Improving Equity in Financial Aid Policy for Students with Disabilities

Disabled college students face significant barriers to degree completion, including systemic inequities in financial aid policies. This Issue Article investigates financial aid policies that unfairly limit aid to disabled students, at times forcing them to choose between maximizing their financial aid and the recommended accommodations to which they have a legal right, such as a reduced courseload. We highlight how current policies, including Pell Grant proration, Satisfactory Academic Progress (SAP) requirements, and lifetime funding caps, create financial and administrative burdens that disproportionately affect disabled students. By examining federal and state-level policy responses, we identify both promising practices and persistent gaps in addressing these inequities. Recommendations focus on implementing disability-conscious financial aid policies that align with the unique needs of disabled students, reducing administrative burden, and ensuring equitable access to higher education. These findings provide actionable insights for policymakers, financial aid professionals, and disability advocates working to promote educational equity