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

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

Faculty-Related Barriers in Higher Education for Disabled Students: Questioning Credibility

- Lack of Training
- Negative Attitudes
- Questioning Credibility

State University of New York at Binghamton

- Personal Barriers
- Faculty-Related Barriers
- Organizational and Systemic Barriers
- Social Barriers

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

- Psychological Distress
- Increased Effort Requirements
- Unpredictable Impact

Personal Barriers to Support in Higher Education for Students with Invisible Disabilities

Difficulty with Social Relationships: Students report university culture is not conducive to making friends and struggle with social life management, leading to feelings of not being themselves in class and reduced participation.

Social Barriers to Support in Higher Education for Disabled Students

- Ableism Approach
- Inflexible Teaching Systems
- Bureaucratic Accommodations
- Classroom Environment
- Poor Service Awareness
- Financial Impact

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