Disability level and visibility: Associations with unmet academic accommodation needs and attitudes toward requesting accommodations
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View abstract on PubMed
Summary
This summary is machine-generated.Students with invisible disabilities face greater unmet academic accommodation needs. Addressing these gaps, particularly for invisible disabilities, can improve experiences and empower advocacy for necessary support.
Area Of Science
- Disability Studies
- Educational Psychology
- Sociology of Education
Background
- Legal mandates in the U.S. aim to ensure appropriate academic accommodations for students with disabilities.
- Significant gaps persist between the accommodations students need and those they actually receive.
Purpose Of The Study
- To investigate how disability level, visibility, and demographics influence unmet academic accommodation needs.
- To examine the relationship between disability characteristics and attitudes toward requesting accommodations.
Main Methods
- An online survey was administered to 409 adults with disabilities.
- Data collected included disability level, visibility (invisible, semi-visible, visible), unmet accommodation needs, and attitudes toward requesting accommodations.
Main Results
- Invisible disabilities were associated with unmet needs for quiet rooms, extended test time, sensory objects, and Individualized Education Plans.
- Visible and semi-visible disabilities correlated with unmet needs for educational assistants, recording devices, curriculum modifications, and specialized technology.
- Higher disability visibility predicted fewer unmet accommodation needs and more positive attitudes toward requesting them, even after controlling for severity and demographics.
Conclusions
- Students with invisible disabilities may require more targeted support to ensure their academic accommodation needs are met.
- Improving the accommodation process and fostering advocacy can enhance the educational experiences of students with disabilities.
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