Utilization of accommodations for learning or other non-apparent disabilities: the influence of ableism on student behavior

2019-02-13This study explored the experiences of students with learning or other non-apparent disabilities in relation to their decision to use accommodations in college classrooms and whether factors related to ableism, intersectionality, or classroom environment affected those experiences. Participants were undergraduate students with learning or other non-apparent disabilities who were eligible to use accommodations at a four-year public institution. The qualitative data gathered by in person interviews sought to understand these students’ experiences from their voices and provide suggestions for practice. The research used the theoretical framework of Critical Disability Theory (CDT) to understand the history and perspectives of students with learning or other non-apparent disabilities and their experiences in non-disabled dominated systems and policies. The findings provided insights directly from participants of their lived experiences within a four-year institution and emphasized the importance, the need and how to begin to create a more inclusive environment for students with learning or other non-apparent disabilities. This study found that faculty support was a significant factor for use of accommodations and overall classroom experience for students with learning or other non-apparent disabilities which is contrary to findings in previous studies that identified faculty support as lacking and a significant barrier to success for students with disabilities