Unpacking disability disclosure: Barriers, enablers and the lived experiences of students at a South African University
DOI:
https://doi.org/10.38140/ijer-2025.vol7.1.17Keywords:
Students with disabilities, disability disclosure, barriers, enablers, universityAbstract
Disclosure of disability is critical for students with disabilities to receive necessary accommodations. However, some students opt to conceal their disability for several reasons, including the complexity of the disclosure process, fear, stigma, and more. As a result, these students may not receive adequate academic support, leading to poor performance and, in some cases, dropping out of university. The study aimed to investigate the enablers, barriers, and students’ lived experiences of disability disclosure at a South African university. A qualitative study was conducted with an exploratory research design underpinned by an interpretivist paradigm. Ten students with disabilities at a selected university were chosen through the snowball sampling method. Data were collected through semi-structured interviews. Thematic analysis was used to analyse the data. Results revealed that students disclosed their disability due to personal motivation and growth, strong institutional support, previous positive experiences, and the need for accommodations. Conversely, reasons for concealment included the complicated disclosure process, fear of stigma, perceived irrelevance of disclosure, and the absence of a university disability policy. The study recommends that institutions simplify their disability processes, raise awareness about disability, and create a safe and supportive environment. The research contributes to existing knowledge by offering insights and guidelines to promote inclusive education in universities.
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