TITLE:
Invisible Disabilities in Higher Education—A Cultural Comparison of Students’ Experiences with Invisible Disabilities in Kuwait and Belgium
AUTHORS:
Aicha Hefiela
KEYWORDS:
Invisible/Hidden Disability, Ableism, Stigma, Higher Education, Critical Disability Theory, Capital, Culture
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.2,
February
27,
2024
ABSTRACT: This
study explores the lived experiences of students with invisible disabilities in
the field of higher education under the framework of critical disability
theory. It explores how students with invisible disabilities may face issues
accessing higher education and issues of inclusion and support once in the
field of higher education. Students with invisible disabilities tend to not be
believed about their condition as it is not visible and are hence
underrepresented in universities as well as having worse post-degree outcomes. This
is indicative of a social justice issue. This paper looks from an international
perspective, comparing the experiences of invisibly disabled students at
universities in Kuwait and Belgium. Focusing on the cultural impacts of
students’ experiences with their hidden disabilities. It uses qualitative
semi-structured interviews to ask students about their experiences at
university, how their disability affects their academic performance, their
relationships with staff and students, their coping strategies, and what
interventions they believe are necessary to create a more inclusive and
accessible environment for invisibly disabled students at higher education
institutions. Their responses have been analyzed thematically and discussed in
the context of social justice in higher education. This study finds that there
are cultural differences in the experiences of university students with hidden
disabilities, however, they do have shared experiences. It finds that students
face common obstacles: taking longer to study, missing exams, and dropping
courses. Their coping strategies include dropping courses, meditating, and
discussing problems. The proposed solutions range from speaking with high
school students, transparency in support available, and keeping university
members accountable for their actions.