The lived experience of students with an invisible disability at a Canadian university

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University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible (2019, background): “It is important that inclusive education, including universal curriculum design, be implemented systemically to better cater to diverse student populations (Mullins and Preyde 2013).”
Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum? (2020, background): “…as: … participation by all students, whether or not with any impairment, together as a part of a community of students in the larger society… (Mullins and Preyde 2013, 515) Another participant added that time and perception as to how law is taught and assessed should be, or has been…”
Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers (2015, background): “Another aspect to highlight is the perception that students have of ‘invisible’ disabilities, as found by Mullins and Preyde (2013). These are defined as those that have no physical manifestation.”