Cripping grounded theory: disabled disability resource providers and disability disclosure in postsecondary education

Disability disclosure is a complex, ongoing process involves navigating medical, legal, educational, economic, and employment systems. Disclosure decision making occurs for all disabled individuals regardless of how apparent their disability is to others. Professionals working in disability resource positions, who identify as disabled, navigate multiple layers of disclosure on personal, interpersonal, and institutional levels. Disabled disability resource professionals hold complex understandings of disclosure mediated by their environment, relationships, and identity. Centering the expertise of disabled professionals and their embodied knowledge (e.g. cripistemologies) the authors propose a model for the complex interplay of factors that influence each disclosure decision and how disabled staff crip disclosure and use it as a tool to navigate institutional, inter-, and intra-personal dynamics.