Examining beliefs and practices of students with hidden disabilities and universal design for learning in institutions of higher education

Abstract

Issues with retention, persistence, and completion are attributed to the increase of diversity and variability amid students entering higher education (Schelly et al, 2011). Among that variability are perceptual ability, language ability, background knowledge, cognitive strategies, and motivation (Nelson & Bashman, 2014). In this qualitative study, knowledge and perceptions of the diverse student population, specifically students with hidden disabilities and Universal Design for Learning (UDL) are explored. UDL benefits students with identifiable and unidentifiable disabilities that are unaware of disability services, do not want to disclose their disability, or are undiagnosed.