Keywords
disability, invisible disability, higher education, ADA, accommodations, ableism, systemic ableism, internalized ableism
Document Type
Main Theme / Tema Central
Abstract
This research analyzes textual data derived from Reddit communities to examine the lived experiences of higher education students and alumni with invisible disabilities (swID). The application of concepts and models of critical disability theory (CDT) are adopted to contextualize student experiences. This study answers two research questions, the first being: R1 - How do reported barriers impact swID in higher education? I find that barriers faced by swID relate to inequities of systemic ableism, with difficulties being a direct side-effect of the inflexible nature of academia. These barriers impact swID in the following ways: The demands of higher education causes stress that contributes to declining physical and mental health over the semester/quarter, and puts swID at higher risk for taking leave and or dropping out. The choice to disclose their invisible disability is often contingent on their desire to seek accommodations, but often acts as a social barrier among their non-disabled peers. With this, though many swID struggle to access academic accommodations, they generally have positive experiences if they are able to successfully acquire them. SwID navigate these barriers by practicing various forms of self-care, aiding in their academic success, and improved holistic health outcomes. The second research question addresses the implications of systemic ableism: R2 - What role does ableism and internalized ableism play in the experiences of swID in higher education? I find that the invisibility of the disability is a driver of ableist behavior and unequal treatment, and is often accompanied with the observer’s disbelief of the student’s disability status. This is often experienced in tandem with individual and institutional ignorance of the struggles faced by swID, and contributes to ableist perceptions and unequal treatment from staff, faculty, and their peers. These experiences can create a negative self-perception (internalized ableism) that contributes to their social, academic, and health outcomes.
Recommended Citation
Malinverno, Haley
(2025)
"Exploring the Experiences of Higher Education Students With Invisible Disabilities,"
Culture, Society, and Praxis: Vol. 17:
No.
2, Article 3.
Available at:
https://digitalcommons.csumb.edu/csp/vol17/iss2/3