In the summer of 2012, my life changed. I was a 20-year-old college student with a promising future. I was fearless and ready to take the world by storm. All my hopes and dreams came crashing down when I started seeing what felt like a black curtain over my vision in my right eye.
I went to the eye doctor and discovered that I had a retinal detachment that required surgery. Doctors say there is a significant chance of blindness if left untreated. I had no choice but to undergo my first retinal detachment surgery. About two years later, I suffered a second retinal detachment that required another surgery and ultimately resulted in significant vision loss in my right eye. I was devastated.
After my second surgery, I took a semester off from school to recover and adjust to my new normal. My daily life has changed in many ways. I couldn’t drive anymore, so my mom or dad had to take me to school. I’m sensitive to light so I had to wear sunglasses everywhere and felt self-conscious. I lost my sense of balance and started losing my balance and dropping things frequently. And worst of all, I had an immense fear of losing my eyesight. It got so bad that I was afraid to leave the house that had become my safe haven.
I especially had to adapt to these changes when I returned to college. One of the hardest things was not being able to look at a computer screen for long periods of time. This was an important element in many of my classes. When I explained this to one of my professors, his response was: “Well, you better get used to it, because that’s what college is about looking at screens.” I ended up quitting that class.
I also started having social issues. My friends, acquaintances and even some professors had a different attitude towards me. I felt judged and felt like I had to prove to everyone that I was still the same person. I knew that my school would provide accommodations such as assistance in taking notes and recording exam answers on my behalf and counseling services, but once I accepted this support, I would not be able to help my colleagues or professors. I was worried that people would think I was weak.
I was able to complete my degree without any accommodations and despite some struggles at times. After graduation, my personal experiences as a student inspired me to pursue a career in education. Currently, I am a doctoral candidate in the Educational Leadership Program focused on students with disabilities at Rowan University.
In a recent policy inquiry course, I conducted the following analysis. Americans with Disabilities Act (ADA) — a landmark federal law first passed in 1990 that prohibits discrimination on the basis of disability — was enacted specifically to analyze issues related to the self-identification process in the field of higher education.
After engaging in policy reviews and coding a series of policy documents from disability services offices at universities across the United States, it became clear that I was not alone in my reluctance to seek accommodations at my university. . We found that many higher education students with disabilities are hesitant to pursue environments that are affirming and supportive of their learning.
by Latest data According to the National Center for Education Statistics, about 20 percent of undergraduate students and 11 percent of graduate students have a disability.there is mismatch However, there is a gap between the percentage of students who report having a disability and the percentage who are actually enrolled in a campus disability center.Many students were found please don’t let me know informing the university of their disability, which may result in support gapThe truth is, too many college students with disabilities choose to forego requesting the accommodations they need to succeed.
So why aren’t students looking for the accommodations they need? The most common reason is stigma.
prejudice against people with disabilities There are persistent problems on college campuses that can lead to discrimination, hostile learning environments, and psychological stress. Research shows that students with disabilities Can you see it or not? — are often looked down upon by others, are considered difficult to understand, and often experience pity or avoidance. In some cases, experiencing prejudice over a long period of time can lead to low self-esteem, depression, and suicidal thoughts.
paving the way for change
Currently, under the ADA, students must first self-identify in order to receive the resources they need. Many college students are worried about this.
To better understand the important question of why so many higher education students are not self-aware, I delved deeper into the research to understand the process of self-awareness and how different institutions are self-aware. We investigated how they are approaching this.
For students at higher education institutions, this process includes registering with the campus disability services office and submitting documentation as proof of disability. When I was diagnosed with a visual impairment after surgery, the last thing I wanted to do was ask for help or obtain documentation to prove my disability.
If students do not advocate for themselves, they will not be granted access to the resources they need. Universities need to change their strategies for supporting students with disabilities who are reluctant to self-identify.they need to be proactive disability stigma, train faculty to support students and provide multiple pathways for students to seek support. It is important to move beyond ADA compliance to more enlightened, comprehensive, team-based solutions that support students who are hesitant to self-identify.
There is much work to be done, research content Provide possible solutions to address this issue, Higher education institutions are Improving the learning experience for students with disabilities.
a studyFor example, it highlights the importance of campus collaboration and outreach efforts that share information with faculty and staff about how to effectively serve students with disabilities who have not disclosed their needs. Promoting academic success begins at your university’s Disability Services Office. However, this effort requires collaboration between various departments to raise awareness.
Universities can also prioritize promoting disability services for all students. Clarify the process for receiving support. In addition, starting the information-sharing process before admission can help new students feel more comfortable disclosing their disabilities. One way she does this is to involve disability resource centers and staff in the admissions process and ask them to distribute materials on steps related to self-verification and requesting accommodations. This goes a long way in increasing student awareness and reducing the need for additional resources.
All students have the right to succeed. But until universities address disability stigma, not all students will receive the support they need.