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Findings show that over half did not register, citing limited awareness of available supports and concerns about stigma and discrimination. Participants also described the need for tailored services reflecting DGS-specific requirements, with implications for researchers and practitioners and study limitations discussed.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/disabled-graduate-students-disability-services-use-and-perceived-needs/579813/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/disabled-graduate-students-disability-services-use-and-perceived-needs/579813.png","ImageObject",300,407,{"name":92,"@type":93},"Asher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Do disabled graduate students typically register with disability services offices?","Question",{"text":111,"@type":112},"Over half of participants did not register with the institution’s DSO, citing reasons such as lacking awareness of available services for DGS and wanting to avoid stigma and discrimination.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What barriers prevent disabled graduate students from using disability services?",{"text":116,"@type":112},"Barriers include limited awareness of services and concerns about disability-related stigma and discrimination, along with institutional or faculty ignorance about appropriate accommodations.",{"name":118,"@type":109,"acceptedAnswer":119},"What kinds of services do disabled graduate students report needing?",{"text":120,"@type":112},"Participants described needing a range of services tailored to their specific needs as DGS, including supports that extend beyond courses as well as accommodations related to research duties and guidance for academic work.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},579813,1792036392,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Journal of Postsecondary Education and Disability, 2025, 38(3), 605-617 605  \nDisabled Graduate Students: Disability Services Use and Perceived Needs  \nEmily Tarconish¹  \nAllison Lombardi²  \nTarah Jordan Hicks³  \nAbstract  \nQualitative studies have revealed that disabled graduate students (DGS) are unlikely to self-disclose their disabilities and even less likely to register with disability services offices (DSO) . The current study analyzed a survey of DGS at a large institution to determine if participants registered for services and if not, what barriers prevented them from doing so, to whom they disclosed their disabilities, and their perceptions of what services they required. Results indicate that over half of participants did not register with their institution’s DSO for various reasons, including lacking awareness of available services for DGS, and seeking to avoid stigma and discrimination. Participants also described needing a range of services that are specific to their needs as DGS. Implications for researchers and practitioners and limitations are discussed.  \nKeywords: disabled graduate students, disability services offices, disability-related stigma, postsecondary education, graduate education  \nRates of undergraduate students who identify with disabilities continue to increase, currently encompassing 21% of the undergraduate student body (National Center for Education Statistics [NCES], 2023) . In response, postsecondary education disability services offices (DSOs) are also expanding, in terms of both staff size and types of services and resources they offer (Scott & Marchetti, 2021) . As a majority of students served by these offices are undergraduates, the research documenting the services offered and used primarily reflects the experiences of undergraduate students. However, the percentage of graduate students who report experiencing disability (11%) is also substantial (NCES, 2023) . More information is needed about the experiences of disabled graduate students (DGS), the barriers they face, and the services they use and need.  \nLanguage continues to evolve regarding disability, with various individuals and disabled communities espousing different preferences. Currently, it has not been documented which language is preferred amongst DGS as a unified group, but a variety of preferences likely exist as this population encompasses people experiencing a range of disabilities (Best et al., 2022) . As such, we will use both person first lan-  \nguage (e.g., graduate students with disabilities) and identity first language (e.g., DGS) throughout this manuscript to reflect this lack of consensus.  \nQualitative inquiries have highlighted the multiplicity of roles DGS must fulfill. These individuals often must perform as both students and employees, which means they have to disclose to and register with both academic DSO and employment accommodations offices, and decide when to disclose (e.g., before entering their programs, once they gain admission, mid-program, when their work duties begin; Carter et al, 2017; Lund & Hanebutt, 2022) . Further, it is often less of a question of when students disclose, and more related to if, as research has found that most DGS choose not to do so (Lund & Hanebutt, 2022; Mamboleo, 2015), which results in a lack of accommodation requests from these students (Tamjeed et al., 2021) .  \nDGS have reported the primary reasons they choose not to disclose is to avoid disability-related stigma and navigating faculty and institutional ignorance regarding what accommodations are appropriate (Lund & Hanebutt, 2022) . In an analysis of graduate student with disabilities’posts on X (formerly Twitter), Ball and Traxler (2023) found that users conveyed the awareness of disability-related stigma  \n1 University of Illinois Urbana-Champaign; 2 University of Wisconsin; 3 Quinnipiac University  \n606 Tarconish et al.; Disabled Graduate Students  \nmade them hesitant to disclose disability. These DGS also ind","cbCainwC7hvx9v73","https://ap.wps.com/l/cbCainwC7hvx9v73","pdf",194710,13,"English","# Abstract\n# Background and Need for the Study\n## Language and Disclosure Preferences\n## Barriers to Disclosure and Registration\n# Perceived Stigma and Institutional Guidance\n# Access Challenges in Postsecondary Environments\n# Limited Supports Beyond Courses","[{\"question\":\"Do disabled graduate students typically register with disability services offices?\",\"answer\":\"Over half of participants did not register with the institution’s DSO, citing reasons such as lacking awareness of available services for DGS and wanting to avoid stigma and discrimination.\"},{\"question\":\"What barriers prevent disabled graduate students from using disability services?\",\"answer\":\"Barriers include limited awareness of services and concerns about disability-related stigma and discrimination, along with institutional or faculty ignorance about appropriate accommodations.\"},{\"question\":\"What kinds of services do disabled graduate students report needing?\",\"answer\":\"Participants described needing a range of services tailored to their specific needs as DGS, including supports that extend beyond courses as well as accommodations related to research duties and guidance for academic work.\"}]","Disabled Graduate Students - Disability Services Use and Perceived Needs | PDF",33]