2026 ASEE Annual Conference & Exposition

The purpose of this practice paper is to examine how engineering instructors can better support students with non‑apparent disabilities (NADs) through inclusive, equity‑oriented classroom practices. Students with NADs such as chronic illness, emotional disabilities, and cognitive differences, encounter complex, often invisible challenges that shape their learning experiences in engineering programs. Drawing on a qualitative study involving 14 undergraduate engineering students with NADs, this paper centers a detailed analysis of six students’ narratives to illuminate the classroom conditions they identified as most supportive. By foregrounding student voice and lived experience, the paper offers actionable, justice‑aligned recommendations that instructors can integrate into everyday teaching to foster more accessible and inclusive learning environments.
Five key themes emerged from student narratives: (1) the importance of instructor approachability, especially early in the semester; (2) the value of clear expectations and consistent organization, with structured syllabi and transparent communication reducing cognitive load and anxiety; (3) the need to frame accommodations as matters of equity rather than advantage, with proactive support signaling trust and inclusion; (4) the significance of supportive classroom environments, where relational bonds and empathy foster a sense of belonging; and (5) the necessity of flexibility and understanding, as rigid policies can force unwanted disclosure and discourage students from seeking support.
Faculty responses to these student-driven recommendations revealed both alignment and tension. While instructors generally affirmed the value of approachability, organization, and supportive environments, they also cited structural barriers such as workload, departmental requirements, and logistical challenges around accommodations. These findings underscore the need for institutional frameworks and professional development to help faculty operationalize inclusive practices within the constraints of engineering curricula.
Rather than positioning disability as a deficit, this work centers student agency and calls for pedagogical practices rooted in empathy, transparency, and trust. This paper offers concrete strategies for instructors and highlights the importance of institutional support in fostering equity for students with NADs. The session will be interactive, inviting participants to reflect on their own classroom practices and co-create strategies for more inclusive engineering education.