Is it Part of Me? Exploring Experiences of Inclusive Avatar Use For Visible and Invisible Disabilities in Social VR

WHAT IS KNOWN ON THE SUBJECT?: Physical appearance, as in the case of individuals with physical disabilities who use a cane, walker or wheelchair, also influence others' reactions and as a result, may lead to one's negative or positive feelings and thoughts. A disability that is not observable by others, as in the case of individuals with psychiatric disabilities (mental illnesses), may also have a negative impact on one's feelings and thoughts, due to stigma associated with psychiatric disabilities. To date, research has mainly focused on the way persons with a noticeable type of disability think about themselves. It is also important to evaluate the impact of disability type on ones' feelings and thoughts, and compare persons with visible and invisible disabilities. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: We asked 119 adults (over the age of 18years) with different types of disabilities to complete a set of questionnaires and found that those who had a disability that was not observable by others (a psychiatric disability) felt more negative about themselves and their body than those who had a disability that was observable by others (a physical disability). The study extends the current knowledge on the impact of disability type and its visibility on the way persons with disabilities think about themselves. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The findings suggest that healthcare services should be modified to address the psychological needs of people with different types of disability. Mental health nurses should identify practices in the community that will improve the feelings and thoughts of consumers with disabilities, and especially those who cope with a psychiatric disability. Abstract Introduction Individuals with disabilities often face stigma and discrimination, which may negatively affect their self-concept. To date, research has mainly focused on the psychological implications of living with a noticeable physical disability. Less attention has been given to individuals with invisible psychiatric disabilities as a stigmatized subgroup in the disability community. Aim To evaluate the impact of disability type and its visibility on the self-concept and body image. Method A cross-sectional quantitative study design was implemented to compare the self-concept and body image of individuals with visible physical disabilities and individuals with invisible psychiatric disabilities (n=119). Pearson correlations, ANOVA and multiple linear regression models were performed. Results Individuals with invisible psychiatric disabilities reported lower levels of self-concept and body image compared to individuals with visible physical disabilities. Gender, family status and the severity level of the disability were found to be associated with self-concept and body image. Discussion The study extends the current knowledge by showing that disability visibility might play a protective role for persons with physical disabilities compared to persons with psychiatric disabilities. Implications for Practice Mental health nurses should apply practices to enhance the self-concept and body image of consumers with invisible psychiatric disabilities.

Around 16% of world's population lives with visible and invisible disabilities. People with disabilities' participation may be limited because of the environmental obstacles. Moreover, historic heritage places were built before the development of accessibility standards and the rights of people living with disabilities and the majority were not designed to be accessible. Access to historic heritage places is important for carrying out the activities in place but also to create and reinforce identity. The aim of this study was to explore the experiences of people with visible and invisible disabilities when visiting heritage sites considering accessibility issues. This study is a qualitative interpretive description. Participants were adults with visible (e.g., motor disability) or invisible (e.g., autism) disabilities. For data collection, go along interviews (also referred to in the literature as "walking interview" in two different locations in the Historic District of Old Quebec in Quebec City were conducted. Thematic analysis was done. Twenty-one participants completed two go along interviews: one in the Séminaire de Québec (Seminary of Quebec City) and the other in Petit-Champlain and Place Royale areas of Quebec City. Three themes emerged: (1) Obstacles and impact on participation; (2) Disabling accessibility; and (3) Heritage meaning. The barriers identified by participants are diverse and differ according to the person and the type of disability. However, social and leisure activities were particularly limited, despite the strategies developed by some participants. Participants in the study demonstrated an interest in accessing to heritage places, therefore it seems essential to consider the needs of people with disabilities when developing accessibility solutions, and to seek a balance between preserving heritage and promoting inclusive and equitable access for all.

Purpose/objectiveDespite 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.Research method/designA 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.ResultsIndividuals 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.Conclusion/implicationsAssisting 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.

Babyface: A Story of Heart and Bones

Invisible disabilities involve dilemmas that differentiate them from visible disabilities. However, little is known about the situation persons with invisible disabilities face at work, as empirical studies are scarce. The present article contributes in-depth knowledge of practices, experiences and understandings that affect the work situation for people with invisible disabilities in a Swedish context. The article draws on qualitative, in-depth interviews with 10 persons with invisible disabilities and seven persons who – in their professional work as employers, HR managers, medical doctors or psychologists in the occupational healthcare – regularly have dealings with persons with invisible disabilities. The analysis shows how practices, experiences and understandings regarding disclosure differ between the two groups of informants – differences that lead to dilemmas for the persons with invisible disabilities. These results indicate that persons with invisible disabilities are in a vulnerable position despite the fact that working life in Sweden is relatively well-regulated.

This chapter presents the unique challenges associated with invisible disabilities at work. It provides an overview of different flexible work arrangement types. The chapter explores the barriers preventing individuals with invisible disabilities from accessing flexible work arrangements. Although traditionally people tend to associate the term ‘disability’ with visible disabilities such as amputation, or blindness, many disabilities have no visible characteristics. Individuals with invisible disabilities face with unique challenges in the workplace. One of the reasons behind the slow, and imperfect, progress addressing the needs of invisibly disabled workers is that the term invisible disabilities covers a diverse group of people with complex needs. Efforts to find a common solution that will address the unique needs of all workers with different types of invisible disabilities contribute to the difficulty of finding such a solution. The chapter concludes with recommendations for future research and organizational practice.

Children with disabilities are at heightened risk of violence, but existing meta-analyses rarely explore the impact of multiple disabilities and polyvictimization. This study updates global estimates and investigates how different disability types intersect with victimization risk. Databases of literature published on or before July 2024 were searched. Inclusion criteria required studies to (a) involve participants aged ≤18 years with professionally diagnosed disabilities, (b) report comparative data with non-disabled peers, and (c) present quantitative measures of victimization. A total of 44 publications (1,734,560 children) met the inclusion criteria and were included in the analysis. Random-effects models estimated pooled odds ratios (ORs), with subgroup analyses conducted. The overall OR was 2.04 (95% CI [1.84, 2.52]). Polyvictimization was significantly associated with visible disabilities (OR = 2.04 [1.42, 2.93]), invisible disabilities (OR = 3.16 [1.76, 5.70]), and multiple disabilities (OR = 4.17 [2.25, 7.74]). Children with multiple disabilities had markedly high risk for physical violence (OR = 4.07 [2.12, 7.81]). Subgroup analyses showed that children in secondary school (OR = 4.16 [2.83, 6.11]) experienced the highest risks for polyvictimization. Child self-reports yielded the highest ORs (OR = 4.16 [2.82, 6.11]) compared to mixed or parent reports. Children with invisible and multiple disabilities face disproportionate risks, particularly for polyvictimization. These findings underscore the need for early identification and tailored prevention efforts. Future research should address definitional inconsistencies and expand representation across regions and populations.

Workers with invisible disabilities encounter unique challenges compared to workers with other concealable identities and even workers with visible disabilities. These challenges occur not only in the decisions of whether to disclose the invisible disability in the workplace but also in the detection and acceptance of having a disability to disclose. Disclosure of disabilities in the workplace likely has implications for the individual worker's health, social relationships, and work performance as well as for an employing organization's outcomes. We argue that current legislation and policies might not be sensitive to the unique experiences and disclosure decisions faced by workers with invisible disabilities. We invite researchers and practitioners to consider adjustments to current legislation and workplace practices in order for employing organizations to account for the unique challenges facing workers with invisible disabilities and fully accommodate those workers.

Persons with invisible disabilities and workplace accommodation: Findings from a scoping literature review

Only two prior studies have examined the experiences of microaggressions for persons with disabilities. Our study was specific to women with both visible and invisible disabilities. Using mixed methods, we asked about the frequency and bothersomeness of microaggression experiences, and in six focus groups with a total of 30 women, we gained more depth about those experiences. Guiding the semistructured focus groups were the 10 domains of microaggressions reported by Keller and Galgay. The women were over age 18 and had either a visible (77%) or hidden disability (33%). Eight (27%) were women of color. Findings supported the previous 10 domains, but we found two additional microaggressions: symptoms not being believed by medical professionals and thus delaying diagnosis, and disability being discounted by others based on looking healthy or young. We make five policy recommendations: (i) curriculum on unconscious bias against women and people with disabilities for medical professionals; (ii) targeted public campaigns to reduce specific types of microaggressions; (iii) changes to public transportation systems to increase accessibility; (iv) journal policy changes to encourage more attention to intersectionality in studies; and (v) greater transparency in psychotherapy about disability‐friendly practices.

Executive Overview When I met David, the movements of his body spoke to me in short jerky sentences. His milky blue eyes rolled back into his head. I don't think they focused anywhere. Yet I envied him. He could not hide his reality. People like me are forced to hide ours. Anonymous Both David and the man quoted above are professors at a major university. David is blind. His colleague has a record of mental illness and often speaks of having to live “underground.” Despite fourteen years of successfully managing a personal and family history of manic depression, doctors, lawyers, and others still believe that silence is his best strategy in the workplace. Today, laws like the Americans with Disabilities Act (ADA) attempt to protect the rights of persons with both visible and invisible disabilities. Many, like David's colleague, however, will continue to deal with their disabilities underground. In this article, we will examine attitudes toward people who have both visible and invisible disabilities, and id...

Public understanding of disability in Banda Aceh continues to rely heavily on visible physical markers, resulting in limited recognition of invisible disabilities. This study examines public awareness, stigma, and institutional readiness using a qualitative sociological approach supported by descriptive survey data. A total of 50 respondents completed online/offline surveys, complemented by semi-structured interviews with policymakers, educators, and community actors, as well as policy document review and limited observations. Findings show a sharp awareness gap: while most respondents (94%) were familiar with disability in general, only 22% recognized that disabilities can be non-visible. Neurodiverse behaviours were frequently interpreted as issues of discipline, parenting, or spiritual disturbance rather than developmental differences, reflecting culturally rooted stigma. Institutional readiness was also low. Only 20% perceived public services as inclusive, and just 18% believed frontline staff understood invisible disabilities. Interviews revealed that although Qanun Aceh No. 2/2025 provides a legal foundation, it lacks operational guidelines and disability-disaggregated data, limiting effective implementation. Overall, the study identifies substantial gaps in public understanding, persistent stigma, and inadequate institutional preparedness. Improved disability literacy, clearer regulations, and strengthened cross-sector capacity are essential to advancing inclusion for individuals with invisible disabilities in Banda Aceh.

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With visible disabilities, observers tend to overgeneralise from the disability. In contrast, with invisible disabilities such as traumatic brain injury and stroke, observers often fail to allow for challenges resulting from the disability. Persons who have suffered a stroke claim that people misunderstand their symptoms and stigmatise them as a result of these symptoms. This misunderstanding, which happens particularly with young survivors of stroke, may reflect people's causal attributions for symptoms that follow a stroke. Using a scenario design, this cross-sectional study examined whether people attribute ambiguous symptoms that may result from stroke to other causes (the stroke survivor's personality and age) and whether these attributions reflect the age of the stroke survivor. Participants (N= 120) read scenarios describing a male who was aged either 22, 72, or whose age was unstated and who showed four symptom changes: fatigue, depression, irritability and reduced friendships. For each symptom change, participants rated three causal attributions: the person's age, his personality and stroke. The age of the person in the scenario affected attributions; when the person in the scenario was 22, participants attributed his symptoms significantly more to his personality than to his age or stroke, whereas when he was 72, participants attributed his symptoms more to his age than to his personality or stroke and when his age was unstated, they attributed his symptoms equally to age, stroke and personality. Because misattributions for stroke symptoms hinder rehabilitation, therapy can target people's misattributions to enhance rehabilitation for survivors of stroke.

Despite there being much research on students with more visible disabilities, this is not the case with students with invisible disabilities such as psychosocial disabilities – especially in university postgraduate settings. Students with psychosocial disabilities have the decision to disclose their status to their research supervisors and this has implications on their relationship. This was a qualitative study interviewing 15 postgraduate students, from two universities in the Western Cape, South Africa, with diagnosed psychological disabilities and who are being supervised by university staff members. Issues of disclosure about their psychosocial disabilities were explored. Nine out of the 15 (60%) respondents disclosed their disability to their supervisor. Discussion of the responses of participants in terms of reasons for not disclosing, positive consequences of disclosing and negative consequences of disclosing are explored. It is argued that this complex issue needs to be addressed on three levels: individual, staff and university levels. Points of interest The decision to disclose a mental illness is complex in that there are positive and negative consequences to disclosure depending on the context Disclosure issues need to be addressed on three levels - individual, staff and university. On the individual level it needs to be clear that individuals have a choice to disclose or not and that a one-size-fits all approach in disclosure is not applicable. On the staff level it is encouraged that coping skills of supervisors be developed while on the university level it is believed a cultural change to disability needs to be addressed. These research findings can begin to inform policy and initiate practical change in the supervision process of students with psychosocial disabilities