To be or not to be ‘a disabled student’ in higher education: the case of a postgraduate non-declaring’ (disabled) student
Journal of Research in Special Educational Needs: This paper draws on data from a research project that was funded by the UK's Higher Education Academy. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social-relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.
University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible
It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design. (International Journal of Inclusive Education. Volume 23, 2019. Susan Grimes, Erica Southgate, Jill Scevak and Rachel Buchanan. )
This webinar was hosted by ADCET and the Australian Tertiary Education Network on Disability (ATEND) in August, 2017. Presented by Rita Kusevskis-Hayes, Dr. Colin Clark and Matthew Wilkinson - UNSW project team. This webinar was based around research that is investigating why members of equity groups choose not to self-identify to their universities, either upon enrolment or later. This webinar discussed: The purpose of the project; What is known so far from disclosure statistics and different disclosure practices and methods across institutions; and, What is not known.
This worksheet will help you to understand your study requirements. It will also help you to understand how comfortable you are about disclosing your disability to other people. In addition the worksheet will help you to think about the impact that your disability may have on your studies and to identify services that you may want to access.