Carey-Pace, J. (2021). A study of educators’ experiences implementing academic accommodations for students with invisible disabilities in higher education: A hermeneutic phenomenology (Publication No. 28713280) [Doctoral dissertation, Wilkes University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2572619723

Wilkes University (Wilkes-Barre, PA); ProQuest document ID: 2572619723

Accommodations were not specified; the focus was on postsecondary faculty members’ perceptions and beliefs about accommodations, and how these affect their practices in providing accommodations to students with "invisible disabilities."

Five full-time postsecondary education faculty members at a postsecondary institution in northeast Pennsylvania (U.S.) who have taught undergraduate students with invisible disabilities with accommodations participated. Each participant's educational background and credential, the academic field of instruction, and length of work experiences were also described.

Semi-structured interviews, journaling, and a focus group were used for data collection. Interview and focus group questions addressed participants' familiarity with federal requirements on educational access, training on accommodations, and experience implementing accommodations. Participants' reflections on their formal training and their experiences teaching students with non-apparent disabilities were gathered through a journaling exercise.

Many of the higher education faculty members who participated in this study perceived that students with invisible disabilities did not always request accommodations or work with disability services to follow appropriate procedures for requesting accommodations. Study participants sometimes felt like their institution was merely complying with requirements and not really focused on supporting students as fully as possible. Study participants had a desire for open conversations with their students about accommodations.