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More college students with disabilities are showing up on campuses across the country, and that is something worth celebrating.

A recent New York Times analysis found that the number of students reporting disabilities in college has risen more than 50 percent over the last decade. Behind those numbers are students with ADHD, autism and learning disabilities pursuing higher education and succeeding in spaces that were not always built with them in mind.

For years, many students struggled silently or went without accommodations entirely. Today, more students understand their rights, face less stigma around disability and arrive at college already familiar with support through 504 plans and IEPs.

But many colleges still have not fully caught up. Students often face confusing policies, long waits and complicated paperwork just to access services and support that are an important part of helping them succeed.

Accessibility services like distraction-reduced testing spaces, note-taking support, flexible attendance policies and housing accommodations help create equal access to education.

When schools invest in accessibility, everyone benefits. Campuses become more inclusive, professors become more flexible in how they teach and students with disabilities are able to contribute their full talents and perspectives.

The rise in disability accommodations is a sign that more students feel safe asking for help. Now colleges must continue building systems that are accessible, supportive and designed for all students.

This article has information from The New York Times and US News.