ABSTRACT
This chapter focuses on life after hire to empower faculty members with disabilities to utilize ongoing strategies for boosting collegiality and long-term success in academe. It explores how colleagues can work together, even informally, to maximize the potential of one who teaches with disability. The lack of published studies that focus on circumstances surrounding teaching with disability in higher education and the results of studies in other fields underscore the need for such interaction. Self-disclosure—especially for those with a hidden disability—is a personal choice, and one that comes with risks. In order to explore the topic of disability, self-disclosure, and collegiality further, the chapter utilizes a brief study that involved 119 educators with disabilities. Self-disclosure occurred between faculty and students more often than between faculty. Self-disclosure to colleagues may be viewed as providing those colleagues the chance to engage in able-bodied privilege and shaming.
