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ERIC Number: EJ1133767
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Academic and Psychosocial Impacts of Ehlers-Danlos Syndrome on Postsecondary Students: An Integrative Review of the Literature
Giroux, Catherine M.; Corkett, Julie K.; Carter, Lorraine M.
Journal of Postsecondary Education and Disability, v29 n4 p407-418 Win 2016
Ehlers-Danlos Syndrome (EDS) is a complex, often invisible, connective tissue disorder that has arguably profound psychosocial and academic impact on postsecondary students. It is an underdiagnosed and misunderstood condition that is the focus of little research, particularly within the social sciences. Several factors influence the academic experiences of postsecondary students with EDS, including institutional issues, faculty attitudes, accommodations, school attendance, and technology use. Psychosocially, adjusting to new or changing diagnoses, dealing with the stigmas and misperceptions of others, and the ongoing identity formation of youth are major factors for students. Since there is a notable shortfall in academic literature with the specific focus of EDS in postsecondary education, this review draws from the peripheral fields of chronic illness and disability studies for support.
Descriptors: College Students, Physical Disabilities, Student Needs, Psychological Patterns, Chronic Illness, Access to Education, Student Rights, Educational Legislation, Foreign Countries, Social Influences, Teacher Attitudes, Academic Accommodations (Disabilities), Accessibility (for Disabled), Attendance Patterns, Technology Uses in Education, Social Bias, Misconceptions, Literature Reviews
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada; United States