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Abstract

College students with disabilities develop and utilize strategies to facilitate their learning experiences due to their unique academic needs. Using a semi-structured interview technique to collect data and a technique based in grounded theory to analyze this data, the purpose of this study was to discern the meaning of disclosure for college students with disabilities in relation to the strategies they invoke while seeking accommodations. The study revealed three underlying themes common to the accommodation-seeking strategies of the participants who were academically successful college students with disabilities. These themes include: scripting disclosure of one's disability; negotiating accommodations with faculty; and downplaying one's disability status.

Keywords

Disability, College Students, and Stigma

Publication Date

3-1-2010

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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Submission Location

 
COinS
 

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