College Student Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations

Autor/inn/en	Kranke, Derrick; Jackson, Sarah E.; Taylor, Debbie A.; Anderson-Fye, Eileen; Floersch, Jerry
Titel	College Student Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations
Quelle	In: Journal of Postsecondary Education and Disability, 26 (2013) 1, S.35-51 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Disclosure (Individuals); Disabilities; Academic Accommodations (Disabilities); Mental Disorders; At Risk Students; Student Attitudes; Academic Support Services; Private Colleges; Social Bias; Attitudes toward Disabilities; School Health Services; Online Surveys; Undergraduate Students; Semi Structured Interviews; Drug Therapy; Interaction; Parent Child Relationship; Chronic Illness; Peer Relationship; Longitudinal Studies + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mental illness; Geisteskrankheit; Schülerverhalten; Privathochschule; Schuleingangsuntersuchung; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Chronic disease; Chronische Krankheit; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research examines students' perceptions and attitudes about disclosing their disability to university personnel to promote academic success in college. The goal of this exploratory study is to investigate factors associated with students' perceptions of faculty and peers that impact these students' disclosure of their non-apparent disabilities in order to access services for academic assistance. Seventeen college students were recruited at a competitive, urban, private Midwestern university to participate into a two-year qualitative study that examined their use of disability services. Findings indicate that students make the decision to disclose to request accommodations under three conditions: (1) fear that their disability will greatly limit functioning critical to academic achievement, (2) the stability of their non-apparent disability, and (3) stigma. Policy and practice implications concerning students' mental health issues with university faculty, administration, and campus service providers are discussed. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10