Edinburgh Napier University

  Research Aim: This paper will bring together various research strands from international multidisciplinary perspectives on the transition to the workplace for graduates with seen and unseen disabilities. In the limited evidence to date the issue of disclosure for Higher Education Graduates is highly pertinent (REF). Disclosure takes many forms and is led by personal experience, reasons and context. (REF)

Method: This research employed a mixed method approach using online survey and interviews. Interviews were conducted in Ireland (n=9), UK (n=8) and online survey Norway (n=50) and the UK (n=27). Data was collect in 2013/14 and analysed using content analysis and SPSS.

Findings: Across the studies although the majority of people disclosed their disability they did so at different times and to a select few. Importantly some people choose not to disclose particularly those with hidden disabilities. Reasons for disclosure were accessing work place support and reasonable accommodations to fulfil their work role. Honesty, was the predominant driver for disclosure amongst those from professional courses in order to limit the fear of being found out. Those who were supported to disclosure early in their education were more likely to disclose and manage their disability in the workplace. Conversely, those who did not disclose had a palpable fear of being discriminated against and stigmatised.

Conclusion: Individuals with disabilities are encouraged into higher education however, their experience of transition into the workplace has received less attention. This paper will give space to discuss these transitional issues and put forward recommendations for education and work place providers.