Scott McAward, director of the University of Utah’s Center for Disability and Access, said for some people the shift to virtual schooling made things harder for some people with disabilities and created more barriers to learning. But he said for others, like Stephens, they had better access to their education because of technology. “We actually saw some students return to classes that had not finished their degree program, but were able to do remote learning for courses they’ve never had the opportunity to do,” McAward said. His office works with around 1,700 students a year. Most have what he called a “non-apparent” disability, like depression, ADHD or some chronic illnesses.
