Disability Self-(un)Identification: Trends in Identification Status for Students With Disabilities in Higher Education

• In Event: 58.039 - Inclusivity and Student Wellness

Abstract

Use of the self-identification process and accommodation services can, in theory, positively contribute to student success; however, students with disabilities may be negatively impacted if they perceive others viewing them as less significant members of the college community. This study identifies the change in self-identification cases during postsecondary enrollment and the potential influence of student characteristics on whether a student un-identifies his or her disability. Utilizing data from the Beginning Postsecondary Students Longitudinal Study, findings indicate students who remained identified were more socially integrated, less likely to have a physical disability, tended to earn higher grades their first year of postsecondary education, were more likely to have applied for and received vocational rehabilitation services, and attended at part-time status.

Authors

• Joshua David Bittinger, University of Massachusetts - Amherst

• Katherine C Aquino, Seton Hall University