The subjective experiences of students with invisible disabilities at a historically disadvantaged university

Background Despite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities e...

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Bibliographic Details
Published in:	African journal of disability Vol. 11; no. 1; pp. 1 - 10
Main Authors:	de Beer, Carushca, Isaacs, Serena, Lawrence, Cameron, Cebekhulu, Gugulethu, Morkel, Jade M., Nell, Jonathan, Mpisane, Noluthando, van Tonder, Wayne P., Mayman, Yolanda R., Thobejane, Lobisa Z., Pedro, Athena
Format:	Journal Article
Language:	English
Published:	AOSIS 2022 AOSIS (Pty) Ltd
Subjects:	Awareness Cultural Studies Disability Units Health Care Sciences & Services Higher education historically disadvantaged university invisible disability Original Research policy Social Issues Stigma support stigma invisible disability awareness higher education support historically disadvantaged university disability units policy
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Summary:	Background Despite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities encompass, and very importantly, how they affect those who live with them.Objective This study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university.Method This study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis.Results Three thematic domains were identified, invisibly disabled students’ subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university.Conclusion This study’s findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.
ISSN:	2223-9170 2226-7220 2226-7220
DOI:	10.4102/ajod.v11i0.932