Disability does not always show outward signs.

Some disabilities are easy to notice, but others aren’t obvious to people who don’t know the person. These are often called invisible, hidden, or non-apparent disabilities.

An individual’s mobility, communication, learning, sensory processing, energy levels, concentration, mental health, or other aspects of everyday life can be impacted by an invisible disability and their access requirements may also vary over time.

If we better understand invisible disabilities, then our views on disability will be broadened and it will become possible to build communities in which people can take part without having to explain or justify their access needs.

What Is an Invisible Disability?

An invisible or non-apparent disability is a disability that may not be immediately noticeable to others [1].

The term covers physical, neurological, cognitive, developmental, sensory and mental health disabilities as well as chronic health conditions.

Some people prefer the term non-apparent disability because the disability is not invisible to the person experiencing it. Instead, it may simply not be apparent to others.

People’s preferences regarding language are personal, and each person may use different words to describe their experiences.

There is no one single experience of disability; two individuals who have the same diagnosis may have different experiences, different access needs, and different methods of dealing with everyday activities.

What Types of Disabilities Can Be Invisible/Non-Apparent?

Many disabilities and health conditions may be non-apparent, including:

• Neurological disabilities: Epilepsy, multiple sclerosis, migraine disorders and some traumatic brain injuries.
• Chronic health conditions: Diabetes, autoimmune conditions, gastrointestinal conditions and some heart or respiratory conditions.
• Conditions associated with chronic pain or fatigue: May affect energy, stamina, movement or participation.
• Mental health disabilities: Depression, anxiety disorders, post-traumatic stress disorder (PTSD) and bipolar disorder.
• Neurodevelopmental disabilities: Autism and attention-deficit/hyperactivity disorder (ADHD).
• Learning disabilities: Dyslexia and other conditions that affect how someone processes or communicates information.
• Sensory disabilities: Including some forms of hearing loss and low vision.
• Cognitive disabilities: May affect memory, concentration, communication, problem-solving or information processing.

Not everyone with a particular diagnosis or health condition identifies as disabled. Disability identity is experienced and understood differently by each person, and people should be able to choose the language they use to describe themselves and their experiences.

Disability Can Be Dynamic

Certain disabilities are dynamic since the effect of the disability or the individual’s access requirements can vary over time.

From day to day there can be variations in the experience of pain, fatigue, seizures, sensory needs, the effects of medication and the ability to concentrate. A person’s access needs may also differ according to their environment, the activities they are involved in or other circumstances.

For instance, someone who has multiple sclerosis might have severe fatigue, weakness, or trouble concentrating on one day while having fewer symptoms on another. On some days they may be able to take part in activities without any extra help whereas on other days they will need accommodations, rest breaks, or a mobility device. The fact that their needs vary in this way does not mean that their disability is any less real.

In certain situations a person might walk but in other situations may use a wheelchair, a scooter or some other kind of mobility device. Such devices can help with participation, energy conservation, pain management and safety.

It is not necessary for a person to use an accommodation, a mobility device, or some other kind of support in the same way from day to day for the use to be valid.

Stigma and Misconceptions

Individuals who have invisible or non-obvious disabilities might experience disbelief, judgment, or be asked unwanted questions since other people cannot recognize that they have a disability.

The necessity that someone has for accessible parking, seating, extra breaks, flexible scheduling, mobility equipment or some other accommodation might be doubted on the basis of their appearance.

These reactions can stem from the misconception that disability has a particular look or that a person’s abilities and access needs should remain consistent from day to day.

Comments such as “You don’t look disabled” or “But you seem fine” can dismiss someone’s experience and place pressure on them to explain or prove their disability.

You cannot tell from a person’s appearance whether they have a disability or what kind of support they might require.

The Decision to Disclose

Individuals who have non-visible disabilities can decide for themselves when and how to disclose their disability or if they want to.

Some people openly discuss their disability, while others will only provide details when asking for an accommodation. A few will decide not to disclose it at all.

Privacy concerns, past experiences with stigma, and fears of discrimination can all influence this decision.

People should be able to communicate their access needs without feeling pressured to share more personal or medical information than is necessary.

How Can We Be More Understanding?

You don’t need to know if someone has a disability in order to create accessible environments; it is possible to build accessibility into programs, workplaces, health services, events, and communities from the start.

Consider these practices:

• Educate yourself and others. Learn about different disabilities, accessibility and common misconceptions. Share accurate information with those around you.
• Respect what people share about their access needs and protect privacy. You may not know every factor affecting someone’s participation. Avoid asking for personal medical information unless it is necessary and appropriate.
• Avoid assumptions based on appearance. Disability does not have one look.
• Make accessibility information easy to find. Clearly explain available accommodations and how to request them.
• Build in flexibility. Breaks, seating options, virtual participation, flexible schedules and multiple ways to engage can reduce barriers.
• Make communication accessible. Consider captions, transcripts, plain language, accessible documents and multiple communication formats.
• Ask rather than assume. When appropriate, ask what would make participation more accessible.
• Respect language preferences. Some people prefer person-first language, such as “person with a disability,” while others prefer identity-first language, such as “disabled person.” Person-first language is generally recommended.
• Challenge disability stigma. Avoid questioning someone’s disability or accommodation needs based on what you can or cannot see.

Expanding Our Understanding of Disability

Disability is diverse. It can be apparent or non-apparent, and its effects may remain consistent or change over time. It may affect mobility, communication, energy, sensory processing, cognition, mental health or other aspects of life.

The experiences of one individual cannot be considered typical for all people who have the same disability.

Creating more inclusive communities starts with recognizing that we cannot determine someone’s disability or access needs simply by looking at them. Listening to people with disabilities, respecting individual preferences and designing environments with a range of access needs in mind can help reduce barriers to participation.

A disability does not need to be apparent to be valid, and access should not depend on someone having to prove their disability to others.

References

1. Invisible Disabilities Project: https://www.invisibledisabilityproject.org/our-mission