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We draw on methods from lines-of-argument analysis in Critical Interpretive Synthesis to synthesize and critique pathways through which disabled students access supports in postsecondary STEM. Integrating recent literature about pathways to access in postsecondary education as well as our ongoing research, we describe various mechanisms through which disabled students are currently provided (or not provided) access in postsecondary STEM and identify strengths and weaknesses with these various pathways. Specifically, we describe and problematize the typical accommodations process, which requires students to register with a Disability Resource Center which then negotiates accommodations with the disabled student and their instructors. Next, we describe alternatives to the traditional accommodations model, such as normalizing discussion of access needs (a tenant of disability justice), allowing individual instructors to validate students' needs and appropriate accommodations, and access through interdependence (another tenant of disability justice). We describe dimensions along which these pathways vary, such as process, disclosure, requirements for validity, and burden. We suggest instructors and mentors pull from all these models to create a transparent ecosystem of supports. 

To improve accessibility and inclusion in postsecondary STEM education, we propose implementing Universal Design for Learning (UDL) based practices to meet the needs of a variety of learners. The UDL is a design framework aimed at improving and optimizing teaching and learning for all people, regardless of their disability status. As part of a larger professional development project, interviews were conducted with members of a faculty learning community to discuss their instructional practices and to offer feedback regarding opportunities to remove barriers to access and participation. In this paper, we focus on an interview with a physics instructor and examine their beliefs about students with disabilities as evidenced by the disability-specific language used in the interview. This prompted a new perspective on professional development regarding accommodating students with disabilities that focuses on confronting ablest beliefs as a crucial component in promoting inclusion in STEM education. 

Every person has abilities across a multidimensional spectrum; abilities can vary within a person across these dimensions as well as between people along the same dimensions. This paper introduces a preliminary framework for conceptualizing dimensions of ability which we call ability profiles. Our purpose in developing this framework is not to categorize other people, but rather to support research into existing structures that privilege those with strengths in particular dimensions or create a barrier for those with limitations in certain dimensions. Such an analysis is useful for developing inclusive and accessible curricular materials and practices. Through literature reviews, we have developed a framework that describes large-grain dimensions of ability: physical, visual, hearing, cognitive, health, and emotional-behavioral. This paper will introduce ability profiles and the dimensions of ability, describe the relationship between the framework and specific diagnoses, and demonstrate utility of the framework for the physics classroom.