ontarians-disabilities-act-annual-report-2019
“Barriers and Disabilities | Canadian Human Rights Commission.” Chrc-Ccdp.gc.ca, 2016, www.chrc-ccdp.gc.ca/individuals/accessibility/barriers-and-disabilities.
Block, L. (n.d.). Education: Essay: Disability History Museum. disability history museum–Education: Essay: Disability History Museum. Retrieved March 26, 2026, from https://www.disabilitymuseum.org/dhm/edu/essay.html?id=24
Campbell, D. (2022, December 6). Experts on accessibility, ableism and inclusion across Canada gather for second national dialogues and action. University of Toronto Scarborough News. https://utsc.utoronto.ca/news-events/university-news/experts-accessibility-ableism-and-inclusion-across-canada-gather-second-national
Disability barriers to inclusion. (2025, April 3). Disability Inclusion. https://www.cdc.gov/disability-inclusion/barriers/index.html
Hi. (2022, November 14). Children with disabilities still excluded from school. Children With Disabilities Still Excluded From School. https://www.hi-canada.org/en/news/children-with-disabilities-still—excluded-from-schoo
Ontario Human Rights Commission. (2020). Discrimination based on disability and the duty to accommodate: Information for service providers | Ontario Human Rights Commission. Retrieved from Ohrc.on.ca website: https://www3.ohrc.on.ca/en/discrimination-based-disability-and-duty-accommodate-information-service-providers
Ontario. (2024, June). Human Rights, Equity, and Inclusive Education. https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/human-rights-equity-and-inclusive-education
Palermo, M. (2014, December 3). Statement: 1.8 Million Ontarians with Disabilities Still Waiting for Justice | The Ontario Federation of Labour. Retrieved March 27, 2026, from The Ontario Federation of Labour website: https://ofl.ca/disabilities2014/
World Health Organization. (2023, March 7). Disability. https://www.who.int/news-room/fact-sheets/detail/disability-and-health