Unveiling what cannot be seen: definition and impact of invisible disabilities on the completion of university studies
基于29名意大利和西班牙大学毕业生的访谈，研究隐形残疾如何被定义、评估，以及如何影响学业坚持和完成，发现隐形残疾常被忽视，导致学业进度缓慢和额外挑战。
This article explores the experiences of graduates with invisible disabilities on how they define and assess their disability and how it influences their persistence and the completion of their studies. The study involved 29 graduates with self-identified invisible disabilities from Italian and Spanish universities. Individual semi-structured interviews were conducted, and the data were analysed following an inductive category and coding system. According to the obtained results, the graduates considered that invisible disability was overlooked, as it goes unnoticed and is more difficult to detect or accept than a visible disability. They also thought of their own disability as being invisible. During their university studies, they faced difficulties such as a poor understanding of their disability and a general lack of social awareness, highlighting how stigma and stereotypes surrounded these disabilities. It was also evident that disability had a negative impact on their university studies, slowing down their trajectories and causing additional challenges, such as studying longer or accepting lower grades. The article concludes that social awareness-raising actions are necessary to promote positive perceptions of disabilities and to combat stereotypes and prejudices. It is crucial to stop viewing disability as a problem and to learn to recognise and celebrate diversity in society and within universities.