University Student Perspectives on Institutional Non-Disclosure of Disability and Learning Challenges: Reasons for Staying Invisible

Autor/inn/en	Grimes, Susan; Southgate, Erica; Scevak, Jill; Buchanan, Rachel
Titel	University Student Perspectives on Institutional Non-Disclosure of Disability and Learning Challenges: Reasons for Staying Invisible
Quelle	In: International Journal of Inclusive Education, 23 (2019) 6, S.639-655 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grimes, Susan) ORCID (Southgate, Erica) ORCID (Scevak, Jill) ORCID (Buchanan, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1442507
Schlagwörter	Student Attitudes; Students with Disabilities; Disability Identification; Self Disclosure (Individuals); Undergraduate Students; Learning Problems; Foreign Countries; Student School Relationship; Inclusion; Curriculum Design; Evidence Based Practice; Student Needs; Attitudes toward Disabilities; Labeling (of Persons); Physical Disabilities; Mental Health; Learning Strategies; Self Concept; Help Seeking; Anxiety; Academic Accommodations (Disabilities); Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernproblem; Ausland; Schüler-Lehrer-Beziehung; Inklusion; Lehrplangestaltung; Labeling-Ansatz; Physical handicap; Körperbehinderung; Psychohygiene; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Angst; Australien
Abstract	Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of 'reasonable adjustments' to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. 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. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as 'learning challenge'. This identified the institutionally non-disclosed group. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01