ABSTRACT
Students with disabilities encounter specic barriers that impede their academic and social engagement; however, their needs are oen overlooked in comparison to other student populations. ese students are sometimes thought of as “a ‘forgotten minority’ of student aairs practice in higher education” (Junco & Salter, 2004, p. 263). In society, and particularly in academia, people rarely mention, and even less frequently openly discuss, disabilities and their impacts. Consequently, the needs of these students are largely ignored and rarely met by college and university ocials, administrators, and faculty. Additionally, students without disabilities may feel uncomfortable or awkward interacting with and approaching students with visible disabilities. To reduce these tense encounters, students may distance themselves, consciously or unconsciously, from their peers with disabilities, thus contributing to the alienation and isolation of this population. Likewise, students with invisible disabilities (e.g., learning disabilities, Attention Decit Hyperactivity Disorder [ADHD], psychological disabilities, and chronic disease and/or illness) also face their share of challenges. e possibility of being labeled frauds or pretenders by peers, faculty, or sta could cause these students not to disclose their
disabilities. Fear of rejection or the complications caused by hiding disabilities can create undue stress and hardship as students pursue their education (Barga, 1996). ese harsh realities, and others, create environments where students with disabilities nd it dicult to become academically and socially engaged.
