Disability as a transitional state in the lived experiences of undergraduate students navigating disabilities in academic arenas

In the higher education arena, a major transition stage in the life cycle, students dealing with disabilities face unique challenges. Consequently, many studies have explored these challenges and the identity work that accompanies them. However, despite recognizing the flexible and dynamic nature of disability as a social identity category, there is a lack of studies that examine this category from the student’s perspective. To address this gap, a dedicated research setup based on photovoice was employed, in which students were asked to document their experiences with reference to difference and diversity. This paper is based on the documentation of the lived experiences of students who chose to document their experiences through the lens of disability. Their perspectives made it possible to conceptualize the various characteristics of disability as a transitional and situational social category, relying on four dimensions that mediate between the individual and their environment in different contexts.