Disability Disclosure by Students with Disabilities in an Open, Distance, and E-Learning (ODeL) Institution: Insights from Support Staff and Students

The growth of online and distance education has brought to light both the potential and the challenges of supporting students with disabilities in these unique environments. While ODeL institutions are well-positioned to provide flexible learning options, the lack of physical proximity can exacerbate feelings of isolation among students with disabilities, complicating their ability to access timely support. In addition, the absence of physical support services on campus, coupled with the need for students to navigate digital systems independently, can lead to a sense of exclusion for students with disabilities in distance education institutions. Current practices often reflect traditional assumptions that are better suited to in-person education, where staff are more easily accessible and can engage in direct, face-to-face interactions with students. These practices may inadvertently create barriers to disclosure in ODeL, where students rely solely on institutional assurances of confidentiality and support. For instance, policies may lack clear guidelines on how disability-related information is managed in a digital context, how students can access specific accommodations, or how support services can be reached when geographical and physical barriers separate students from institutional staff. As Higher Education Institutions (HEIs) increasingly adopt ODeL models, particularly in regions such as South Africa, understanding the unique factors that affect students’ willingness and ability to disclose their disabilities becomes crucial. Hence, this article examines the dynamics and challenges that surround disability disclosure among students with disabilities in an Open, Distance, and e-Learning (ODeL) environment. This paper utilizes a mixed-methods research approach to examine data gathered from a diverse cohort of students with disabilities and support staff members at a prominent South African university. Systematic random sampling was used to select 333 participants for this study. Findings revealed a web of motivations and barriers that influence disclosure, offering critical insights into how institutions can better support students with disabilities in ODeL contexts. Also, the period of disability disclosure was found to be crucial as it had an impact on the support that is received by students with disabilities. Recommendations for policy and practice are provided to enhance inclusivity in higher education, particularly within the context of distance education institutions.