Literaturnachweis - Detailanzeige
| Autor/inn/en | Thompson-Ebanks, Valerie; Jarman, Michelle |
|---|---|
| Titel | Undergraduate Students with Nonapparent Disabilities Identify Factors That Contribute to Disclosure Decisions |
| Quelle | In: International Journal of Disability, Development and Education, 65 (2018) 3, S.286-303 (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1034-912X |
| DOI | 10.1080/1034912X.2017.1380174 |
| Schlagwörter | Undergraduate Students; Disabilities; Qualitative Research; Semi Structured Interviews; Help Seeking; Related Services (Special Education); Attribution Theory; Self Disclosure (Individuals); School Support; Misconceptions; Stereotypes; Attitudes toward Disabilities; Student Attitudes |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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