Addressing Disability Discrimination Among Graduate Students: A Call to Action
This article sheds light on disability discrimination among graduate students and emphasizes the need for action to improve their overall experience. It highlights the importance of providing accommodations, support services, and auxiliary aids to ensure equal access to university programs and facilities. The burden often falls on individuals with disabilities to advocate for themselves, and the resolution on universal design and accessibility in education stresses the principles of equitable use, flexibility, and simplicity to enhance inclusivity.
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Can You See Me? Disability Discrimination Among Graduate Students: A Call to Action for Improving the Graduate Experience Barry Nierenberg, PhD, ABPP Anna Derbaly, MS Constantina (Dina) Gelep, MS Norah Scholl, MA Megan Deriso, MS Carla Cabrera, MS
Introduction Megan DeRiso, M.S., Nova Southeastern University
Student Disability Services It is the mission of the Office of Student Disability Services to provide accommodations, support services, and auxiliary aids to qualified students with disabilities to ensure equal and comprehensive access to University programs, services, and campus facilities.
The burden often falls on the individual with the disability to advocate or arrange for accommodations. Impairments in functioning become more disabling when activity is limited by structural or environmental features. American Psychological Association, Resolution on Support of Universal Design and Accessibility in Education, Training and Practice 2019
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 1: EQUITABLE USE Utilizing products that benefit individuals with diverse needs (i.e., curb cuts for individuals with wheelchairs)
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 2: FLEXIBILITY Accommodating a wide range of preferences and abilities, (i.e., presentation of information on boards or displays that offer the option to read or listen to content)
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 3: SIMPLE AND INTUITIVE Making products easy to understand regardless of knowledge, education, and/or language skills (i.e., clear signage that is easy to follow and recognize)
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 4: PERCEPTIBLE INFORMATION Communicating content effectively regardless of conditions or sensory abilities (i.e., use of captioning on videos)
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 5: TOLERANCE FOR ERROR Minimize hazards or adverse consequences (i.e., safety guards on equipment or software)
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 6: LOW PHYSICAL EFFORT Promoting products that increase efficiency, comfort, and decrease problems with fatigue (i.e., automatic door openers)
APA Resolution on Support of Universal Design and Accessibility in Education, Training, and Practice (Feb, 2019) Principle 7: SIZE AND SPACE FOR APPROACH Utilizing products regardless of body size or ability (i.e., desks, work spaces, and offices with variable height surfaces)
The Statistics Individuals with disabilities make up 18.7% of the civilian, non-institutionalised population Substantial diversity in the experience and needs that impact physical, sensory, emotional, or cognitive functioning Accommodations for special needs are stigmatizing and expensive Despite progress made by the ADA, there continue to be barriers individuals with disabilities face, including graduate students (APA, 2019)
Disability Discrimination in Psychology Current psychologists and trainees report experiencing disability-related discrimination during training Less than receive mentorship from psychologists with disabilities Less than disclosed disability to university disability services office Many relied on informal accommodations alone Most participants did not disclose their disability during school, internship, or post-doctoral application process (Lund, Andrews, & Holt, 2014)
Denial of Accommodations The Americans with Disabilities Amendments Act (ADAAA) mandates organizations to provide reasonable accommodations to qualified employees with impairments that are disabling, yet discrimination in the form of the unfair rejections of these requests still persists This study provides evidence that decisions regarding reasonable accommodations requests are likely influenced by a number of factors, none of which constitute legal reasons for denying a request. Factors that influence responses to accommodation requests: Emotional responses to the requestor Characteristics of the impairment causing the disability Characteristics of the accommodation Perception of fairness (Carpenter & Paetzold, 2013)
What can you do? Become familiar with disability laws Create an environment where individuals feel comfortable disclosing their disability Become familiar with resources offered by university or facility s disability office Ensure accommodations are met Become open to technology accommodations Become a mentor (Dittmann, 2003)
Invisible Disability Anna Derbaly, M.S., Nova Southeastern University Constantina Gelep, M.S., Nova Southeastern University
What is Invisible Disability? ...conditions, illnesses, and structural or biomechanical anomalies that are life limiting but not readily discernible to others. (Davis pp. 153) Types: Mental health disorders Dyslexia Fibromyalgia Chronic pain Mild TBI Seizure Disorders (Davis, 2005)
Is an invisible disability a shield against stigma? The reality: Rejection Humiliation Social disapproval Not SEEN as disabled, therefore students are forced to prove they are disabled enough to require assistance Face a double bind: Forgo assistance and figure it out alone OR endure the discomfort of a strangers interrogation (Davis, 2005)
Social Barriers Negative perceptions related to the invisible nature of the disability General lack of understanding about disabilities I think people understand surgery...its a very concrete concept, you know....these things are all logical and they all follow....[mental health disorders are] not completely understood. Questioning validity of disability Stigma becomes internalized (Self-Stigma) Peers belittle those who get accommodations due to disability Bad . unstable , do not belong in university Negatively impacts self-esteem, self-efficacy, and likelihood of disclosure (Mullins & Preyde, 2013)
Utilizing Accommodations Students with disabilities often want to be treated like normal students and want to appear normal, so they do not disclose their disability. (Tinkling and Hall, 1999). Using these services labels them as a student with a disability Paperwork and bureaucracy behind being a student with disabilities May deter students with an invisible disability from seeking out help due to the many hurdles in their way Not requesting accommodations when they are legitimately warranted or feeling guilty about requesting them because of the perceptions of others that an unfair advantage exists has serious implications for learning (Mullins & Preyde, 2013; Rocco, 2000)
Attitudes toward Institutions When compared with students with physical disabilities, students with dyslexia were LESS likely to report positive attitudes toward their institution and that their institutions demonstrated less positive responses toward them as students. Up to professor to provide accommodations for the student Some are resistant Misconception that the student has an unfair advantage as opposed to the reality leveling the educational field. Comments such as oh aren t you lucky (Mullins & Preyde, 2013)
So What is the Real issue? 1. Lack of research on higher functioning adults with disabilities 2. Increases in adults with disabilities seeking educational opportunities 3. The noticeable absence of disability during diversity discussions 4. Historical trends of placing non-majority students in special education Consequences? Adult educators develop stereotypes and stigma surrounding adults they perceive as poorly prepared to succeed in higher education Lack of awareness that accommodations level the playing field instead of make things unfair in the classroom Students with invisible disability will not seek accommodations due to stigma. In turn, they will be forced to work 10x harder, underestimate their ability, or quit entirely. (Rocco, 2000)
Recommendations for Change Increased consideration for limitations related to disabilities More information about invisible disability and to learn about coping skills More finances devoted to computers with adaptive technology and personnel to support these students Facilitate better understanding by developing more education and awareness programs about different invisible disabilities for staff and faculty To help break down perceived stigma (Mullins & Preyde, 2013)
Experiences of Psychology Grad Students with Disability Assessed various types of disability: physical/ortho, ADHD, LD, hard of hearing/deaf, chronic health conditions, and psychiatric disorders Found that: Majority of participants reported experiencing disability-related discrimination during their training Less than half reported disability to the office of disability services, and many relied on INFORMAL accommodations Discussed with professors (basically the disability office offered ZERO guidance) Half indicted that choice of graduate school was dependent on programs that were more welcoming of students with disabilities (i.e. accessibility) (Lund, Andrews & Holt, 2014)
Physical Disability Norah Scholl, M.A., N.C.C., L.P.C., C.A.A.D.C. Nova Southeastern University Carla Cabrera, MS. Nova Southeatern University
What is Physical Disability? Physical disabilities are comprised of individuals living with physiological, functional, or mobility impairments Students with physical disabilities face unique barriers in their academic endeavors University disability services offices provide disability-related accommodations to an individual with a documented disability as defined by federal and state laws, and these disabilities include but are not limited to: Learning disabilities Psychological disorders Visual impairments Hearing impairments Mobility impairments (Tiedemann, 2012)
Institutional Barriers of Accessibility and Accommodations Insufficient availability of academic support and reasonable accommodations provided by institutions Absence of infrastructural accessibility on university campuses Financial difficulties related to paying for both graduate studies and disability- related expenses (Mamiseishvili & Koch, 2011)
Students with Attendant Care and Transportation Needs Some students with physical disabilities need to find caregivers to assist them with activities of daily living There are only 5 institutions within the United States that either currently or previously offer(ed) an attendant care program: University of California Berkeley - (program is no longer active) Edinboro University of Pennsylvania - (program is no longer active) University of Houston University of Illinois Urbana-Champaign Wright State University Some students also have to set up transportation for themselves to get to and from their various academic endeavors (i.e., class, practicum, internships) (Tiedemann, 2012)
Cultural Insensitivity and Stigma Graduate students with physical disabilities may experience cultural insensitivity and stigma from professors, peers, and colleagues regarding their disability Students with both visible and invisible disabilities are left to be self-reliant while demystifying the stigma of disability to succeed (Verdinelli & Kutner, 2016)
Learning with Physical Disabilities Predominantly assessment sites Many lack accommodations Do not have enough virtual assessments Small testing rooms that are not suitable for wheelchairs Requiring students to access all testing materials from various cabinets of all sizes and distances An individualistic format of learning- you are responsible for your work and accessing all material (Lund, Andrews & Holt, 2014; Olkin, 2009)
Learning with Physical Disabilities Therapy sites Lack of panic assisting modalities for students who are unable to push a panic button Small family therapy rooms not suitable for wheelchairs Most have physical resources to use in the session that may not be suitable for students with partial or complete absence of certain limbs Access also includes the availability of proper mentorship, addressing academic and personal goals, needs, strengths, and weaknesses (Lund, Andrews & Holt, 2014; Olkin, 2009)
Takeaway It is important to treat student fairly by taking all these accommodations into accoun Remember, fair does not mean equal This will help the academic experience be one that provides these students with opportunities to achieve the same outcomes and to obtain the same benefits as students without disabilities By addressing these barriers, accommodations create better access to learning opportunities, while improving their satisfaction with their program.
References American Psychological Association (2019). APA Resolution on Support of Universal Design and Accessibility in Education, Training and Practice. https://www.apa.org/about/policy/universal-design-accessibility-education Carpenter, N. C., & Paetzold, R. L. (2013). An examination of factors influencing responses to requests for disability accommodations. Rehabilitation Psychology, 58(1), 18 27. https://doi.org/10.1037/a0030853 Davis, N. A. (2005). Invisible disability. Ethics, 116(1), 153-213. Dittmann, M. (2003). Improving accessibility in psychology programs. Monitor on Psychology 34(1), 46. Hayes, P. A. (2016). Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy, Third Edition. American Psychological Association. http://dx.doi.org/10.1037/14801-001 Lund, E. M., Andrews, E. E., & Holt, J. M. (2014). How we treat our own: The experiences and characteristics of psychology trainees with disabilities. Rehabilitation Psychology, 59(4), 367 375. https://doi.org/10.1037/a0037502 Mullins, L., & Preyde, M. (2013). The lived experience of students with an invisible disability at a Canadian university. Disability & Society, 28(2), 147-160. Olkin, R. (2009). The three rs of supervising graduate psychology students with disabilities: Reading, writing, and reasonable accommodations. Women & Therapy, 33(1-2), 73 84. https://doi.org/10.1080/02703140903404788 Rocco, T. S. (1999, September). Aren t you glad you re not stupid? The Experiences of Adult Students with Invisible Disabilities and Higher Education. In Midwest Research-to-Practice Conference.
