WEBVTT 00:00:24.046 --> 00:00:25.475 Amrit has a disability. 00:00:25.476 --> 00:00:27.805 It's just not obvious to most people. 00:00:27.806 --> 00:00:32.335 And the wheelchair has absolutely nothing to do with it. 00:00:32.336 --> 00:00:34.155 I have ADD. 00:00:34.156 --> 00:00:35.425 And...it's cool. 00:00:35.426 --> 00:00:40.265 The wheelchair is a temporary aid because he had foot surgery recently. 00:00:40.266 --> 00:00:45.005 Most people can relate to that; we've all known someone who broke a leg skiing or tripped 00:00:45.006 --> 00:00:47.345 over the dog and sprained an ankle. 00:00:47.346 --> 00:00:51.995 It's harder to understand a permanent disability that others can't see. 00:00:51.996 --> 00:00:55.775 Especially when that disability affects how the brain works. 00:00:55.776 --> 00:00:58.205 I go to a private school, I'm on a scholarship, 00:00:58.206 --> 00:01:00.775 I'm really smart; so I have no problem learning. 00:01:00.776 --> 00:01:03.615 I just have a problem focusing on things. 00:01:03.616 --> 00:01:07.795 Jesse, a college sophomore, also has an invisible disability. 00:01:07.796 --> 00:01:11.905 I have dyslexia, and for me that means a great difficulty with spelling; 00:01:11.906 --> 00:01:17.925 it means I have difficulty telling directions, so I've been known to go left instead 00:01:17.926 --> 00:01:20.045 of right or right instead of left. 00:01:20.046 --> 00:01:25.275 It means that I had a whole lot of difficulty learning to read. 00:01:25.276 --> 00:01:29.805 A car accident in 7th grade left Laura with some permanent injuries. 00:01:29.806 --> 00:01:33.485 One of those disabilities is invisible until she explains it. 00:01:33.486 --> 00:01:37.155 I have a traumatic brain injury, yeah. 00:01:37.156 --> 00:01:42.265 And so with that there comes a lot of memory issues, like when I was in the accident, 00:01:42.266 --> 00:01:47.615 I lost like a lot of vocabulary; I ....I.... 00:01:47.616 --> 00:01:54.955 now what I have to do is, and which is kind of more difficult for me, is I can't get straight 00:01:54.956 --> 00:02:00.094 to the point of what I'm trying to express, so I talk my way through it. 00:02:00.096 --> 00:02:04.775 So with vocabulary I have to talk "it's that thing that you drive into right in front 00:02:04.776 --> 00:02:08.075 of your house, you know-- oh, a driveway!" 00:02:08.076 --> 00:02:12.885 These are three of the many students on campus who look just like anybody else. 00:02:12.886 --> 00:02:16.985 In other words, they have disabilities which aren't easily noticed. 00:02:16.986 --> 00:02:20.035 And sometimes, that leads to misunderstandings. 00:02:20.036 --> 00:02:23.995 You may look at a student and you say, you know, you look like every other student in the class, 00:02:23.996 --> 00:02:26.295 what do you mean you need note-taking? 00:02:26.296 --> 00:02:28.755 What do you mean you need extra time on the test? 00:02:28.756 --> 00:02:30.615 So it won't be apparent to the faculty member 00:02:30.616 --> 00:02:32.605 that a student has a disability, 00:02:32.606 --> 00:02:36.105 but that disability may impact their participation in the class. 00:02:36.106 --> 00:02:38.475 Does it go directly through the walls of the heart? 00:02:38.476 --> 00:02:42.465 Sometimes, students with invisible disabilities are perceived as lacking in intelligence, 00:02:42.466 --> 00:02:45.895 or as just not paying attention. 00:02:45.896 --> 00:02:49.905 That happened to Nate before he was diagnosed with a learning disability. 00:02:49.906 --> 00:02:53.605 And they'd look at me and they'd be like, Oh, well, you're faking, 00:02:53.606 --> 00:02:56.745 you're playing around, you're just not trying hard enough or something. 00:02:56.746 --> 00:02:58.915 But I was trying. 00:02:58.916 --> 00:03:03.695 My father has learning disabilities and actually his mom does too, 00:03:03.696 --> 00:03:07.945 so there's a history there and my parents kind of wondered if something was going on. 00:03:07.946 --> 00:03:12.985 But the school kept saying, "He's just a little slow, he'll pick it up." 00:03:12.986 --> 00:03:15.725 So by the end of second grade I still couldn't read at all. 00:03:33.056 --> 00:03:38.275 The number of college students with these types of disabilities continues to grow. 00:03:38.276 --> 00:03:40.845 There's a very good chance that we'll be seeing a lot of these students 00:03:40.846 --> 00:03:42.885 in our classrooms over the years. 00:03:42.886 --> 00:03:47.535 Now with the new wave of psychiatric medications that is out there, students are finding 00:03:47.536 --> 00:03:49.965 that they are able to concentrate better and participate 00:03:49.966 --> 00:03:53.815 in classroom activities more than ever before. 00:03:53.816 --> 00:03:57.355 Invisible disabilities may affect the way a student processes, 00:03:57.356 --> 00:03:59.905 retains, and communicates information. 00:03:59.906 --> 00:04:04.565 He may not be able to screen out distractions, making it hard to focus. 00:04:04.566 --> 00:04:09.455 She may not have the stamina for a full class load, or be able to interact well with others. 00:04:09.456 --> 00:04:15.955 And anxiety may make it difficult to take tests, or to approach professors with questions. 00:04:15.956 --> 00:04:18.765 Every person experiences their disability differently. 00:04:18.766 --> 00:04:23.285 So even students that have the same label or the same diagnosis for their disability are going 00:04:23.286 --> 00:04:25.955 to have a different experience of that disability. 00:04:25.956 --> 00:04:30.275 You can't assume that because of the label, the student's going to have the same needs. 00:04:30.276 --> 00:04:33.595 So we want to make sure that we work with every individual on a case-by-case basis 00:04:33.596 --> 00:04:35.735 to figure out what's best for them. 00:04:35.736 --> 00:04:38.365 Professors may have safety concerns about students 00:04:38.366 --> 00:04:41.765 with particular disabilities, such as seizure disorders. 00:04:41.766 --> 00:04:44.815 It might feel like too much responsibility. 00:04:44.816 --> 00:04:49.235 Students with seizure disorders often are very well controlled with medication, 00:04:49.236 --> 00:04:52.925 so they're really not going to see frequent seizures in the classroom. 00:04:52.926 --> 00:04:58.205 It is important, however, for an instructor to know what to do in the event of a seizure. 00:04:58.206 --> 00:05:02.345 And if the student discloses and says, "I have a seizure disorder," then it's very easy 00:05:02.346 --> 00:05:07.225 for the disability services officer to talk with him and say, 00:05:07.226 --> 00:05:09.195 "What would you like for your instructor to know?" 00:05:09.196 --> 00:05:12.665 There might also be concerns about psychiatric conditions. 00:05:12.666 --> 00:05:15.105 What if a student has an outburst? 00:05:15.106 --> 00:05:17.415 What if his behavior disrupts the class? 00:05:17.416 --> 00:05:21.225 There is a common myth out there that individuals with mental health issues 00:05:21.226 --> 00:05:27.365 or psychiatric disorders will present a larger problem to the instructor in the classroom, 00:05:27.366 --> 00:05:29.575 when in fact that is not the case. 00:05:29.576 --> 00:05:34.535 We would encourage faculty to refer those students who have some outburst 00:05:34.536 --> 00:05:40.565 in class to the counseling center for us to work with them on stress management, 00:05:40.566 --> 00:05:45.205 appropriate behaviors, just as we would any other student. 00:05:45.206 --> 00:05:48.005 Familiarity with conditions such as Asperger 00:05:48.006 --> 00:05:51.635 or Tourette Syndrome can help faculty feel more comfortable 00:05:51.636 --> 00:05:54.595 with a student's occasional lack of social skills. 00:05:54.596 --> 00:05:57.455 Sometimes students with Asperger's don't have the filter to be able 00:05:57.456 --> 00:06:00.735 to stop asking questions if there are certain things that they want to know. 00:06:00.736 --> 00:06:05.365 So they may monopolize a lot of class time and one of the things that we really try to work on 00:06:05.366 --> 00:06:08.495 is a signal where the professor can let the student know that, 00:06:08.496 --> 00:06:12.385 "You've asked enough questions, and I will help you, but it's just not going to be now." 00:06:12.386 --> 00:06:17.035 The media does a lot to play on Tourette Syndrome, for instance Deuce Bigelow, 00:06:17.036 --> 00:06:27.415 the second movie, I guess the main guy, dated all these people that sort of had problems, 00:06:27.416 --> 00:06:33.295 and one of them had Tourette Syndrome, but it was one of the most rare cases 00:06:33.296 --> 00:06:39.405 and she would just scream swear words, and so whenever I talk to people who have seen 00:06:39.406 --> 00:06:45.245 that movie, they always say, wait, Tourette Syndrome, isn't that where you scream bad words? 00:06:45.246 --> 00:06:49.975 And I'm like, I wouldn't say that, it's not like that at all. 00:06:55.106 --> 00:07:01.375 Students with invisible disabilities may or may not need accommodations in a college classroom. 00:07:01.376 --> 00:07:06.445 If they do, it's their responsibility to self-disclose, provide documentation 00:07:06.446 --> 00:07:08.945 of a disability, and request accommodations. 00:07:08.946 --> 00:07:13.485 However, they may choose not to let anyone know about the disability 00:07:13.486 --> 00:07:16.345 and just try to "make it on their own." 00:07:16.346 --> 00:07:21.575 A lot of individuals choose not to self disclose because they feel the pressure 00:07:21.576 --> 00:07:23.665 and the stress that is related to it. 00:07:23.666 --> 00:07:28.455 In previous years, before coming to postsecondary education, 00:07:28.456 --> 00:07:33.205 a lot of times they're labeled; and when they get to us they feel that this is a brand new day 00:07:33.206 --> 00:07:37.995 for me and I don't want anyone to know that I have a disability. 00:07:37.996 --> 00:07:41.065 That's usually not a recommended course of action. 00:07:41.066 --> 00:07:44.715 It can be stressful for both the student and the professor. 00:07:44.716 --> 00:07:47.635 There are times faculty are frustrated with students 00:07:47.636 --> 00:07:50.305 because they self disclose later in the semester. 00:07:50.306 --> 00:07:53.215 They don't do it at the initial start of a semester. 00:07:53.216 --> 00:07:56.995 And they often will come to the disabled student service person and say, "Oh, you know, 00:07:56.996 --> 00:07:58.245 why didn't this student disclose? 00:07:58.246 --> 00:08:02.355 Why did they wait 'til they did badly on that first exam?" 00:08:02.356 --> 00:08:05.135 And I think, you know, there's not one answer. 00:08:05.136 --> 00:08:09.785 Often students, because of the hidden nature of their disability, that risk of having 00:08:09.786 --> 00:08:14.665 to disclose, being judged by their professor, is one that prevents them 00:08:14.666 --> 00:08:18.405 from taking that initiative and disclosing. 00:08:18.406 --> 00:08:22.455 College students with disabilities should contact the disabled student services office 00:08:22.456 --> 00:08:25.985 on campus before they start classes. 00:08:25.986 --> 00:08:29.885 The staff people there will typically check documentation of the disability, 00:08:29.886 --> 00:08:32.135 determine appropriate accommodations, 00:08:32.136 --> 00:08:35.795 and give the student a letter authorizing those accommodations. 00:08:35.796 --> 00:08:38.945 What we look into is, How does that disability affect 00:08:38.946 --> 00:08:42.245 that specific person for that specific class? 00:08:42.246 --> 00:08:44.605 And then we make a determination of what types of accommodation 00:08:44.606 --> 00:08:48.525 will be reasonable and what will be appropriate. 00:08:48.526 --> 00:08:52.965 Not all accommodations are reasonable and not all accommodations are appropriate. 00:08:52.966 --> 00:08:55.895 An accommodation is not appropriate if it would: 00:09:11.706 --> 00:09:16.005 If an accommodation request seems unreasonable, a compromise could be discussed 00:09:16.006 --> 00:09:19.725 between the professor, the student, and the disabled student services staff. 00:09:19.726 --> 00:09:25.105 I was working with a student who had Tourette Syndrome, which is a disability 00:09:25.106 --> 00:09:29.205 that causes her to experience some physical and vocal tics. 00:09:29.206 --> 00:09:33.745 And this student was taking a chemistry class, and was working with a chemistry professor, 00:09:33.746 --> 00:09:39.065 and the professor was concerned that these physical tics may cause a hazard 00:09:39.066 --> 00:09:42.635 in the chemistry class, in the laboratory specifically. 00:09:42.636 --> 00:09:47.845 And so we worked with this professor and the student to get a lab situation 00:09:47.846 --> 00:09:50.635 that was not going to be a problem for the student. 00:09:50.636 --> 00:09:55.265 We replaced the glassware with plastic when we could, and with Pyrex when we could, 00:09:55.266 --> 00:09:58.225 and we paired the student with a lab partner. 00:09:58.226 --> 00:10:02.985 So that if there was a chemical that the student might have a difficulty handling, 00:10:02.986 --> 00:10:06.434 in case she had a physical tic during the handling of it, 00:10:06.436 --> 00:10:11.415 the lab partner would handle those specific chemicals and the student was still working 00:10:11.416 --> 00:10:14.205 in a situation that was safe, and she could learn what she needed to learn. 00:10:14.206 --> 00:10:17.485 I'm going to see if I can find those sunspots. 00:10:17.486 --> 00:10:21.325 Students with disabilities have the right to confidentiality. 00:10:21.326 --> 00:10:26.045 If a student appears to be struggling in class, but hasn't requested accommodations, 00:10:26.046 --> 00:10:29.955 the professor is not advised to ask if a disability is involved. 00:10:29.956 --> 00:10:33.035 But there are acceptable ways to offer assistance. 00:10:33.036 --> 00:10:36.215 It's okay for the professor to call the student and say, 00:10:36.216 --> 00:10:38.965 "It seems as if you are struggling with the concepts in this class. 00:10:38.966 --> 00:10:41.055 Is there anything I can do to help you?" 00:10:41.056 --> 00:10:43.865 You could suggest resources on campus, such as tutoring or instructional centers, 00:10:43.866 --> 00:10:49.595 and include disabled student services as one of those resources. 00:10:49.596 --> 00:10:54.475 A very good plan is to include a statement on your class syllabus, 00:10:54.476 --> 00:10:57.615 inviting students to talk with you about any disability-related concerns. 00:10:57.616 --> 00:10:59.935 For example, you could say: 00:11:05.456 --> 00:11:10.275 This will make students with disabilities more comfortable discussing accommodations. 00:11:10.276 --> 00:11:14.275 It's letting students know that you care and that you're open and responsive, 00:11:14.276 --> 00:11:18.045 and that's one of the biggest barriers that students confront. 00:11:18.046 --> 00:11:20.335 They want to know that when they approach a faculty member, 00:11:20.336 --> 00:11:24.465 especially if your disability's one that's not obvious or apparent, 00:11:24.466 --> 00:11:28.665 that they've got a faculty member who's already invited that disclosure. 00:11:28.666 --> 00:11:33.865 A student may request accommodations for the classroom, assignments, and exams. 00:11:33.866 --> 00:11:37.785 Some commonly-requested classroom accommodations include: 00:11:51.136 --> 00:11:53.495 I use my laptop in class extensively 00:11:53.496 --> 00:11:56.485 for both notes and for things like essay tests. 00:11:56.486 --> 00:12:00.884 I'll email them to a professor at the end of the class, and so they are in their inbox 00:12:00.886 --> 00:12:03.785 when they show up in their office afterwards. 00:12:03.786 --> 00:12:06.095 Assignment accommodations include: 00:12:20.486 --> 00:12:26.715 I've received extra time from the teachers, a reasonable amount of extra time, 00:12:26.716 --> 00:12:33.275 saying that if I don't get this assignment accomplished, I have until later to get it in. 00:12:33.276 --> 00:12:36.195 Accommodates for exams include: 00:12:59.976 --> 00:13:02.434 Extra time on tests. 00:13:02.436 --> 00:13:06.095 I have problems taking tests, that's my major issue is 00:13:06.096 --> 00:13:08.755 that I can't take tests to the best of my ability. 00:13:08.756 --> 00:13:13.705 Like I can do my homework, I can study, I can memorize; but I can't take the tests very well. 00:13:13.706 --> 00:13:20.215 For some classes, I'm allowed to take oral tests, because I can work my way 00:13:20.216 --> 00:13:24.435 to the answer and they'll understand that I'm actually saying the right thing, 00:13:24.436 --> 00:13:27.945 it's just that when written, it's like, la, la, la. 00:13:27.946 --> 00:13:32.075 In some cases, accommodations may extend beyond the classroom. 00:13:32.076 --> 00:13:36.435 For example, a medical student might eventually need to do clinical work. 00:13:36.436 --> 00:13:39.995 An individual discussion of options may be necessary. 00:13:39.996 --> 00:13:43.785 What I would most likely talk about are the technical standards of the program. 00:13:43.786 --> 00:13:45.995 Can this student meet the technical standards? 00:13:45.996 --> 00:13:51.445 So sitting with the student who wants to go into the College of Nursing, I may say to them, 00:13:51.446 --> 00:13:54.075 "Okay, here are the technical standards for this program. 00:13:54.076 --> 00:13:58.985 Are you able to perform these standards in order to graduate from the program? 00:13:58.986 --> 00:14:02.325 Not just participate, but be able to graduate from the program. 00:14:02.326 --> 00:14:05.995 And included in those technical standards are some of these field work sites, 00:14:05.996 --> 00:14:10.625 clinical experiences, hands-on aspects of working 00:14:10.626 --> 00:14:14.865 with patients - are you able to do that?" 00:14:18.206 --> 00:14:20.685 So it's a good idea to look through the list. 00:14:20.686 --> 00:14:21.235 Like we're going to... 00:14:21.236 --> 00:14:24.725 Good teaching can minimize the need for accommodations. 00:14:24.726 --> 00:14:28.375 By using principles of universal design in your instruction, 00:14:28.376 --> 00:14:31.675 you'll maximize learning for all students in your class. 00:14:31.676 --> 00:14:35.595 When we talk about universal design, we are not talking about something 00:14:35.596 --> 00:14:41.435 that is out of the ordinary, but is teaching to a wide variety of individuals. 00:14:41.436 --> 00:14:46.325 So preparing ahead of time, thinking about the different types of learners that you may have 00:14:46.326 --> 00:14:50.495 in the class, and making sure that those individuals can participate. 00:14:50.496 --> 00:14:54.145 Universal design strategies are usually not difficult to employ. 00:14:54.146 --> 00:14:57.855 For instance, as you're designing your course, you might think of alternative assignments 00:14:57.856 --> 00:15:01.415 for students: they might write a paper, they might give a presentation, 00:15:01.416 --> 00:15:05.905 they might put together a portfolio to meet a requirement in class. 00:15:05.906 --> 00:15:09.695 These alternatives work well for students with a variety of learning styles 00:15:09.696 --> 00:15:13.055 and backgrounds, including those with disabilities. 00:15:13.056 --> 00:15:18.415 For example, having notes available in the library, having notes available online, 00:15:18.416 --> 00:15:23.675 having books available and syllabuses available before class starts 00:15:23.676 --> 00:15:25.955 so students can get, have access to that. 00:15:25.956 --> 00:15:29.065 Planning your curriculum with universal design can reduce 00:15:29.066 --> 00:15:32.005 or eliminate the need for accommodations later, 00:15:32.006 --> 00:15:34.965 and that's helpful for both faculty and students. 00:15:34.966 --> 00:15:39.475 If you're designing your class work so that it will accessible to all students 00:15:39.476 --> 00:15:44.315 in class, it might take a little bit longer for you to do that initially. 00:15:44.316 --> 00:15:48.525 But the benefits of it to you, as well as to the student, will be reaped later. 00:15:48.526 --> 00:15:50.075 Because once you've done it, you've done it. 00:15:50.076 --> 00:15:52.935 You are not going to have to re-invent the wheel. 00:15:52.936 --> 00:15:56.855 Other elements of universal design which may be particularly helpful to students 00:15:56.856 --> 00:15:59.475 with invisible disabilities include: 00:16:33.756 --> 00:16:36.535 such as multiple choice and essay 00:16:36.536 --> 00:16:42.285 When we adopt the principle of universal design, that minimizes the amount 00:16:42.286 --> 00:16:45.755 of accommodations that we're going to need, and students who are in the class 00:16:45.756 --> 00:16:49.565 who have disabilities may not even have to ask for accommodations any more. 00:16:49.566 --> 00:16:53.925 Of course, that doesn't mean that we're not going to have anyone requesting accommodations; 00:16:53.926 --> 00:16:58.255 we just limit the number of accommodations that we have to provide. 00:17:03.746 --> 00:17:07.325 Finally, just listening to students will let you know what they need 00:17:07.326 --> 00:17:09.545 to be successful in your class. 00:17:09.546 --> 00:17:10.595 And who knows? 00:17:10.596 --> 00:17:12.935 They may be teaching your children some day. 00:17:12.936 --> 00:17:15.205 I want to teach middle school. 00:17:15.206 --> 00:17:19.225 I want to be a math teacher, and one of the main reasons I want to teach is because, 00:17:19.226 --> 00:17:24.425 have you ever gone through, like, a problem or something where it's just like, 00:17:24.426 --> 00:17:26.225 "Oh, I don't understand what they're talking about, aargh!" 00:17:26.226 --> 00:17:30.245 And then you have that click, and then you have that huge smile on your face. 00:17:30.246 --> 00:17:34.000 I want to help kids get that everyday.