Characteristics of Undergraduate Students with Disabilities: Disability Disclosure and Academic Persistence
DOI:
https://doi.org/10.14738/assrj.42.2636Abstract
This pilot study used a 14-question online survey to examine two key characteristics of undergraduate students with self-identified disabilities: nondisclosure/disclosure to disability services; and utilization of accommodations through disability support services. A total of 10,100 students were sent the survey and 111 were returned completed. Of the 111 completed surveys, 31 students identified as having disabilities perceived to interfere with academic performance. The most notable difference between the characteristics of students with disabilities who disclosed to disability services and those who did not disclose was the prevalence of nondisclosure among students with self-identified psychological disabilities. Recommendations for university and college administrators are included.
Key words: students with disabilities; undergraduates; college/university; disability disclosure; disability support services.
Downloads
Published
How to Cite
Issue
Section
License
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
