Many disabilities are not visible. People with visual impairments may have enough vision to walk without a cane, but be unable to read small text or read from a whiteboard. Many chronic health conditions are invisible, as well as most cognitive and learning disabilities.
Experiential Activity – Learning Disabilities
Watch this short video and answer a few comprehension questions at the end of the video.
The purpose of this activity is to simulate how a student with a learning disability in reading might feel when asked to do a reading activity in class under time pressure. Because of the extra effort this student requires to decode the text, they may take extra time to read and understand. As a result, they may retain less of what they read, and feel more stressed and under pressure. Simply providing texts in advance and removing the pressure of reading in class and under time pressure can make a huge difference to these students.
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I. Learning Disabilities
Overview of Learning Disabilities
According to the Learning Disabilities Association of Canada (LDAC; 2015):
Learning disabilities (LD) refer to a number of disorders that may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.
Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following areas:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension)
Written language (e.g., spelling and written expression)
Mathematics (e.g., computation, problem solving)
Organizational skills
Social perception, interaction, and perspective taking
Learning Disabilities Case Study
In this video Clara, a student with dyslexia, talks about the challenges she faced in college.
Learning Disabilities & Impacts on Learning
Learning Disabilities vary in type and severity. Some adults with learning disabilities have developed strategies to overcome their difficulties, while others may continue to struggle with aspects of work and study. Learning disabilities can also affect a persons self-image. Students often end up feeling dumb and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.
The umbrella term of Learning Disabilities includes a range of different issues with learning. The four main categories of Learning Disability are summarized below:
Students with a Learning Disability in Reading, also known as dyslexia, may struggle with word recognition, reading fluency, spelling and writing.
Students with a Learning Disability in Writing, or dysgraphia, may require considerable time and mental effort to produce written work.
Learning Difficulties in Math, or dyscalculia, can cause lifelong problems working with numbers and number concepts.
Students with Nonverbal Learning Disabilities may have strong verbal and reading fluency skills, but have difficulties with abstract thinking and spatial relationships. This can impact reading comprehension and math, as well as organization skills and reading nonverbal cues in social situations.
Examples of common accommodations for students with Learning Disabilities include:
Common Characteristics of a Student with Learning Disabilities
Reading comprehension is slower than would be expected.
Extra time during tests.
Allow more time to read material.
Reduced course load.
Use of reading software and course materials in audio or electronic formats; facilitated by instructors who can post readings well in advance of deadlines.
Errors in grammar, spelling and punctuation.
Extra time and use of word processing and spell check software during tests.
Needs to focus on oral explanation of class material.
Use of a note taker.
May need to review material taught in class to ensure comprehension.
Use of a tutor.
II. Autism Spectrum Disorder
Overview of Autism Spectrum Disorder
According to Brasic (2013), Autism Spectrum Disorder (ASD; e.g., Autism, Aspergers Syndrome) is a neurologically based condition characterized by persistent impairment in social interactions, repetitive behaviour patterns, and a restricted range of interests. The notion that ASD occurs along a continuum first received wide public attention in the early 1980s.
According to the American Psychiatric Association (2013), people with ASD often have normal or above-average intelligence but may experience delays in language or in cognitive development.
People who have ASD can learn strategies to cope with their condition and many can succeed in postsecondary education. Pillay and Suniti Bhat (2012) point out, however, that many postsecondary environments are not fully prepared to meet the unique needs of these students and that adaptation and accommodation measures are often necessary.
Autism Spectrum Disorder Case Study
In this video Mitchell and Ross, students with ASD, talk about some of the challenges they faced in the college environment.
Autism Spectrum Disorder & Impacts on Learning
People with ASD often face great challenges in a postsecondary educational environment. Common impacts on learning include:
Need for predictability and clear expectations and routines. People who have these conditions have a strong need for predictability, marked by rigidity in thought, speech, and behaviour, and may become totally overwhelmed and respond angrily if expectations are changed or if assignments are altered. Research by Fleischer (2012) suggests that instructors should be as clear as possible when communicating expectations, and should try to stick to the syllabus and to other agreed-upon arrangements as much as possible so as to lessen chances of students becoming upset and overwhelmed.
Difficulties with social interactions. Van Hees, Moyson, and Roeyers (2014) observed that socialization presents immense challenges for people with ASD. Interpersonal relations are often an area of marked impairment for people who have ASD. People with ASD often have difficulty reading social cues, understanding sarcasm, or negotiating differences of perspective. Instructors should be cautious when requiring group work, as a student who has ASD may have great difficulty participating in such activities.
Examples of common accommodations for students with ASD include:
Common Characteristics of a Student with Autism Spectrum Disorder
Have difficulty making friends; lack a spontaneous desire to share enjoyment, interests, or achievements with others. Lack empathy for the feelings of others.
Highly structured small group interactions, any getting to know you exercises, etc. Limit or eliminate group work.
Respectfully re-enforce boundaries or expectations when needed.
Consult with Disability Advisor as resource if uncertain of how to respond to misunderstandings.
Have difficulty understanding abstract concepts, jokes, sarcasm, nonverbal language or expressions. Difficulty understanding metaphors and words with double meanings.
Provide extremely clear, written instructions. Use concrete language. Do not banter or make sarcastic jokes, as they will likely be taken literally.
May be reluctant to ask for support when struggling.
Discuss difficulties you are observing with the Disability Advisor who may know what approaches work well for this student.
Have a preoccupation with one or several restricted and stereotyped interests that are abnormal in terms of intensity or subject matter.
Allow for choice in assignments. Rather than assigning topics, allow students to pursue topics in their area of interest.
Have a rigid insistence on performing some non-functional portions of routines or rituals in an identical manner.
Allow for student self-determination/flexibility in how assignments get completed when possible, or take additional time to help student understand expectations when these are required or alternatives are not reasonable.
Can experience severe anxiety in social situations; may be increased during stressful times.
Provide a quiet or private space for test-taking and additional time to compensate for reduced concentration.
III. Mental Health Conditions
Overview of Mental Health Conditions
According to the American Psychiatric Association (2013), it is not possible to come up with an exact definition of just what constitutes a mental health disorder. However, someone is considered to have a mental health disorder when that person’s mood or thinking processes adversely impact their functioning in such a way that the person experiences marked impairments in social, academic, or occupational functioning. Fluctuations in mood and occasionally having unusual thoughts are both typical phenomena. They become an area for intervention when they interfere with a person’s ability to cope with everyday life.
According to Carr (2009), mental health disorders can be caused by biological, psychological, or social issues, or by some combination of the three. Common mental health issues include depression, anxiety, bipolar disorder, schizophrenia, and posttraumatic stress disorder.
Most mental health disorders are not readily visible to other people, yet these conditions are remarkably common. According to the Canadian Mental Health Association (2014), at any given time 1 in 5 Canadians is dealing with a significant mental health issue. This means that all of us know someone – be it ourselves, a family member, a friend, a classmate, a co-worker, or a neighbour – who is struggling with a difficult psychological issue.
Mental Health Conditions Case Study
In this video Katy, a student with bipolar disorder, describes her experiences in college.
Mental Health & Impacts on Learning
An increasing number of students are seeking help for mental health issues. While most people who have a mental health disorder are able to function very well in school and in life in general, mental health issues can have a negative impact on students’ ability to participate in a learning experience. Common impacts on learning include:
Anxiety about completing tasks and activities. Students who have a diagnosis of anxiety disorders or depression, for example, may be extremely uncomfortable with requirements to participate in group activities or in oral presentations, and may have difficulty completing assignments that they are otherwise intellectually capable of accomplishing.
Difficulties with concentration and focus. Students with mental health disorders may have more difficulty with maintaining concentration and focus, and so may require more time to complete their tests or assignments. To maintain their health, it may also be very important that they pursue a balanced lifestyle including a healthy diet, adequate rest, exercise, and social supports. As a result, some students may choose to take a somewhat reduced course load to help maintain this balance.
Unwillingness to discuss difficulties or ask for support. At times, some students with mental health conditions may also have difficulty in asking for support or additional resources especially when they are experiencing increased symptoms. In addition, some students with mental health conditions may feel hesitant to discuss their difficulties with instructors or other staff due to concerns about negative perceptions of their diagnosis or challenges.
Examples of common accommodations for students with Mental Health Conditions include:
Common Characteristics of a Student with Mental Health Issues
Chronically late for class; repeated absences or difficulty getting work done.
Discuss with student why assignments are late or why attendance has been suffering. Possibly refer student to counselling.
High level of anxiety, possibly evidenced by shaking, tremors, elevated pulse, pressured speech, catastrophizing.
Create a classroom environment that reduces stress, promotes safety, and enhances cooperation rather than competition. Do not call on students randomly. Allow students to take breaks if necessary. Allow student choice in terms of assignments. Be encouraging of students.
Gloomy outlook, excessively negative or fatalistic comments.
Check in with student. Spend some extra time with him or her. Express your concerns. Create assignments and class activities that help to build a sense of competence, self-determination, and belonging.
If you feel additional supports, such as Counselling, may be needed, let student know these resources are available & how to access them.
Difficulties with maintaining concentration and focus especially under timed conditions.
Provide additional time for tests and exams and a quiet, low stress, testing environment
Provide written back-up for oral instructions
Review key concepts
Online InstructionsFacilitator Notes
Consider this – Some students with invisible disabilities choose not to access accommodations at college. Why do you think this might be?
Students may feel that they do not need accommodations
Students may feel that there is a stigma attached to their disability and that there will be a negative reaction from instructors and staff if they disclose
Students may not want to be singled out as being different
Students may have had negative experiences in the past in education
Students with invisible disabilities such as those discussed above may be concerned that they will be perceived negatively by their instructors, other students, or practicum placements, if they disclose that they have a disability.
Do you have ideas on how these concerns could be discussed or addressed? Heres a few suggestions:
Provide a classroom and learning environment that focuses on students as diverse individuals, where students can feel comfortable to bring forward challenges, and know that you will provide assistance and help them access resources
Acknowledge their concerns (if they disclose them to you) and help them to connect with resources such as Counselling or Disability Services, to discuss these issues (eg. what to disclose, how much, when, etc.)
Group Discussion Questions on Invisible Disabilities:
Some students with invisible disabilities choose not to access accommodations at college. Why do you think this might be?
Suggested Answers
Students may feel that they do not need accommodations
Students may feel that there is a stigma attached to their disability and that there will be a negative reaction from instructors and staff if they disclose
Students may not want to be singled out as being different
Students may have had negative experiences in the past in education
Group Discussion Conclusion:
Students with invisible disabilities such as those discussed above may be concerned that they will be perceived negatively by their instructors, other students, or practicum placements, if they disclose that they have a disability. Do you have ideas on how these concerns could be discussed or addressed?
Model Answers:
Provide a classroom and learning environment that focuses on students as diverse individuals, where students can feel comfortable to bring forward challenges, and know that you will provide assistance and help them access resources
Acknowledge their concerns (if they disclose them to you) and help them to connect with resources such as Counselling or Disability Services, to discuss these issues (eg. what to disclose, how much, when, etc.)
