Legal guidelines govern what level of personal information is shared among institution staff regarding a student’s disability. In order to access academic accommodations, students must disclose their disability to their institution. Disability Services staff are the professionals at the institution who evaluate the students’ disability-related documentation to determine what changes to normal practice are warranted. This is considered as a reasonable requirement since it provides for fair and consistent decision-making.
Faculty require information about the functional impacts of the student’s disability in order to assist in implementing their accommodations. This information can also be helpful to faculty in considering how to support the student in terms of classroom practices and learning supports.
The fact that a student has accessed accommodations is not indicated on their transcripts. It is because accommodations are used to level the playing field for the student with a disability but do not provide an advantage over other students. Even with an accommodation, students with disabilities are required to meet all essential learning outcomes for the course. Ultimately, it will be the student’s decision whether or not to disclose their disability to future educational institutions or employers.
Case Study #1:
John has been teaching in the welding program for several years. This year one of the students in his class has provided him with a letter from the Disability Services Office outlining that his student, Brendan, will require extra time on exams and a quiet space to write. The letter also notes that Brendan may require more time to learn procedures and may request clarification from the instructor regularly to check his understanding. John is comfortable with the first set of accommodations for exams as he is familiar with this process; however, he is uncertain about the classroom accommodations. Questions that come to mind for him include: Why does Brendan need more time to learn procedures? Will safety be an issue for this student? How can John ensure that he is giving Brendan the help he needs?
Consider this – What can John do to help answer his questions? When should he take action? Who should he talk with?
Here are a few suggestions:
- John can ask the Disability Services about guidance regarding potential safety issues. He can also discuss what the particular risks or expectations are in his field. Disability Services can then consider these issues with the instructor and student both in terms of identifying barriers and potential mitigating strategies.
- If John sees that Brendan is experiencing difficulties in acquiring skills or safety is an issue, he should discuss these concerns with the student and the Disability Services as soon as possible. This will help to ensure proactive consideration of options to improve outcomes and also to ensure that all parties’ safety is given high priority.
Class Discussion Question: What can John do to help answer his questions? When should he take action? Who should he talk with?
Model Answers:
- John can ask the Disability Advisor about guidance regarding potential safety issues. He can discuss with the Advisor what the particular risks or expectations are in his field. The Advisor can then consider these issues with the instructor and student both in terms of identifying barriers and potential mitigating strategies.
- If John sees that Brendan is experiencing difficulties in acquiring skills or safety is an issue, he should discuss these concerns with the student and the Disability Advisor as soon as possible. This will help to ensure proactive consideration of options to improve outcomes and also to ensure that all parties safety is given high priority.
Implications of Choosing not to Disclose a Disability
Students are not required to disclose their disability. However, if students do not disclose their disability, they will be treated in the same way as any students. In other words, disclosure is needed if a student with disability wishes to access academic accommodations.
Case Study #2:
Why some students with disabilities choose not to disclose & its implications
Frank has registered for the carpentry program at his local community college. He has some experience in the field already. Over the past few years, Frank has struggled with depression and anxiety. He has recently started taking medication that helps with some of the symptoms but still has days where he struggles to get through his day. His doctor has let him know about Disability Services’ supports available at the college, such as having more time for exams and letting instructors know that his situation may make it more difficult for him to concentrate in class or occasionally to get to class on some days. However, Frank is concerned about how much information his instructors would know about his medical history and about how he would be perceived if he were to ask for special consideration in any case. As a result, he chooses not to access services or accommodations. There are some days in the program where Frank struggles to take down all the important points mentioned by instructors in class and in the workshop. He has also missed a few days of class and has been late on others for mental health reasons but has not provided an explanation to his instructor.
Consider this – What may be the consequences of Frank’s choice not to disclose? What can an instructor do if he notices these behaviors and wonders what the causes may be?
Here’s a few suggestions:
- Frank may lose marks for attendance as he will be marked in the same way as any other student who did not attend class.
- He may also miss important information presented in lecture due to his difficulties with concentration. Without a back-up for this situation such as digitally recording lectures or use of a note taker, Frank may not acquire or apply some knowledge and may lose marks on tests or projects.
- If Frank’s instructor sees that Frank is struggling. He can talk with Frank privately (such as during office hours) letting him know that he sees he is having difficulty, and letting Frank know about supports such as the Disability Services that may be a useful resource if a medical condition is a contributing factor or the cause. This may provide Frank with the encouragement to seek out support at this stage.
Class Discussion Question: What may be the consequences of Franks choice not to disclose? What can an instructor do if he notices these behaviours and wonders what the causes may be?
Model Answers:
- Frank may lose marks for attendance as he will be marked in the same way as any other student who did not attend class.
- He may also miss important information presented in lecture due to his difficulties with concentration. Without a back-up for this situation such as digitally recording lectures or use of a note taker, Frank may not acquire or apply some knowledge and may lose marks on tests or projects.
- If Franks instructor sees that Frank is struggling, he can talk with Frank privately (such as during office hours) letting him know that he sees he is having difficulty, and letting Frank know about supports such as the Disability Services Office that may be a useful resource if a medical condition is a contributing factor or the cause. This may provide Frank with the encouragement to seek out support at this stage.