Invisible Disabilities and Postsecondary Education
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0:24 - 0:25(Narrator) Amrit has a disability.
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0:25 - 0:28It's just not obvious
to most people. -
0:28 - 0:32And the wheelchair has absolutely
nothing to do with it. -
0:32 - 0:34(Amrit) I have ADD.
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0:34 - 0:35And...it's cool.
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0:35 - 0:40(Narrator) The wheelchair is a temporary aid
because he had foot surgery recently. -
0:40 - 0:45Most people can relate to that; we've all known
someone who broke a leg skiing or tripped -
0:45 - 0:47over the dog and
sprained an ankle. -
0:47 - 0:52It's harder to understand a permanent
disability that others can't see. -
0:52 - 0:56Especially when that disability
affects how the brain works. -
0:56 - 0:58(Amrit) I go to a private school,
I'm on a scholarship, -
0:58 - 1:01I'm really smart;
so I have no problem learning. -
1:01 - 1:04I just have a problem
focusing on things. -
1:04 - 1:08(Narrator) Jesse, a college sophomore,
also has an invisible disability. -
1:08 - 1:12(Jesse Shaver) I have dyslexia, and for me
that means a great difficulty with spelling; -
1:12 - 1:18it means I have difficulty telling directions,
so I've been known to go left instead -
1:18 - 1:20of right or right instead of left.
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1:20 - 1:25It means that I had a whole lot
of difficulty learning to read. -
1:25 - 1:30(Narrator) A car accident in 7th grade
left Laura with some permanent injuries. -
1:30 - 1:33One of those disabilities is invisible
until she explains it. -
1:33 - 1:37(Laura Bersos)
I have a traumatic brain injury, yeah. -
1:37 - 1:42And so with that there comes a lot
of memory issues, like when I was in the accident, -
1:42 - 1:48I lost like a lot of vocabulary; I ....I....
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1:48 - 1:55now what I have to do is, and which is kind of
more difficult for me, is I can't get straight -
1:55 - 2:00to the point of what I'm trying to express,
so I talk my way through it. -
2:00 - 2:05So with vocabulary I have to talk
"it's that thing that you drive into right in front -
2:05 - 2:08of your house, you know-- oh, a driveway!"
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2:08 - 2:13(Narrator) These are three of the many students
on campus who look just like anybody else. -
2:13 - 2:17In other words, they have disabilities
which aren't easily noticed. -
2:17 - 2:20And sometimes, that leads
to misunderstandings. -
2:20 - 2:24(Bea Awoniyi) You may look at a student and you say,
you know, you look like every other student in the class, -
2:24 - 2:26what do you mean
you need note-taking? -
2:26 - 2:29What do you mean
you need extra time on the test? -
2:29 - 2:31(Sheryl Burgstahler) So it won't be
apparent to the faculty member -
2:31 - 2:33that a student has a disability,
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2:33 - 2:36but that disability may impact
their participation in the class. -
2:36 - 2:38(Teacher) Does it go directly
through the walls of the heart? -
2:38 - 2:42(Narrator) Sometimes, students with invisible disabilities
are perceived as lacking in intelligence, -
2:42 - 2:46or as just not paying attention.
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2:46 - 2:50That happened to Nate before he was
diagnosed with a learning disability. -
2:50 - 2:54(Nate McCoy-Winston) And they'd look at me
and they'd be like, Oh, well, you're faking, -
2:54 - 2:57you're playing around, you're just
not trying hard enough or something. -
2:57 - 2:59But I was trying.
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2:59 - 3:04(Jesse Shaver) My father has learning disabilities
and actually his mom does too, -
3:04 - 3:08so there's a history there and my parents
kind of wondered if something was going on. -
3:08 - 3:13But the school kept saying,
"He's just a little slow, he'll pick it up." -
3:13 - 3:16So by the end of second grade
I still couldn't read at all. -
3:33 - 3:38The number of college students with these
types of disabilities continues to grow. -
3:38 - 3:41(Al Souma) There's a very good chance
that we'll be seeing a lot of these students -
3:41 - 3:43in our classrooms over the years.
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3:43 - 3:48Now with the new wave of psychiatric medications
that is out there, students are finding -
3:48 - 3:50that they are able to
concentrate better and participate -
3:50 - 3:54in classroom activities
more than ever before. -
3:54 - 3:57(Narrator) Invisible disabilities may
affect the way a student processes, -
3:57 - 4:00retains, and communicates information.
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4:00 - 4:05He may not be able to screen out
distractions, making it hard to focus. -
4:05 - 4:09She may not have the stamina for a full class load,
or be able to interact well with others. -
4:09 - 4:16And anxiety may make it difficult to take tests,
or to approach professors with questions. -
4:16 - 4:19(Rebecca Cory) Every person
experiences their disability differently. -
4:19 - 4:23So even students that have the same label or
the same diagnosis for their disability are going -
4:23 - 4:26to have a different experience
of that disability. -
4:26 - 4:30You can't assume that because of the label,
the student's going to have the same needs. -
4:30 - 4:34So we want to make sure that we work with
every individual on a case-by-case basis -
4:34 - 4:36to figure out what's best for them.
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4:36 - 4:38(Narrator) Professors may have
safety concerns about students -
4:38 - 4:42with particular disabilities,
such as seizure disorders. -
4:42 - 4:45It might feel like
too much responsibility. -
4:45 - 4:49(Sharon Bittner) Students with seizure disorders
often are very well controlled with medication, -
4:49 - 4:53so they're really not going to see
frequent seizures in the classroom. -
4:53 - 4:58It is important, however, for an instructor
to know what to do in the event of a seizure. -
4:58 - 5:02And if the student discloses and says,
"I have a seizure disorder," then it's very easy -
5:02 - 5:07for the disability services officer
to talk with him and say, -
5:07 - 5:09"What would you like for
your instructor to know?" -
5:09 - 5:13(Narrator) There might also be concerns
about psychiatric conditions. -
5:13 - 5:15What if a student has an outburst?
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5:15 - 5:17What if his behavior disrupts the class?
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5:17 - 5:21(Al Souma) There is a common myth out there
that individuals with mental health issues -
5:21 - 5:27or psychiatric disorders will present a larger
problem to the instructor in the classroom, -
5:27 - 5:30when in fact that is not the case.
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5:30 - 5:35(Audrey Smelser) We would encourage faculty
to refer those students who have some outburst -
5:35 - 5:41in class to the counseling center for us
to work with them on stress management, -
5:41 - 5:45appropriate behaviors,
just as we would any other student. -
5:45 - 5:48(Narrator) Familiarity with
conditions such as Asperger -
5:48 - 5:52or Tourette Syndrome can help faculty
feel more comfortable -
5:52 - 5:55with a student's occasional
lack of social skills. -
5:55 - 5:57(Linda Walter) Sometimes students with Asperger's
don't have the filter to be able -
5:57 - 6:01to stop asking questions if there are
certain things that they want to know. -
6:01 - 6:05So they may monopolize a lot of class time
and one of the things that we really try to work on -
6:05 - 6:08is a signal where the professor
can let the student know that, -
6:08 - 6:12"You've asked enough questions, and I will help you,
but it's just not going to be now." -
6:12 - 6:17(Andrew Lyon) The media does a lot to play on
Tourette Syndrome, for instance Deuce Bigelow, -
6:17 - 6:27the second movie, I guess the main guy,
dated all these people that sort of had problems, -
6:27 - 6:33and one of them had Tourette Syndrome,
but it was one of the most rare cases -
6:33 - 6:39and she would just scream swear words, and so
whenever I talk to people who have seen -
6:39 - 6:45that movie, they always say, wait, Tourette Syndrome,
isn't that where you scream bad words? -
6:45 - 6:50And I'm like, I wouldn't say that,
it's not like that at all. -
6:55 - 7:01(Narrator) Students with invisible disabilities may
or may not need accommodations in a college classroom. -
7:01 - 7:06If they do, it's their responsibility
to self-disclose, provide documentation -
7:06 - 7:09of a disability,
and request accommodations. -
7:09 - 7:13However, they may choose not to
let anyone know about the disability -
7:13 - 7:16and just try to "make it on their own."
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7:16 - 7:22(Rosezelia Roy) A lot of individuals choose not
to self disclose because they feel the pressure -
7:22 - 7:24and the stress that is related to it.
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7:24 - 7:28In previous years, before coming
to postsecondary education, -
7:28 - 7:33a lot of times they're labeled; and when they get
to us they feel that this is a brand new day -
7:33 - 7:38for me and I don't want anyone
to know that I have a disability. -
7:38 - 7:41(Narrator) That's usually not a
recommended course of action. -
7:41 - 7:45It can be stressful for both
the student and the professor. -
7:45 - 7:48(Suzanne Tucker) There are times
faculty are frustrated with students -
7:48 - 7:50because they self disclose
later in the semester. -
7:50 - 7:53They don't do it at the
initial start of a semester. -
7:53 - 7:57And they often will come to the disabled
student service person and say, "Oh, you know, -
7:57 - 7:58why didn't this student disclose?
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7:58 - 8:02Why did they wait 'til they
did badly on that first exam?" -
8:02 - 8:05And I think, you know,
there's not one answer. -
8:05 - 8:10Often students, because of the hidden
nature of their disability, that risk of having -
8:10 - 8:15to disclose, being judged by their professor,
is one that prevents them -
8:15 - 8:18from taking that initiative
and disclosing. -
8:18 - 8:22(Narrator) College students with disabilities should
contact the disabled student services office -
8:22 - 8:26on campus before they start classes.
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8:26 - 8:30The staff people there will typically
check documentation of the disability, -
8:30 - 8:32determine appropriate accommodations,
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8:32 - 8:36and give the student a letter
authorizing those accommodations. -
8:36 - 8:39(Bea Awoniyi) What we look into is,
How does that disability affect -
8:39 - 8:42that specific person
for that specific class? -
8:42 - 8:45And then we make a determination of
what types of accommodation -
8:45 - 8:49will be reasonable
and what will be appropriate. -
8:49 - 8:53Not all accommodations are reasonable
and not all accommodations are appropriate. -
8:53 - 8:56(Narrator)
An accommodation is not appropriate if it would: -
9:12 - 9:16If an accommodation request seems unreasonable,
a compromise could be discussed -
9:16 - 9:20between the professor, the student,
and the disabled student services staff. -
9:20 - 9:25(Rebecca Cory) I was working with a student
who had Tourette Syndrome, which is a disability -
9:25 - 9:29that causes her to experience
some physical and vocal tics. -
9:29 - 9:34And this student was taking a chemistry class,
and was working with a chemistry professor, -
9:34 - 9:39and the professor was concerned
that these physical tics may cause a hazard -
9:39 - 9:43in the chemistry class,
in the laboratory specifically. -
9:43 - 9:48And so we worked with this professor
and the student to get a lab situation -
9:48 - 9:51that was not going to be
a problem for the student. -
9:51 - 9:55We replaced the glassware with plastic
when we could, and with Pyrex when we could, -
9:55 - 9:58and we paired the student
with a lab partner. -
9:58 - 10:03So that if there was a chemical
that the student might have a difficulty handling, -
10:03 - 10:06in case she had a physical tic
during the handling of it, -
10:06 - 10:11the lab partner would handle those specific
chemicals and the student was still working -
10:11 - 10:14in a situation that was safe,
and she could learn what she needed to learn. -
10:14 - 10:17(Teacher) I'm going to see
if I can find those sunspots. -
10:17 - 10:21(Narrator) Students with disabilities
have the right to confidentiality. -
10:21 - 10:26If a student appears to be struggling in class,
but hasn't requested accommodations, -
10:26 - 10:30the professor is not advised
to ask if a disability is involved. -
10:30 - 10:33But there are acceptable ways
to offer assistance. -
10:33 - 10:36(Bea Awoniyi) It's okay for the professor
to call the student and say, -
10:36 - 10:39"It seems as if you are struggling
with the concepts in this class. -
10:39 - 10:41Is there anything
I can do to help you?" -
10:41 - 10:44(Narrator) You could suggest resources on campus,
such as tutoring or instructional centers, -
10:44 - 10:50and include disabled student services
as one of those resources. -
10:50 - 10:54A very good plan is to include a statement
on your class syllabus, -
10:54 - 10:58inviting students to talk with you
about any disability-related concerns. -
10:58 - 11:00For example, you could say:
-
11:05 - 11:10This will make students with disabilities
more comfortable discussing accommodations. -
11:10 - 11:14(Suzanne Tucker) It's letting students know that you care
and that you're open and responsive, -
11:14 - 11:18and that's one of the biggest barriers
that students confront. -
11:18 - 11:20They want to know that when they
approach a faculty member, -
11:20 - 11:24especially if your disability's one
that's not obvious or apparent, -
11:24 - 11:29that they've got a faculty member
who's already invited that disclosure. -
11:29 - 11:34(Narrator) A student may request accommodations
for the classroom, assignments, and exams. -
11:34 - 11:38Some commonly-requested
classroom accommodations include: -
11:51 - 11:53(Jesse Shaver) I use my laptop
in class extensively -
11:53 - 11:56for both notes and for
things like essay tests. -
11:56 - 12:01I'll email them to a professor at the end
of the class, and so they are in their inbox -
12:01 - 12:04when they show up
in their office afterwards. -
12:04 - 12:06(Narrator)
Assignment accommodations include: -
12:20 - 12:27(Andrew Lyon) I've received extra time from the teachers,
a reasonable amount of extra time, -
12:27 - 12:33saying that if I don't get this assignment
accomplished, I have until later to get it in. -
12:33 - 12:36Accommodates for exams include:
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13:00 - 13:02(Amrit) Extra time on tests.
-
13:02 - 13:06I have problems taking tests,
that's my major issue is -
13:06 - 13:09that I can't take tests
to the best of my ability. -
13:09 - 13:14Like I can do my homework, I can study,
I can memorize; but I can't take the tests very well. -
13:14 - 13:20(Laura Bersos) For some classes, I'm allowed
to take oral tests, because I can work my way -
13:20 - 13:24to the answer and they'll understand
that I'm actually saying the right thing, -
13:24 - 13:28it's just that when written,
it's like, la, la, la. -
13:28 - 13:32(Narrator) In some cases, accommodations
may extend beyond the classroom. -
13:32 - 13:36For example, a medical student might
eventually need to do clinical work. -
13:36 - 13:40An individual discussion
of options may be necessary. -
13:40 - 13:44(Deb Casey) What I would most likely talk about
are the technical standards of the program. -
13:44 - 13:46Can this student meet
the technical standards? -
13:46 - 13:51So sitting with the student who wants to go
into the College of Nursing, I may say to them, -
13:51 - 13:54"Okay, here are the technical standards
for this program. -
13:54 - 13:59Are you able to perform these standards
in order to graduate from the program? -
13:59 - 14:02Not just participate, but
be able to graduate from the program. -
14:02 - 14:06And included in those technical standards
are some of these field work sites, -
14:06 - 14:11clinical experiences,
hands-on aspects of working -
14:11 - 14:15with patients - are you able to do that?"
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14:18 - 14:21(Teacher) So it's a good idea
to look through the list. -
14:21 - 14:21Like we're going to...
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14:21 - 14:25(Narrator) Good teaching can
minimize the need for accommodations. -
14:25 - 14:28By using principles of universal design
in your instruction, -
14:28 - 14:32you'll maximize learning
for all students in your class. -
14:32 - 14:36(Bea Awoniyi) When we talk about universal design,
we are not talking about something -
14:36 - 14:41that is out of the ordinary, but is
teaching to a wide variety of individuals. -
14:41 - 14:46So preparing ahead of time, thinking about
the different types of learners that you may have -
14:46 - 14:50in the class, and making sure that
those individuals can participate. -
14:50 - 14:54(Sheryl Burgstahler) Universal design strategies
are usually not difficult to employ. -
14:54 - 14:58For instance, as you're designing your course,
you might think of alternative assignments -
14:58 - 15:01for students: they might write a paper,
they might give a presentation, -
15:01 - 15:06they might put together a portfolio
to meet a requirement in class. -
15:06 - 15:10(Narrator) These alternatives work well
for students with a variety of learning styles -
15:10 - 15:13and backgrounds,
including those with disabilities. -
15:13 - 15:18(Al Souma) For example, having notes available
in the library, having notes available online, -
15:18 - 15:24having books available and syllabuses available
before class starts -
15:24 - 15:26so students can get,
have access to that. -
15:26 - 15:29(Narrator) Planning your curriculum
with universal design can reduce -
15:29 - 15:32or eliminate the need
for accommodations later, -
15:32 - 15:35and that's helpful
for both faculty and students. -
15:35 - 15:39(Meryl Berstein) If you're designing your class work
so that it will accessible to all students -
15:39 - 15:44in class, it might take a little bit longer
for you to do that initially. -
15:44 - 15:49But the benefits of it to you, as well as
to the student, will be reaped later. -
15:49 - 15:50Because once you've done it,
you've done it. -
15:50 - 15:53You are not going to have
to re-invent the wheel. -
15:53 - 15:57Other elements of universal design
which may be particularly helpful to students -
15:57 - 15:59with invisible disabilities include:
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16:34 - 16:37such as multiple choice and essay
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16:37 - 16:42(Bea) When we adopt the principle of
universal design, that minimizes the amount -
16:42 - 16:46of accommodations that we're going to need,
and students who are in the class -
16:46 - 16:50who have disabilities may not even
have to ask for accommodations any more. -
16:50 - 16:54Of course, that doesn't mean that we're
not going to have anyone requesting accommodations; -
16:54 - 16:58we just limit the number of accommodations
that we have to provide. -
17:04 - 17:07(Narrator) Finally, just listening to students
will let you know what they need -
17:07 - 17:10to be successful in your class.
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17:10 - 17:11And who knows?
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17:11 - 17:13They may be teaching your children some day.
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17:13 - 17:15(Laura Bersos) I want to teach middle school.
-
17:15 - 17:19I want to be a math teacher, and one of the
main reasons I want to teach is because, -
17:19 - 17:24have you ever gone through, like, a problem
or something where it's just like, -
17:24 - 17:26"Oh, I don't understand what
they're talking about, aargh!" -
17:26 - 17:30And then you have that click, and then
you have that huge smile on your face. -
17:30 - 17:34I want to help kids get that everyday.
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