College Students and Their Decisions to Disclose Disabilities

Legislation in the United States mandates support services to assist students with disabilities in postsecondary settings, and research literature includes legislation and case law dealing with access rights to higher education and studies in areas of transitioning to postsecondary settings, including perceptions of support services and barriers to attainment. Yet, the processes that require students to divulge increasingly personal information related to their disabilities can discourage the students who need services. There is a gap in research and practice concerning the factors leading these students to decide to disclose; therefore, the purpose of this narrative inquiry was to explore the disclosure decision process. Self-determination theory informed this study. Research questions addressed how students describe their decision, experiences with disability services staff, and interactions with faculty that may influence the decision to disclose. The 4 interviewees attended different postsecondary institutions in the United States and had disclosed their disabilities to receive services or accommodations. Data analysis included emic and etic coding, and 4 themes emerged: the decision to disclose and the transition process, disclosure is not a singular event, importance of staff interactions, and inconsistent faculty interactions. Student services personnel were viewed positively; the participants shared an overall lack of support from most faculty. Academic leaders can use the findings of this study to improve policies and practices related to the disclosure process and bring about changes in personnel attitudes and perceptions regarding students with disabilities to enhance the experiences of these students while enrolled in postsecondary settings. These improvements could provide positive social change for students with disabilities and for all learners in postsecondary institutions