Undergraduate Students with Nonapparent Disabilities Identify Factors that Contribute to Disclosure Decisions

Abstract

The purpose of this qualitative study is to explore the reasons university students with nonapparent disabilities gave for formally disclosing their disability and seeking the university’s disability services or not and the consequences they associate with their decisions. Conducted in a Mid-western four-year university, nine students with self-identified nonapparent disabilities participated in the study. Qualitative semistructured interviews were conducted to gather in-depth data from participants. A five-stage approach to qualitative data analysis was adapted to analyse the data. The findings indicate positive experiences with formal disability disclosure, but revealed barriers impeding students’ desire to disclose. Recommendations challenge colleges and universities to create an inclusive ethos for all students with disabilities by removing barriers impeding their full participation in academia.

Keywords:

• Academic accommodations
• college/university
• disability disclosure
• disability support services
• qualitative
• students with disabilities
• undergraduates