When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education

This systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included both qualitative and quantitative studies and involved a tot...

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Detalles Bibliográficos
Autor: Moriña Díez, Anabel
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/152138
Acceso en línea:https://hdl.handle.net/11441/152138
https://doi.org/10.1080/09687599.2022.2113038
Access Level:acceso abierto
Palabra clave:Hidden disabilities
Higher education
Inclusive education
Barriers
Success factors
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spelling When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher educationMoriña Díez, AnabelHidden disabilitiesHigher educationInclusive educationBarriersSuccess factorsThis systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included both qualitative and quantitative studies and involved a total of 1431 students with hidden disabilities. Following data analysis, based on a system of categories and codes, the results help answer five questions: What are the characteristics of the studies conducted in terms of country, participants and methodology? Why do students with invisible disabilities choose not to disclose their disability? How does non-disclosure of disability affect students’ retention and success in higher education? What barriers do students with invisible disabilities encounter in higher education? How are students with invisible disabilities supported in their academic success? The conclusions warn about the risk of not making disability visible and forgoing the accommodations that are necessary for the progression and completion of studies in institutions that still have a long way to go before becoming truly inclusive.Taylor and FrancisDidáctica y Organización Educativa2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/152138https://doi.org/10.1080/09687599.2022.2113038reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésDisability & Society, 39 (4), 914-932.https://dx.doi.org/10.1080/09687599.2022.2113038info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1521382026-06-17T12:51:07Z
dc.title.none.fl_str_mv When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
title When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
spellingShingle When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
Moriña Díez, Anabel
Hidden disabilities
Higher education
Inclusive education
Barriers
Success factors
title_short When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
title_full When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
title_fullStr When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
title_full_unstemmed When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
title_sort When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education
dc.creator.none.fl_str_mv Moriña Díez, Anabel
author Moriña Díez, Anabel
author_facet Moriña Díez, Anabel
author_role author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
dc.subject.none.fl_str_mv Hidden disabilities
Higher education
Inclusive education
Barriers
Success factors
topic Hidden disabilities
Higher education
Inclusive education
Barriers
Success factors
description This systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included both qualitative and quantitative studies and involved a total of 1431 students with hidden disabilities. Following data analysis, based on a system of categories and codes, the results help answer five questions: What are the characteristics of the studies conducted in terms of country, participants and methodology? Why do students with invisible disabilities choose not to disclose their disability? How does non-disclosure of disability affect students’ retention and success in higher education? What barriers do students with invisible disabilities encounter in higher education? How are students with invisible disabilities supported in their academic success? The conclusions warn about the risk of not making disability visible and forgoing the accommodations that are necessary for the progression and completion of studies in institutions that still have a long way to go before becoming truly inclusive.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/152138
https://doi.org/10.1080/09687599.2022.2113038
url https://hdl.handle.net/11441/152138
https://doi.org/10.1080/09687599.2022.2113038
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Disability & Society, 39 (4), 914-932.
https://dx.doi.org/10.1080/09687599.2022.2113038
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300724

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