A Systematic Review of Barriers and Facilitators of Disability Disclosure and Accommodations for Youth in Post-Secondary Education

ABSTRACT

This review critically appraised the literature on disability disclosure and accommodations for youth with disabilities in post-secondary education (PSE). Systematic searches of 8 databases identified 36 studies meeting our inclusion criteria. These studies were analysed with respect to the characteristics of the participants, methodology, results of the studies and quality of evidence. Five thousand, one hundred and seventy four participants (mean age 26.4) were represented across six countries. Barriers to disability disclosure and requests for accommodations in PSE included stigma, discrimination, lack of knowledge of supports and how to access them, type of course and instructor, coping styles, and nature of the disability. Facilitators included supports and resources, coping and self-advocacy skills, mentorship, and realising the benefits of disclosure. Factors affecting the process and timing of disability disclosure in PSE included the type of disability, and mode of disclosure. There was a lack of consensus on the timing of disclosure.

KEYWORDS:

• Accommodations
• adolescent
• college
• disclosure
• post-secondary
• review
• self-advocacy
• youth

Acknowledgements

We would like to thank the staff, students and volunteers in the TRAIL lab for their support with this manuscript. This study was funded by the Ontario Ministry of Advanced Education and Skills Development. The first author is supported by a career award from the Ontario Ministry of Research and Innovation.