Abstract
The COVID-19 pandemic disrupted universities across the world, amplifying pre-existing accessibility gaps that disproportionately impact postsecondary students with disabilities. This PRISMA-guided systematic review synthesized 74 peer-reviewed studies published between January 2020 and December 2024 focusing on research related to the experiences of postsecondary students with disabilities, accessibility staff and faculty during the pandemic. Attention was focused on research methodology, disability representation, geographic distribution and key student-level study outcomes. Results show a preponderance of data related to students’ experiences accessing online learning, accommodations, technology and social–emotional supports during lockdown periods mainly through qualitative methodologies. Subject populations tended to be heterogenous, most frequently including students with visual impairments, ADHD and mental health disabilities. While global in scale, study sites were predominantly from North America, limiting insights into global variation in policy, infrastructure and outcomes. Implications and recommendations are suggested to improve institutional accessibility systems especially in the areas of digital access, faculty readiness and disability-responsive policies.