# Disability level and visibility: Associations with unmet academic accommodation needs and attitudes toward requesting accommodations

## TL;DR

This study explores how disability visibility and severity relate to unmet academic accommodation needs and attitudes toward requesting help, finding that invisible disabilities are associated with more unmet needs.

## Contribution

The study identifies specific unmet accommodation needs linked to disability visibility and highlights the importance of addressing invisible disabilities in academic settings.

## Key findings

- Invisible disability individuals reported unmet needs for quiet rooms, extended time, and sensory objects.
- Visible disability individuals reported unmet needs for educational assistants, recording devices, and adapted curricula.
- Invisible disability individuals had more unmet needs and less positive attitudes toward requesting accommodations.

## Abstract

Despite legal mandates to provide appropriate accommodations for students with disabilities in the U.S., many report gaps between what they need and receive. This study examined the role of disability level, visibility, and demographic factors in predicting unmet academic accommodation needs and attitudes toward requesting accommodations.

A sample of 409 adults who had had disabilities during their school years and who still had them completed an online survey assessing their current disability level, current disability visibility (invisible, semi-visible, or visible), unmet academic accommodation needs across all levels of schooling in aggregate, and current attitudes toward requesting academic accommodations.

Individuals with invisible disabilities in comparison to those with semi-visible or visible disabilities reported unmet needs for having a quiet or sensory room, extended time to take tests and exams, sensory objects (e.g., fidget toys), and an Individualized Education Plan. However, those with visible and semi-visible disabilities reported unmet need for having an educational assistant or tutor, recording equipment or a portable notetaking device, a modified or adapted course curriculum, and a computer, laptop or tablet with specialized software or apps. After controlling for disability severity and demographic variables, individuals with more visible disabilities had lower unmet academic accommodation needs compared to those with an invisible disability, as well as more positive attitudes toward requesting accommodations.

Assisting students with disabilities—especially those with invisible disabilities—may enhance disabled students’ experience of academic accommodations and empower them to advocate when those needs are unmet.