ORCID
0000-0003-4599-921X
Abstract
Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Higher Education Commons, Higher Education and Teaching Commons, Special Education and Teaching Commons
