Abstract
Students with disabilities in higher education experience lower rates
of enrollment, persistence and completion than their nondisabled
peers; however, there is limited research describing experiences
of highly successful students with disabilities. This study employed
an anti-deficit framework to examine postsecondary experiences
of high-achieving women with disabilities enrolled in a regional
university in Australia. Researchers conducted in-depth interviews
with 24 women with self-disclosed physical, psychological and
sensory disabilities representing the following eight fields of study:
arts, business, education, engineering, health sciences, nursing, and
psychology. Interviews explored motivations for enrolling in higher
education, academic services and support accessed, and skills and
attributes contributing to their success. The findings reveal that
participants possessed a strong sense of purpose, effectively
utilized formal and informal supports, and demonstrated a unique
combination of study skills, coping mechanisms, disability
awareness, and resilience. Findings highlight the strategies and
strengths these students employed to persist and succeed, offering
valuable lessons for creating more supportive environments in
higher education for individuals with disabilities