Citations (104)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (51)
Agnieszka Sowińska & Rosa Pezoa Tudela. (2023) Living with invisible medical disabilities: experiences and challenges of Chilean university students disclosed in medical consultations. International Journal of Qualitative Studies on Health and Well-being 18:1.
Read now
Read now
Marco Miguel Valero Sanchez. (2023) Decisions, practices, and experiences of disclosure by academics with invisible disabilities at German universities. Disability & Society 0:0, pages 1-22.
Read now
Read now
Mandy Mou & Faisal M. Albagmi. (2023) Critical discourse analysis of federal and provincial government grants for post-secondary students with disabilities in Alberta and Ontario. Disability & Society 38:7, pages 1117-1145.
Read now
Read now
Adi Sapir & Adi Banai. (2023) Balancing attendance and disclosure: identity work of students with invisible disabilities. Disability & Society 0:0, pages 1-21.
Read now
Read now
Yaw Akoto, William Nketsia, Maxwell Peprah Opoku & Emmanuel Kofi Opoku. (2023) Factors motivating students with disabilities to access and participate in university education in Ghana. Higher Education Research & Development 42:2, pages 261-274.
Read now
Read now
Rebecca Muir & Mary Coe. (2023) ‘Out of Sight, But Not Out of Mind’: A Collaborative Reflective Case Study on Including Participants with Invisible Disabilities in LIS Research. Journal of the Australian Library and Information Association 72:1, pages 26-45.
Read now
Read now
Aoife McNicholl, Deirdre Desmond & Pamela Gallagher. (2023) Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education. Disability and Rehabilitation: Assistive Technology 18:1, pages 50-58.
Read now
Read now
Pippa R. Hamilton, Julie A. Hulme & Emma D. Harrison. (2023) Experiences of higher education for students with chronic illnesses. Disability & Society 38:1, pages 21-46.
Read now
Read now
Juuso Henrik Nieminen. (2022) Governing ‘the disabled assessee’: a critical reframing of assessment accommodations as sociocultural practices. Disability & Society 37:8, pages 1293-1320.
Read now
Read now
Anabel Moriña. (2022) When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society 0:0, pages 1-19.
Read now
Read now
Richard Vergunst & Leslie Swartz. (2022) Experiences with supervisors when students have a psychosocial disability in a university context in South Africa. Teaching in Higher Education 27:5, pages 695-708.
Read now
Read now
Natasha Saltes. (2022) ‘It’s all about student accessibility. No one ever talks about teacher accessibility’: Examining ableist expectations in academia. International Journal of Inclusive Education 26:7, pages 674-700.
Read now
Read now
Michelle Spirtos & Robbie Gilligan. (2022) ‘In your own head everyone is staring’: the disability related identity experiences of young people with hemiplegic cerebral palsy. Journal of Youth Studies 25:1, pages 50-66.
Read now
Read now
Sara A. Smith, Erin Woodhead & Christina Chin-Newman. (2021) Disclosing accommodation needs: exploring experiences of higher education students with disabilities. International Journal of Inclusive Education 25:12, pages 1358-1374.
Read now
Read now
Othelia EunKyoung Lee, Stella Y. Kim & Tuba Gezer. (2021) Factors Associated With Online Learning Self-Efficacy Among Students With Disabilities In Higher Education. American Journal of Distance Education 35:4, pages 293-306.
Read now
Read now
Shruti Taneja-Johansson. (2021) Facilitators and barriers along pathways to higher education in Sweden: a disability lens. International Journal of Inclusive Education 0:0, pages 1-15.
Read now
Read now
Susan Grimes, Erica Southgate, Jill Scevak & Rachel Buchanan. (2021) Learning impacts reported by students living with learning challenges/disability. Studies in Higher Education 46:6, pages 1146-1158.
Read now
Read now
Aoife McNicholl, Hannah Casey, Deirdre Desmond & Pamela Gallagher. (2021) The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology 16:2, pages 130-143.
Read now
Read now
Richard Vergunst & Leslie Swartz. (2021) ‘He doesn’t understand that he’s struggling with the way I felt’ – university students, psychosocial disability and disclosure in the Western Cape, South Africa. Disability & Society 36:2, pages 226-239.
Read now
Read now
Anabel Moriña & Inmaculada Orozco. (2021) Spanish faculty members speak out: Barriers and aids for students with disabilities at university. Disability & Society 36:2, pages 159-178.
Read now
Read now
Jenny McMahon, Gilly-Elle Wiltshire, Kerry R. McGannon & Christopher Rayner. (2020) Children with autism in a sport and physical activity context: a collaborative autoethnography by two parents outlining their experiences. Sport, Education and Society 25:9, pages 1002-1014.
Read now
Read now
Kayla Lett, Andreea Tamaian & Bridget Klest. (2020) Impact of ableist microaggressions on university students with self-identified disabilities. Disability & Society 35:9, pages 1441-1456.
Read now
Read now
Stephen Bunbury. (2020) Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum?. International Journal of Inclusive Education 24:9, pages 964-979.
Read now
Read now
Heidi Lourens & Leslie Swartz. (2020) ‘Every Now and Then You Slip up and Then You Are in Trouble’: The Responsibility on Students with Visual Impairments to Access Reasonable Accommodations in South Africa. International Journal of Disability, Development and Education 67:3, pages 320-335.
Read now
Read now
Fiona Moola. (2020) Forging friendships: the experience of a peer-based physical activity program for students with disabilities and volunteers at a Canadian University. Qualitative Research in Sport, Exercise and Health 12:2, pages 207-223.
Read now
Read now
Gavin Ward & David Scott. (2020) Lived experiences of undergraduate physical education students studying gymnastics and dance education. Sport, Education and Society 25:2, pages 213-229.
Read now
Read now
Iain Williamson. (2019) ‘I am everything but myself’: exploring visual voice accounts of single mothers caring for a daughter with Rett syndrome. Qualitative Research in Psychology 16:4, pages 566-590.
Read now
Read now
Susan Grimes, Erica Southgate, Jill Scevak & Rachel Buchanan. (2019) University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible. International Journal of Inclusive Education 23:6, pages 639-655.
Read now
Read now
Yasuhiro Kotera, Vicky Cockerill, Pauline Green, Lucy Hutchinson, Paula Shaw & Nicholas Bowskill. (2019) Towards another kind of borderlessness: online students with disabilities. Distance Education 40:2, pages 170-186.
Read now
Read now
Tanya Osborne. (2019) Not lazy, not faking: teaching and learning experiences of university students with disabilities. Disability & Society 34:2, pages 228-252.
Read now
Read now
Joel Hawkes. (2019) A quick reference guide to mental health on university campus: a brief rhetorical analysis of fear. Disability & Society 34:1, pages 162-168.
Read now
Read now
Anabel Moriña, Víctor M. Molina & M Dolores Cortés-Vega. (2018) Voices from Spanish students with disabilities: willpower and effort to survive university. European Journal of Special Needs Education 33:4, pages 481-494.
Read now
Read now
David C. Lambert & Rachel Dryer. (2018) Quality of Life of Higher Education Students with Learning Disability Studying Online. International Journal of Disability, Development and Education 65:4, pages 393-407.
Read now
Read now
Valerie Thompson-Ebanks & Michelle Jarman. (2018) Undergraduate Students with Nonapparent Disabilities Identify Factors that Contribute to Disclosure Decisions. International Journal of Disability, Development and Education 65:3, pages 286-303.
Read now
Read now
Eli Langørgen & Eva Magnus. (2018) ‘We are just ordinary people working hard to reach our goals!’ Disabled students’ participation in Norwegian higher education. Disability & Society 33:4, pages 598-617.
Read now
Read now
Bea Waterfield, Brenda B. Beagan & Merlinda Weinberg. (2018) Disabled academics: a case study in Canadian universities. Disability & Society 33:3, pages 327-348.
Read now
Read now
Anabel Moriña, Rosario López-Gavira & Beatriz Morgado. (2017) How do Spanish disability support offices contribute to inclusive education in the university?. Disability & Society 32:10, pages 1608-1626.
Read now
Read now
Bea Waterfield & Emma Whelan. (2017) Learning disabled students and access to accommodations: socioeconomic status, capital, and stigma. Disability & Society 32:7, pages 986-1006.
Read now
Read now
Laura Yvonne Bulk, Adam Easterbrook, Earllene Roberts, Marlee Groening, Susan Murphy, Michael Lee, Parisa Ghanouni, Jennifer Gagnon & Tal Jarus. (2017) ‘We are not anything alike’: marginalization of health professionals with disabilities. Disability & Society 32:5, pages 615-634.
Read now
Read now
Anabel Moriña. (2017) ‘We aren’t heroes, we’re survivors’: higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education 41:2, pages 215-226.
Read now
Read now
Christa S. Bialka & Danielle Morro. (2017) “What’s Disability Got to Do With It?” Examining Ability Privilege in a Disability Studies Course. Journal of College and Character 18:1, pages 28-45.
Read now
Read now
Mujde Koca-Atabey. (2017) Re-visiting the role of disability coordinators: the changing needs of disabled students and current support strategies from a UK university. European Journal of Special Needs Education 32:1, pages 137-145.
Read now
Read now
Anabel Moriña. (2017) Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education 32:1, pages 3-17.
Read now
Read now
Annie Venville, Margaret Mealings, Priscilla Ennals, Jennifer Oates, Ellie Fossey, Jacinta Douglas & Christine Bigby. (2016) Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury. International Journal of Disability, Development and Education 63:6, pages 571-592.
Read now
Read now
Jamie M. Carroll, Chandra Muller & Evangeleen Pattison. (2016) Cooling Out Undergraduates with Health Impairments: The Freshman Experience. The Journal of Higher Education 87:6, pages 771-800.
Read now
Read now
Heidi Lourens & Leslie Swartz. (2016) Experiences of visually impaired students in higher education: bodily perspectives on inclusive education. Disability & Society 31:2, pages 240-251.
Read now
Read now
Rosario López Gavira & Anabel Moriña. (2015) Hidden voices in higher education: inclusive policies and practices in social science and law classrooms. International Journal of Inclusive Education 19:4, pages 365-378.
Read now
Read now
Priscilla Ennals, Ellie Fossey & Linsey Howie. (2015) Postsecondary study and mental ill-health: a meta-synthesis of qualitative research exploring students’ lived experiences. Journal of Mental Health 24:2, pages 111-119.
Read now
Read now
Anabel Moriña Díez, Rosario Gavira López & Víctor M. Molina. (2015) Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers. Higher Education Research & Development 34:1, pages 147-159.
Read now
Read now
Raija Pirttimaa, Marjatta Takala & Tarja Ladonlahti. (2015) Students in higher education with reading and writing difficulties. Education Inquiry 6:1.
Read now
Read now
Juuso Henrik Nieminen & Sarah Elaine Eaton. Are assessment accommodations cheating? A critical policy analysis. Assessment & Evaluation in Higher Education 0:0, pages 1-16.
Read now
Read now
Articles from other publishers (53)
Marine Granjon, Odile Rohmer, Maria Popa-Roch, Benoite Aubé & Camille Sanrey. (2023) Disability stereotyping is shaped by stigma characteristics. Group Processes & Intergroup Relations.
Crossref
Crossref
Shikha Bhardwaj, Diptiranjan Mahapatra, Abhishek Behl, Vijay Pereira & Amit Shankar. (2023) Underrated yet successful! A framework of invisible-disabled underdog entrepreneurs. Journal of Business Research 168, pages 114199.
Crossref
Crossref
Darren Haywood, Frank D. Baughman, Peter Bosanac, Kim Johnston, Inge Gnatt, Jennifer Haywood, Judith Gullifer & Susan Rossell. (2023) Research Directions for Leveraging and Supporting the Lived Experience of Mental Illness within Psychology. Healthcare 11:16, pages 2318.
Crossref
Crossref
Jiarui Cui. (2023) The Impacts of Stigma on People with Disabilities: A Systematic Review. BCP Social Sciences & Humanities 21, pages 108-113.
Crossref
Crossref
Ndakaitei Manase. (2023) Self-devised assistive techniques by university students with learning disabilities. African Journal of Disability 12.
Crossref
Crossref
Emmanuel Martin-Jean. (2023) Vers une approche institutionnelle : favoriser la réussite éducative par la conception universelle de l’apprentissage et l’accessibilité universelleTowards an institutional approach: Fostering educational success through Universal Design for Learning and universal accessibilityHacia un enfoque institucional: fomentar el éxito educativo mediante la concepción universal del aprendizaje y la accesibilidad universal. Éducation et francophonie 51:1.
Crossref
Crossref
Peter Simcock, Jill Manthorpe & Anthea Tinker. (2022) Vulnerability among older people ageing with deafblindness. Journal of Social Work 23:1, pages 60-84.
Crossref
Crossref
Han Zhang, Margaret Morris, Paula Nurius, Kelly Mack, Jennifer Brown, Kevin Kuehn, Yasaman Sefidgar, Xuhai Xu, Eve Riskin, Anind Dey & Jennifer Mankoff. (2022) Impact of Online Learning in the Context of COVID-19 on Undergraduates with Disabilities and Mental Health Concerns. ACM Transactions on Accessible Computing 15:4, pages 1-27.
Crossref
Crossref
Carolyn Shaw, Victoria Churchill, Sarah Curtain, Allison Davies, Brede Davis, Zoë Kalenderidis, Emily Langlois Hunt, Benjamin McKenzie, Megan Murray & Grace Anne Thompson. (2022) Lived Experience Perspectives on Ableism Within and Beyond Music Therapists’ Professional Identities. Music Therapy Perspectives 40:2, pages 143-151.
Crossref
Crossref
José María Fernández-Batanero, Marta Montenegro-Rueda & José Fernández-Cerero. (2022) Access and Participation of Students with Disabilities: The Challenge for Higher Education. International Journal of Environmental Research and Public Health 19:19, pages 11918.
Crossref
Crossref
Kirsten M L van den Heuij, Karin Neijenhuis & Martine Coene. (2022) Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study. The Journal of Deaf Studies and Deaf Education 27:4, pages 385-398.
Crossref
Crossref
Anabel Moriña & Gilda Biagiotti. (2022) Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review. International Journal of Educational Development 93, pages 102647.
Crossref
Crossref
Almudena Cotán Fernández, Aurora María Ruiz Bejarano & Katia Álvarez Díaz. (2022) Innovando en educación: la foto-elicitación como estrategia de aprendizaje en las instituciones de Educación Superior. Márgenes Revista de Educación de la Universidad de Málaga 3:2, pages 137-153.
Crossref
Crossref
Danielle Mireles. (2022) Theorizing Racist Ableism in Higher Education. Teachers College Record: The Voice of Scholarship in Education 124:7, pages 17-50.
Crossref
Crossref
Carushca De Beer, Serena Isaacs, Cameron Lawrence, Gugulethu Cebekhulu, Jade M. Morkel, Jonathan Nell, Noluthando Mpisane, Wayne P. Van Tonder, Yolanda R. Mayman, Lobisa Z. Thobenjane & Athena Pedro. (2022) The subjective experiences of students with invisible disabilities at a historically disadvantaged university. African Journal of Disability 11.
Crossref
Crossref
Agnieszka Sowińska. (2022) “They say it’s because I’m migrainous. . .” Contested identities of students with invisible disabilities in medical consultations. Discourse Studies 24:3, pages 330-349.
Crossref
Crossref
Samanmala Dorabawila, Sakunthala Yatigammana & Anoma Abhayaratne. 2022. The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. The Wiley Handbook of Sustainability in Higher Education Learning and Teaching
377
395
.
Gillian Hendry, Claire Wilson, Mairi Orr & Rebecca Scullion. (2022) "I Just Stay in the House So I Don't Need to Explain": A Qualitative Investigation of Persons with Invisible Disabilities. Disabilities 2:1, pages 145-163.
Crossref
Crossref
Susan Grimes. 2022. Strategies for Supporting Inclusion and Diversity in the Academy. Strategies for Supporting Inclusion and Diversity in the Academy
329
352
.
María Luisa Belmonte Almagro & Abraham Bernárdez-Gómez. (2021) Evaluation of Self-Concept in the Project for People with Intellectual Disabilities: “We Are All Campus”. Journal of Intelligence 9:4, pages 50.
Crossref
Crossref
Mariel A. Pfeifer, Eve Melanie Reiter, Julio J. Cordero & Julie Dangremond Stanton. (2021) Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM. CBE—Life Sciences Education 20:2, pages ar17.
Crossref
Crossref
Westley JamesJames H. CooneyJacquelyn J. ChiniEleazar VasquezIIIIII & Jillian Schreffler. (2021) Using Universal Design for Learning to Support Students with Disabilities in a SCALE-UP Physics Course. The Physics Teacher 59:5, pages 320-324.
Crossref
Crossref
Almudena Cotán, Arecia Aguirre, Beatriz Morgado & Noelia Melero. (2021) Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education. Sustainability 13:6, pages 3031.
Crossref
Crossref
Rafael Carballo, Almudena Cotán & Yolanda Spinola-Elias. (2019) An inclusive pedagogy in Arts and Humanities university classrooms: What faculty members do. Arts and Humanities in Higher Education 20:1, pages 21-41.
Crossref
Crossref
Cynthia Bruce & M. Lynn Aylward. (2021) Disability and Self-Advocacy Experiences in University Learning Contexts. Scandinavian Journal of Disability Research 23:1, pages 14-26.
Crossref
Crossref
V.S. Sobkin, T.A. Lykova & A.V. Sobkina. (2021) Features of Relations with Teachers in Students with Disabilities in higher Education. Psychological-Educational Studies Психолого-педагогические исследования 13:2, pages 40-53.
Crossref
Crossref
Aušrinė Pasvenskienė & Milda Žaliauskaitė. (2020) The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education. Białostockie Studia Prawnicze 25:4, pages 233-255.
Crossref
Crossref
Jamie M. Carroll, Evangeleen Pattison, Chandra Muller & April Sutton. (2020) Barriers to Bachelor’s Degree Completion among College Students with a Disability. Sociological Perspectives 63:5, pages 809-832.
Crossref
Crossref
Westley James, Caroline Bustamante, Kamryn Lamons, Erin Scanlon & Jacquelyn J. Chini. (2020) Disabling barriers experienced by students with disabilities in postsecondary introductory physics. Physical Review Physics Education Research 16:2.
Crossref
Crossref
Anabel Moriña & Victor H. Perera. (2018) Inclusive Higher Education in Spain: Students With Disabilities Speak Out. Journal of Hispanic Higher Education 19:3, pages 215-231.
Crossref
Crossref
Anabel Moriña, Víctor H. Perera & Noelia Melero. (2019) Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities. British Journal of Special Education 47:1, pages 6-23.
Crossref
Crossref
Helen Frank, Mike McLinden & Graeme Douglas. (2020) Accessing the curriculum; university based learning experiences of visually impaired physiotherapy students. Nurse Education in Practice 42, pages 102620.
Crossref
Crossref
Susan Grimes. 2020. Strategies for Supporting Inclusion and Diversity in the Academy. Strategies for Supporting Inclusion and Diversity in the Academy
329
352
.
Sibonokuhle Ndlovu. (2019) Access into professional degrees by students with disabilities in South African higher learning: A decolonial perspective. African Journal of Disability 8.
Crossref
Crossref
Noelia Melero Aguilar, Anabel Moriña & Víctor-Hugo Perera. (2019) Acciones del profesorado para una práctica inclusiva en la universidad. Revista Brasileira de Educação 24.
Crossref
Crossref
Rebecca Muir, Kim M. Thompson & Asim Qayyum. (2019) Considering “atmosphere” in facilitating information seeking by people with invisible disabilities in public libraries. Proceedings of the Association for Information Science and Technology 56:1, pages 216-226.
Crossref
Crossref
Anabel Moriña & Rafael Carballo. (2018) Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación. Psicologia Escolar e Educacional 22:spe, pages 87-95.
Crossref
Crossref
Anabel Moriña & Rafael Carballo. (2017) The impact of a faculty training program on inclusive education and disability. Evaluation and Program Planning 65, pages 77-83.
Crossref
Crossref
Susan Grimes, Jill Scevak, Erica Southgate & Rachel Buchanan. (2017) Non-disclosing students with disabilities or learning challenges: characteristics and size of a hidden population. The Australian Educational Researcher 44:4-5, pages 425-441.
Crossref
Crossref
Paseka A. Mosia & Nareadi Phasha. (2017) Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?. African Journal of Disability 6.
Crossref
Crossref
Robyn O'Halloran, Marcella Carragher & Abby Foster. (2017) The Consequences of the Consequences. Topics in Language Disorders 37:1, pages 85-100.
Crossref
Crossref
Claire Smith. 2017. Doing Autoethnography. Doing Autoethnography
187
196
.
Melissa Jane Welch. 2016. Sociology Looking at Disability: What Did We Know and When Did We Know it. Sociology Looking at Disability: What Did We Know and When Did We Know it
97
141
.
Beatriz Morgado, Mª Dolores Cortés‐Vega, Rosario López‐Gavira, Encarna Álvarez & Anabel Moriña. (2016) INCLUSIVE EDUCATION IN HIGHER EDUCATION?. Journal of Research in Special Educational Needs 16:S1, pages 639-642.
Crossref
Crossref
Christine Lebel, Louise Bélair, Olivia Monfette, Benoit Hurtel, Geneviève Miron & Sylvie Blanchette. (2016) Formation de stagiaires en enseignement ayant une situation de handicap : points de vue des formateurs de terrain. Éducation et francophonie 44:1, pages 195-214.
Crossref
Crossref
Deena M. Webster. (2016) Listening to the Voice of Dyslexic Students at a Small, Vocational Higher Education Institution to Promote Successful Inclusive Practice in the 21st C. International Journal of Learning and Teaching.
Crossref
Crossref
Christopher P. Ostrowski. (2016) Improving Access to Accommodations: Reducing Political and Institutional Barriers for Canadian Postsecondary Students with Visual Impairments. Journal of Visual Impairment & Blindness 110:1, pages 15-25.
Crossref
Crossref
Heidi Lourens, Emma Louise McKinney & Leslie Swartz. 2016. The Palgrave International Handbook of Education for Citizenship and Social Justice. The Palgrave International Handbook of Education for Citizenship and Social Justice
121
141
.
Julie White. 2015. Disability Studies. Disability Studies
225
239
.
Tara BrabazonTara Brabazon. 2015. Enabling University. Enabling University
37
48
.
Helen Frank, Mike McLinden & Graeme Douglas. (2014) Investigating the learning experiences of student physiotherapists with visual impairments: An exploratory study. British Journal of Visual Impairment 32:3, pages 223-235.
Crossref
Crossref
joungeun-Kim. (2014) The Influence of Disabilities Identify and Academic Self-efficacy on University Adjustment of University Students with Disabilities. The Journal of Inclusive Education 9:1, pages 79-102.
Crossref
Crossref
Claire Meadows-Haworth. (2023) The Intersectional Disadvantages for Disabled Women Students in UK Higher Education. International Journal of Disability and Social Justice 3:2.
Crossref
Crossref