Faculty are neither informed nor trained to support students with invisible disabilities

State University of New York at Binghamton

- Lack of Training
- Negative Attitudes
- Questioning Credibility

Faculty-Related Barriers to Support in Higher Education for Students with Invisible Disabilities

Moriña, A. (2024). When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society, 39(4), 914-932. DOI: 10.1080/09687599.2022.2113038

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

Faculty-Related Barriers in Higher Education for Disabled Students: Lack of Training

Faculty display unwillingness to make reasonable accommodations and negative attitudes that make students feel "extra-visible" 

Faculty-Related Barriers in Higher Education for Disabled Students: Negative Attitudes

Faculty and peers question the legitimacy of invisible disabilities, perceiving them as excuses and creating emotionally complex support-seeking processes

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