Counting the Costs: A Proposed Conceptual Model of Disabled Students’ College-Going Decisions

In this qualitative study, we interviewed 20 disabled four-year college students to explore how disability-related financial concerns influenced their college decision-making processes. Findings highlight challenges related to the continuing influence of past disability-related expenses, navigating postsecondary financial aid forms, and securing external disability funding for college. Drawing on these insights as well as existing student decision theories and critical disability studies, we propose a new conceptual model of disabled student college decision-making. This model draws from empirical insights gleaned directly from disabled students to inform and advance disability equity in higher education. Recommendations for research, policymakers, and practitioners are discussed.