Undergraduate Students with Nonapparent Disabilities Identify Factors that Contribute to Disclosure Decisions

Thompson-Ebanks, Valerie; Jarman, Michelle

doi:10.1080/1034912x.2017.1380174

Cited by 25 publications

(14 citation statements)

References 20 publications

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“…Students with disabilities report several reasons for their reluctance to seek accommodations in college (Lyman et al, 2016;Thompson-Ebanks & Jarman, 2018;Smith, Woodhead, & Chin-Newman, 2020).…”

Section: Discussionmentioning

confidence: 99%

College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost

Cohen

Ray

Audette

et al. 2020

JECS

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Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered with their school’s disability office. Contrary to expectations, the highest percentage of students with disabilities receiving accommodations are found in America’s most selective and expensive private colleges and universities. The prevalence of students with disabilities at private, liberal arts colleges in particular is almost three times higher than the prevalence at two-year public (i.e., community) colleges. These findings suggest that public colleges should be more proactive in identifying and accommodating students with disabilities and private colleges should be more judicious in their accommodation granting. Colleges should also use principles of universal design to promote the academic success of all students, regardless of their disability status.

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Section: Discussionmentioning

confidence: 99%

College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost

Cohen

Ray

Audette

et al. 2020

JECS

View full text Add to dashboard Cite

show abstract

“…In addition, only seven participants who were not registered with the disability support services within their institutions took part despite employing a comprehensive recruitment strategy. Individuals who refrain from registering may not identify as disabled or fear stigmatization as a result of disclosing their disability and thus, are prevented from accessing specialized supports or accommodations within the HEI [62,63]. Alternatively, individuals may simply prefer using assistive features on mainstream devices to meet their needs [64] and may have no requirement for registration with disability services.…”

Section: Discussionmentioning

confidence: 99%

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

McNicholl

Desmond

2020

Disability and Rehabilitation: Assistive Technology

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Purpose: Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland. Methods: One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale. Results: AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic selfefficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement. Conclusion: These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. ä IMPLICATIONS FOR REHABILITATIONStudents with disabilities can face many additional challenges within the higher education environment. Findings from this research show that access to appropriate assistive technology can support students' educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem. Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses. Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions.

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“…While the importance of the supervisory relationship on graduate students' positive academic outcomes and sense of belonging in academia has been well-documented (Curtin, Stewart, & Ostrove, 2013;Devos et al, 2017;Jairam & Kahl, 2012), the literature is less clear with respect to the impact of poor teaching on students' academic and mental health outcomes at the post-secondary level. Perhaps most concerningly, students emphasized reluctance to seek academic accommodations, both informal (e.g., asking for a one-time extension) and formal (e.g., longstanding academic accommodations), noting that doing so seemed to reflect an inability to meet expectations and was often met with stigma (Lindsay, Cagliostro, & Carafa, 2018;Thompson-Ebanks & Jarman, 2018) and the unwillingness or implied dissatisfaction of faculty, something recently noted in the literature (Kendall, 2016;Lindsay et al, 2018). This is particularly concerning, given the recent increase in conversations surrounding the roles and responsibilities of faculty with respect to recognizing changes in, and supporting students' mental health and wellbeing (DiPlacito-DeRango, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Emerging adulthood is comprised of increased independence and responsibility compounded by a lack of role permanence, creating a vulnerable period where individuals may be more susceptible to the effects of chronic stress. Indeed, emerging adults fall within the age group identified as the most likely to self-report symptoms of mental illness as well as an unmet need for mental health care (Pearson, Janz, & Ali, 2013;Sunderland & Findlay, 2013). Additionally, the most recent edition of the National College Health Assessment II survey revealed a substantial prevalence of both stress and common mental illnesses, such as anxiety and depression, among Canadian post-secondary students (American College Health Association, 2019).…”

Section: Introductionmentioning

confidence: 99%

Post-Secondary Student Stress: A Qualitative Descriptive Study (Preprint)

Linden¹,

Stuart²

2020

Preprint

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PURPOSE: Excessive stress among post-secondary students has been routinely linked to negative academic and mental health outcomes. The purpose of this qualitative descriptive study was to invite students to identify salient sources of stress within the post-secondary setting in order to facilitate improved measurement of student stress moving forward.METHODS: Focus group interviews were conducted with students from a variety of levels and areas of study. Data was thematically coded into major themes and sub themes, with direct quotes extracted for support.RESULTS: Five major themes of stress were identified, including academics, the learning environment, campus culture, interpersonal, and personal stressors, revealing a multidimensional concept of student stress.CONCLUSIONS: Underlying challenges were revealed, included time management, fear of failure, mental health literacy and education among staff and faculty, and campus inclusivity. The implications of these findings are discussed in the context of existing literature and directions for future research are identified.

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Undergraduate Students with Nonapparent Disabilities Identify Factors that Contribute to Disclosure Decisions

Cited by 25 publications

References 20 publications

College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost

College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

Post-Secondary Student Stress: A Qualitative Descriptive Study (Preprint)

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