Hidden Disabilities Research Articles

Developing a Performance Management Support System for Employees with Hidden Disabilities

Abstract This document outlines a strategy for the Aero Missile and Defense Conglomerate (AMDC) to support employees with hidden disabilities, following a survey revealing that 40% of employees have such conditions. GK Consulting proposes a performance management support system focused on education, accommodations, and Americans with Disabilities Act (ADA) compliance. Key components include Data Collection - surveying prevalence and types of hidden disabilities, and assessing current accommodations; Accommodations - implementing flexible work schedules, customized communication methods, assistive technologies, and mental health support; Leadership - applying transformational leadership to foster an inclusive workplace; Organizational Culture - using Schein’s Organizational Culture Model to align values with disability inclusion; Change Management - employing Kotter’s Eight-Step Change Model for sustainable implementation; and PESTEL Analysis - considering external political, economic, social, technological, environmental, and legal factors. The strategy aims to create a supportive and inclusive environment, enhancing AMDC’s culture, driving innovation, and positioning the company as an inclusive employer where all employees can thrive.

Accessibility for passengers with hidden disabilities in air transport: A literature review

This article analyzes the existing literature on the needs of passengers in transport and tourism situations that are hidden or invisible to service providers. Although accessibility in air transport is an emerging field of research, this study adds to the literature an in-depth understanding of the barriers these air passengers face, investigating accessibility recommendations for people with hidden disabilities in transport situations, including air transport. Various contexts of transport and tourism involving buses, subways, or tr et al. challenge this population through spatial disorientation, communication difficulties, sensory stimulating environments, anxiety, and other behaviors. These needs gain notoriety in airports due to the complexity of the environment and air travel, especially for individuals with intellectual, neurological, or developmental disabilities. As a result, the most emphasized recommendations in the literature were categorized according to the passenger's assistance needs in air travel, providing opportunities for improving assistance processes, structural conditions, and services at airports.

Air Travel Experiences of Parents of Children with Invisible Disabilities: A Zimbabwean Perspective.

The existing literature on air travelers grappling with hidden disabilities is notably scarce. When not in view, disabilities are forgotten. This paper sheds light on diverse facets of air travel pertinent to children with invisible disabilities such as autism spectrum disorder (ASD) who travel with their parents. Navigating through airports can be particularly challenging for families of children with these conditions. This study seeks to delve into the airport experiences of such. The objective is to aid airport staff in crafting enhanced experiences tailored to this specific passenger segment. Considering ongoing efforts by airports to institute awareness on physical disability, it is crucial to address the unique challenges faced by those with hidden disabilities. While some airports globally have implemented procedures catering to the needs of those with cognitive impairments, these initiatives are yet to be implemented in Zimbabwean airports.

Preparation and Attitudes of Sport Psychology Consultants toward Working with Athletes with Hidden Disabilities

Preparation and Attitudes of Sport Psychology Consultants toward Working with Athletes with Hidden Disabilities

Access to employment: A comparison of autistic, neurodivergent and neurotypical adults' experiences of hiring processes in the United Kingdom.

Autistic people are less likely to have a job than non-autistic people. One reason for this may be that hiring processes (e.g. job applications, interviews) can be challenging for autistic people. To better understand the experiences of hiring processes in the United Kingdom, we asked 225 autistic, 64 neurodivergent (but not autistic) and 64 adults with no reported area of neurodivergence questions about their experiences using an online survey. We found a range of similarities and differences in responses. For example, participants in all three groups were frustrated with the focus on social skills in recruitment and said they wanted more practical methods (e.g. work trials) that help them show their skills and abilities. Autistic and otherwise neurodivergent participants discussed the importance of the environment (e.g. the interview/assessment room) in improving experiences. Participants also discussed how employers can impact whether somebody decides to disclose their diagnosis or needs - or not. Autistic people experienced some barriers to successful recruitment that non-autistic people did not. For example, autistic people felt they had to hide their autistic traits to gain employment and many autistic people were worried about being discriminated against if they disclosed that they were autistic during the hiring process. To make experiences better, our participants said that employers should offer candidates different recruitment methods and give them more information about the hiring process. They also said employers should improve their understanding of autism and other hidden disabilities so they know the challenges that people might face during recruitment.

Breaking barriers for those with hidden disabilities

Breaking barriers for those with hidden disabilities

A BASIC STUDY ON THE ISSUES OF FACILITY PLANNING AND HUMAN SUPPORT FOR SMOOTH TRANSPORTATION OF PERSONS WITH INVISIBLE DISABILITIES, INCLUDING PEOPLE WITH DEMENTIA AND PEOPLE WITH AUTISM SPECTRUM DISORDER

We conducted a survey related to the use of public transportation by people with disabilities who have some hidden disabilities. The results of the interviews and exchanges of opinions were structurally organized, and it was found that factors affected by the characteristics of physical disabilities were behind the problems such as the fact that the people themselves want to avoid unnecessary stress when going out and have problems and requests for various facilities and equipment, therefore some problems can be solved by removing obstacles in the social environment.

Study finds students with “hidden disabilities” reluctant to disclose disabilities

The Open University of Catalonia (UOC) recently published a study exploring the experiences of students with disabilities at its university, which is conducted fully online. The study, which conducted email interviews with 34 students, focused on why students decide whether to disclose or not disclose their disabilities and how such a decision impacts their distance learning experience.

Future-oriented thinking promotes positive attitudes toward the "Help Mark" in Japan.

The "Help Mark," created in Japan, is worn by people who need help in public settings. It is designed to induce help from others for those in need of help because of their hidden disabilities or health conditions. Several attempts have been made to publicize the meaning and implications of this wearable sign through various media. However, it is difficult to assert whether there is sufficient awareness regarding this sign in the Japanese society. The purpose of this study was to examine the type of messages that are more effective in promoting the "Help Mark" system (Study 1). Additionally, based on the data obtained in Study 1, we presented a newly designed poster to promote the "Help Mark" sign and attempted to empirically examine the effect of this poster (Study 2). The results suggest that a message that reflects that the "Help Mark" is for "everyone," based on future-oriented thinking, is more effective. Furthermore, it was indicated that people who saw the poster containing a message implying that the "Help Mark" is "for everyone" reported increased positive attitudes toward the "Help Mark" system. These results indicate that encouraging future-oriented thinking may lead to positive attitudes regarding the "Help Mark" system.

Returning to Leisure Activity Post-Stroke: Barriers and Facilitators to Engagement.

To identify barriers and facilitators to engagement when returning to, or participating in, leisure activity post-stroke or Transient Ischemic Attack (TIA). Sequential explanatory, mixed methods study. 21 hospital sites across England, Wales and Northern Ireland. Adults with a clinical diagnosis of first/recurrent stroke or TIA. Patients approaching end of life were excluded. Participants were recruited as in-patients or at first clinic appointment and a baseline questionnaire was completed. A 6-month follow-up questionnaire was sent to participants for self-completion. Open-text questions were asked about barriers and facilitators when returning to, or participating in, leisure activity. Responses were thematically analysed and explored by participant characteristics, including type of leisure activity undertaken. Characteristics also included measures of socioeconomic deprivation, mood, fatigue and disability. 2000 participants returned a 6-month follow-up questionnaire (78% stroke, 22% TIA); 1045 participants responded to a question on barriers and 820 on facilitators. Twelve themes were identified and the proportion of responses were reported (%). Barriers: physical difficulties (69%), lower energy levels (17%), loss of independence (11%), psychological difficulties (10%), hidden disabilities (7%), and delay or lack of healthcare provision (3%). Facilitators: family support (35%), healthcare support (27%), well-being and fitness (22%), friendship support (20%), self-management (19%), and returning to normality (9%). 'Physical difficulties' was the most reported barrier across all participant characteristics and activity types. Family support was the most reported facilitator except for those with greater disability, where it was healthcare support and those without fatigue where it was well-being and exercise. Physical difficulties and lack of energy are problematic for stroke and TIA survivors who want to return to or participate in leisure activity. Healthcare support alone cannot overcome all practical and emotional issues related to leisure activity engagement. Family support and improving well-being are important facilitators and future research should explore these mechanisms further.

Investigating the potential of EDA data from biometric wearables to inform inclusive design of the built environment

This paper presents a pilot of a method which measures quantitative biometric data to understand the emotional response of people to their physical environment. The aim of the audit method is to address the problem of lack of accessibility of public buildings for those with hidden disabilities. People with invisible disabilities such as Autistic Spectrum Disorders (ASD, Autism) sometimes feeling forced to withdraw from public spaces and communities and unfamiliar or busy environments such as art galleries can be particularly problematic (Amaze, 2018). As part of the Audit, data is collected using a wearable biometric device that is mapped against internal location. In this study the EDA (Electrodermal Activity) Audit was trialed with participants with ASD at a public art gallery in UK. The results reveal that participants with ASD experienced a greater increase in stress level compared to the neurotypical control participants. Areas where noticeable ‘peaks’ of stress were recorded usually had a restricted view or required human interaction. Comparison of GSR (Galvanic Skin Response) data with questionnaire information gathered before and after visiting the gallery also implies that the participants with ASD were less able to articulate their emotional response to spaces. We discuss the development of an EDA Audit method that could provide knowledge to help designers envision spaces that are more inclusive.

When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education

This systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included both qualitative and quantitative studies and involved a total of 1431 students with hidden disabilities. Following data analysis, based on a system of categories and codes, the results help answer five questions: What are the characteristics of the studies conducted in terms of country, participants and methodology? Why do students with invisible disabilities choose not to disclose their disability? How does non-disclosure of disability affect students’ retention and success in higher education? What barriers do students with invisible disabilities encounter in higher education? How are students with invisible disabilities supported in their academic success? The conclusions warn about the risk of not making disability visible and forgoing the accommodations that are necessary for the progression and completion of studies in institutions that still have a long way to go before becoming truly inclusive.

Facilitators and Barriers to Care for Patients with Disabilities in Primary Pediatrics.

Nearly 20% of children in the United States have special health care needs, and they often experience disparities in health outcomes. This article reviews barriers to and facilitators of primary pediatric care for children within four defined categories of disability: (1) physical disabilities, both temporary and permanent; (2) chronic conditions requiring accommodations, including mental health conditions; (3) sensory disabilities and conditions; and (4) cognitive, educational, neurodevelopmental, and social disabilities. Primary care facilitators include interventions for both providers and patients that focus on time as a valued resource, provide psychosocial support, coordinate interdisciplinary teams of care, and provide training for providers. Barriers include exclusion of patients with disabilities from research trials and gaps in educational reform regarding ableism and hidden disabilities. Identified facilitators should be implemented on a larger scale, and barriers need to be addressed further so we may better support children with disabilities. [Pediatr Ann. 2022;51(6):e243-e253.].

Psychometric properties of the Disability Identity Development Scale: Confirmatory factor and bifactor analyses.

This work provides comprehensive analyses targeting the factor structure and dimensionality of the Disability Identity Development Scale (DIDS). In Forber-Pratt et al., 2020, disability was defined broadly to include individuals with visible or hidden disabilities across many disability groups (i.e., physical, intellectual, learning, or chronic illness). Retained items from previous exploratory factor analysis were administered to a sample of adults with disabilities (n = 1,126) ranging in age from 18-78 years. Confirmatory factor analytics (CFA) including traditional CFA, and bifactor confirmatory analyses were used to examine the dimensionality and structure of the DIDS. Traditional CFA provided lack of evidence in support of the oblique four-factor structure previously reported. Bifactor confirmatory analysis revealed items on the DIDS are consistent with unidimensional, and to a lesser degree multidimensional solutions (i.e., items lacked a level of content diversity to substantiate a complex, reliable multifactor structure). Analytic results on the DIDS revealed reasonable psychometric properties as a measure of disability identity. Our results support using a sum or total score of disability identity. Results of this work are an important contribution to a growing body of literature supporting, and investigating, disability identity development. Furthermore, the DIDS measure with its resulting composite score of disability identity has the potential to inform clinicians in the field of rehabilitation psychology as well as informing future targeted interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Getting ahead in the online university: Disclosure experiences of students with apparent and hidden disabilities

Disabled students must communicate their condition to the university to access accommodations, but many do not disclose or do so late. We explored identity management and disclosure decisions in a sample of 34 students from a Spanish open university through email interviews. Results show that these students carefully assess disclosing their disability due to the emotional risks involved and that the administrative process poses an obstacle. Students with apparent disabilities (i.e., physical and sensory) emphasize self-sufficiency and normalization of their presence, while students with hidden disabilities (i.e., mental disorders and learning challenges) focus on avoiding stigma and increasing credibility. Online universities should acknowledge the distinct needs derived from the different types of disabilities, provide personalized support, and facilitate disclosure procedures.

681 Increasing Representation in Surgical Careers – the First Cut Mentorship Programme for Medical Students

Abstract Background Surgical specialties in the medical literature are described as having low workforce diversity. Classically underrepresented groups among surgeons include women, trainees from Black, Asian and Minority Ethnic (BAME) backgrounds and those possessing visible or hidden disabilities. As advocates for underserved communities, increasing the representation of these groups is vital to ensure that their values and perspectives influence the progression and practice of surgery. A mentorship programme was created to address this need and help break down the reported barriers which often deter medical students from pursuing surgical careers. Method A 6-month mentorship programme for students from underrepresented groups in surgery was designed and co-developed by four medical students and three university faculty members: a consultant HPB surgeon, a professor of medical education and an educational enhancement manager. Results 30 medical students received one-to-one mentorship from consultant surgeons. All participants (mentors and mentees) were from underrepresented groups in surgery. Students were provided with exposure to the life of a surgeon, personal development, and careers advice by their mentors. Opportunities for professional development in academic, educational and management roles were also offered to go beyond the scope of the standard clinical responsibilities of surgeons. This descriptive case study offers an approach to implementing this within a large medical school. Conclusions The First Cut project is currently in its pilot phase. Feedback will be collected and analysed at the end of the programme for evaluation and improvement. These results will demonstrate the value of mentorship programmes to students from underrepresented groups.

Hiding but hoping to be found: workplace disclosure dilemmas of individuals with hidden disabilities

PurposeThe purpose of this paper is to describe workplace disclosure dilemmas of individuals with hidden mental health conditions who have privately accepted their mental health condition (anxiety and/or depression), but have chosen not to disclose it in their respective workplaces.Design/methodology/approachInterviews were conducted with 15 individuals who experience anxiety and/or depression. These individuals work across diverse organizations and sectors in India (e.g. architecture and health care). Data were analyzed using qualitative methods.FindingsInterviewees grappled with three dilemmas: professionalism versus authenticity (i.e. bringing only a partial professional self or the whole self to work), withdrawal versus participation (i.e. withdrawal from workplace interactions to conceal their condition or participation such that people could know of it) and personal privacy versus general advocacy (i.e. guarding one's privacy or engaging in advocacy for individuals who experience mental health conditions). Overall, findings suggest that the disclosure dilemma can stem from both one's internalized sense of a devalued self and by perceived contextual cues.Research limitations/implicationsFindings imply that perceived contextual conditions that amplify threat of discovery and its anticipated consequences can lead to and reinforce the disclosure dilemma. As individuals internalize others' constructions of themselves, they self-police and do not interrogate assumed normality within their social contexts.Practical implicationsEmployers can create inclusive environments. Present findings suggest some examples of inclusive practices such as the employment of dedicated resident counselors or counselors shared across organizations, training of stakeholders (including human resource personnel), allowing for selective disclosure (e.g. only to medical personnel) and cultivating informal support networks comprising similar others.Originality/valueSuch evidence-based research that can inform practices of inclusion for persons with a disability is especially important, considering that research on mental health conditions is conspicuous by its relative absence in mainstream management journals.

'We are all fighting something' — shattering the silence on hidden disabilities in pharmacy (audio)

Across the UK, there are pharmacists putting on a brave face and going to work, but behind the mask they are struggling to cope. In this podcast, opinion editor Abigail James uncovers the problem of ‘hidden disabilities’ in pharmacy, and what can be done to make the profession more supportive for those with health conditions, […]

Examining Beliefs and Practices of Students With Hidden Disabilities and Universal Design for Learning in Institutions of Higher Education

Issues with retention, persistence, and completion are attributed to the increase of diversity and variability amid students entering higher education (Schelly et al., 2011). Among that variability are perceptual ability, language ability, background knowledge, cognitive strategies, and motivation (Nelson & Bashman, 2014). In this qualitative study, knowledge and perceptions of the diverse student population, specifically students with hidden disabilities and Universal Design for Learning (UDL) are explored. UDL benefits students with identifiable and unidentifiable disabilities that are unaware of disability services, do not want to disclose their disability, or are undiagnosed.

Social Presence & Social Learning in ELearning Towards Military Caregivers and Learning Communities of Individuals with Hidden Disabilities

Social Presence & Social Learning in ELearning Towards Military Caregivers and Learning Communities of Individuals with Hidden Disabilities