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When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education
This systematic review explores invisible disabilities in higher education, focusing on students' disclosure decisions and their academic impacts. Students often choose not to disclose their invisible disabilities due to stigma and previous negative experiences, creating a paradox where "what is unseen does not exist." This non-disclosure leads to substantial academic and personal challenges for affected students. The research identifies common barriers these students face and examines factors that promote their academic success. Personal resilience and informal support networks play crucial roles in student outcomes. However, the review emphasizes that systemic institutional change is essential, particularly through inclusive teaching practices such as Universal Design for Learning and mandatory faculty training. These systemic approaches are necessary to transform risks into opportunities and ensure all students can thrive in higher education environments.
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Disability Studies
Culture as a Sociological Issue
Social Science
Empirical Science
Science
Sociology
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When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education
Stigma Towards Congenital Versus Acquired Disability
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