Factors associated with disability self-disclosure to their professors among college students with disabilities

This study examined factors associated with disability disclosure to professors among students with disabilities (n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students’ willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities are discussed, along with recommendations for future research.