國立虎尾科技大學 |

Making the Invisible Visible : = Examining Disability Disclosure in Higher Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Making the Invisible Visible :/
其他題名:	Examining Disability Disclosure in Higher Education.
作者:	Nabi, Amairany.
面頁冊數:	1 online resource (57 pages)
附註:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
標題:	Communication. -
電子資源:	click for full text (PQDT)
ISBN:	9798379738181

Making the Invisible Visible : = Examining Disability Disclosure in Higher Education.
Nabi, Amairany.

Making the Invisible Visible :Examining Disability Disclosure in Higher Education. - 1 online resource (57 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (M.A.)--San Diego State University, 2023.

Includes bibliographical references

This study utilizes communication privacy management theory to better understand what enables students in higher education with invisible disabilities (n= 96) to disclose their accommodations and disabilities to their instructors. Responses from an online survey in which students with invisible disabilities who receive accommodations and students with invisible disabilities who do not receive accommodations were analyzed through quantitative methods and thematic analysis to understand what role perceived stigma, teacher immediacy, supportive communication, and other factors contribute to the disclosure of private medical information in classroom settings. Findings highlight stigma, disability identity, and parental support as key factors that drive student self-disclosure.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379738181Subjects--Topical Terms:

556422
Communication.
Subjects--Index Terms:

DisabilityIndex Terms--Genre/Form:

554714
Electronic books.

Making the Invisible Visible : = Examining Disability Disclosure in Higher Education.
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504 $a Includes bibliographical references
520 $a This study utilizes communication privacy management theory to better understand what enables students in higher education with invisible disabilities (n= 96) to disclose their accommodations and disabilities to their instructors. Responses from an online survey in which students with invisible disabilities who receive accommodations and students with invisible disabilities who do not receive accommodations were analyzed through quantitative methods and thematic analysis to understand what role perceived stigma, teacher immediacy, supportive communication, and other factors contribute to the disclosure of private medical information in classroom settings. Findings highlight stigma, disability identity, and parental support as key factors that drive student self-disclosure.
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653 $a Communication privacy management theory
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