Invisible disabilities are the most common type of disability among college students.   For example, students with learning disabilities, Attention Deficit Hyperactivity Disorder and/or psychiatric disabilities may request accommodations even though they do not appear to have a disability.  There are numerous other hidden or invisible disabilities such as Chronic Fatigue Syndrome, Fibromyalgia, and Seizure Disorder. It is also important to remember that the severity of functional limitations do not depend on our ability to see the disability. 

 

There may be students in the classroom with invisible disabilities.  Of these students, only some will request accommodations.  For those students who request accommodations, it is important to express willingness to accommodate all types of disabilities and to be supportive of their accommodation requests.  For verification purposes, ask the student to provide you with a letter from the Office of Student Acess (OSA).  OSA produces these letters only for students who are registered with this office and for whom documentation of the disability is on file.   

 

Description

 

Students with learning disabilities often learn differently than their peers.  Although they have average or above average intelligence, there is frequently a discrepancy between their ability and their achievement in specific areas due to a central nervous system dysfunction. A learning disability is a permanent disorder that interferes with integrating, acquiring, and/or demonstrating verbal or nonverbal abilities and skills.  Frequently, there are some processing or memory deficits.

 

Each student with a learning disability may need different types of accommodations, services, and/or supports based on what area(s) of learning is affected by the disability.  Students with learning disabilities may have difficulties with some of the following:

 

            Reading comprehension                  Processing speed

            Written expression                          Oral expression

            Mathematics                                    Auditory processing

            Oral expression                              Visual processing

            Auditory processing                       Abstract reasoning

            Visual processing                           Visual spatial skills

            Abstract reasoning                         Processing speed

            Visual spatial skills

Keep in mind that one individual does not have difficulty with all of the above-mentioned areas, just generally a few of those areas.  Also, it is not unusual for a person with a learning disability to be gifted in some areas.

Exam Accommodations: Assist these students in arranging for appropriate exam accommodations.  OSA will send a verification letter delineating the appropriate accommodations for a particular student. 

 

Multi-modality Instruction: Provide important information and assignments in both oral and written formats to help promote accessibility to course content. A multi-modality approach to instruction assists these students in finding a modality that is consistent with their learning strength. 

 

Alternative Format: Coordinate with OSAto ensure that course materials will be available in alternative format.  Some of these students need print material in alternative format (books on tape and/or enlarged print).  It is important that you provide information about the required textbook(s) and readings you will be using in a timely manner if requested.  It takes a considerable amount of time to convert materials into alternative format.

 

Study Aids: Provide study questions, study guides, and opportunities for questions and answers to help students review essential course content.

 

Exam Aids: Some students need permission to use simple calculators, hand held spell checkers, and scratch paper during exams.

 

 

Attention deficit hyperactivity disorder (ADHD) is characterized by a persistent pattern of inattention and/or hyperactivity that is more frequent and severe than is typically observed in individuals at a comparable level of development (Diagnostic and Statistical Manual IV TR, 2000).  Students with ADHD or ADD (without hyperactivity) may have difficulty with one or more of the following areas:

 

            Concentration                                    Following directions

            Distractibility                                      Listening

            Organization                                      Sitting for lengthy periods

            Completing tasks                               Transitioning

            Sedentary tasks like reading               Planning

 

Some students with ADHD take medication for their condition.  This medication may be a stimulant, which actually calms them and helps him/her focus on tasks.  Anti-depressants may also be used.

Assistance with Structure: Provide a syllabus with clearly delineated expectations and due dates.  Study guides, review sheets, and frequent opportunities for feedback are helpful in providing structure and organization.

 

Exam Accommodations: Assist students in arranging for appropriate exam accommodations with OSA.  Many students with ADHD use exam accommodations including extended time and a distraction-reduced exam space. 

 

Access to Class Notes:  Some of these students have difficulty focusing and concentrating and for this reason may need access to classroom notes.  Your assistance may be needed to ensure that they get notes.

 

Classroom Distractions: If a student appears extremely distracted, it may be appropriate to encourage the student to sit near the front of the class, away from doors, air conditioning units, windows, or any other possible sources of distraction.  

 

 

Students with psychiatric disabilities exhibit “... a persistent psychological disorder or psychiatric disorder, an emotional or mental illness that adversely affects educational performance and/or functioning and frequently requires medication.” (http://disserv3.stu.umn.edu/AG-S/3-5.html, 1999).  Descriptions of certain types of psychiatric disorders follow:

 

Depression is a major disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in most activities, thoughts of suicide, insomnia, and feelings of worthlessness or guilt.

 

Bipolar disorder (manic depressive disorder) causes a person to experience periods of mania and depression. In the manic phase, a person might experience inflated self-esteem and a decreased need to sleep; however, in the depressive phase, a person may experience a lack of energy and less self-esteem and interest in family, friends, and school.

 

Anxiety disorders can disrupt a person’s ability to concentrate and cause hyperventilation, a racing heart, chest pains, dizziness, panic, and extreme fear. Examples of anxiety disorders include panic disorder, simple phobias, and Obsessive-Compulsive Disorder (OCD). 

Schizophrenia can cause a person to experience delusions and hallucinations in addition to depressed mood and flat affect.  

 

In most situations you will not be aware that you have a student with a psychiatric disability in your classroom. Because students do not show any outward signs of the disability does not mean that their disability is any less disabling than a more visible disability. Many of these students are fearful of and have faced stigmatization because of their disability. Some do not need or request any accommodations, and some require a variety of accommodations. For some the disability is temporary, while for others it is chronic. With medication and/or therapy, people with psychiatric disabilities may learn to manage their symptoms.

Make-up Work: Collaborate with students about arrangements to makeup tests and other assignments, allowing them extra time since these students may miss class during serious psychiatric episodes.

 

Welcoming and Supportive Environment: Many students with psychiatric disabilities fear stigmatization because of their disability, so if a student shares his/her disability with you, please be supportive and welcoming with assistance in arranging for accommodations.

 

 

 

Universal Design for Learning: Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting.  By incorporating Universal Design principles in instruction that allow students with disabilities access to the classroom, you may also be designing instruction that works better for everyone in the class. Classes designed with this concept in mind offer a variety of methods of content presentation, flexible teaching strategies, and options for demonstrating mastery of course content.

 

Expectations: Although many students with disabilities need accommodations, expect these students to perform at a level commensurate with their peers. Do not have a special grading scale or other criteria for them.

 

Collaboration: Don’t hesitate to call OSA to arrange for a three-way meeting between you, Patty Little and the student to work out any issues and to collaborate on the best instructional strategies for the student. 

 

Guided Notes on the Web: Providing students with guided notes that they can access through the Web prior to class assists them with focusing on the appropriate material. It will help them to learn more effectively in the classroom as well as take better notes. 

 

Comprehensive Syllabus: A comprehensive syllabus with clearly delineated statements about expectation is helpful to students who need help with structure and organization. 

 

Inappropriate Behavior: Students with disabilities are subject to the same code of conduct required of any student at Malone.  If there are incidences of inappropriate behavior, meet privately to discuss issues of behavior and encourage students to seek help. Give concise and honest feedback about behaviors that are inappropriate.  If there are situations involving threats or abusive behavior, call Security.  You are always welcome to consult with OSA. These situations are not likely to occur, but it is wise to have a plan.

 

 

It’s our responsibility to support Malone’s commitment to equal access to education.  This information will assist you when you have students with disabilities in your class.  Patty Little with OSA is also available to help you. Some key elements are:

 

·        Alternative Format: Some students need print materials in alternative format (enlarged or taped).  Work quickly with OSA and the student to make sure students get materials converted in a timely fashion.

 

·        Verification of a Disability: You are only required to accommodate students who are registered with OSA and provide you with the accommodation request letter.

 

·        Class Notes: Some students with disabilities have difficulty taking notes. They may need your assistance in getting a volunteer note taker, or you may provide them a copy of your notes and/or copies of overheads and other class materials.

 

·        Exam accommodations:  Some students with disabilities may need to test in a distraction-reduced environment with extra time.  Please work with the students (and the Office of Advising & Testing if necessary) to reserve the location on the required dates.