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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Examining Beliefs and Practices of Students With Hidden Disabilities and Universal
Design for Learning in Institutions of Higher Education
Author(s): Denia G. Bradshaw
Citation: Denia G. Bradshaw, (2020) "Examining Beliefs and Practices of Students With Hidden Disabilities and Universal Design for Learning in Institutions of Higher Education," Journal of Higher Education Theory and Practice, Vol. 20, ss. 15, pp. 12-20
Article Type: Research paper
Publisher: North American Business Press
Abstract:
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.
