Abstract
Although significantly influencing postsecondary school outcomes, high school education remains challenging to obtain for many disabled students. Then it is vital to know how chrono-curricula operates about disability. This qualitative study on the impact of school time on high school education examines the experiences of eight purposefully sampled US undergraduate disabled students. Their accounts reveal that conflicts between the school calendar and their disability caused a hidden curriculum of time that interfered with their quest to achieve postsecondary education outcomes. Therefore, addressing the hidden curriculum of time within the school time frame is essential in realizing the genuine inclusion of disabled students.
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