0:00:24.046,0:00:25.475
(Narrator) Amrit has a disability.

0:00:25.476,0:00:27.805
It's just not obvious [br]to most people.

0:00:27.806,0:00:32.335
And the wheelchair has absolutely [br]nothing to do with it.

0:00:32.336,0:00:34.155
(Amrit) I have ADD.

0:00:34.156,0:00:35.425
And...it's cool.

0:00:35.426,0:00:40.265
(Narrator) The wheelchair is a temporary aid [br]because he had foot surgery recently.

0:00:40.266,0:00:45.005
Most people can relate to that; we've all known [br]someone who broke a leg skiing or tripped

0:00:45.006,0:00:47.345
over the dog and [br]sprained an ankle.

0:00:47.346,0:00:51.995
It's harder to understand a permanent [br]disability that others can't see.

0:00:51.996,0:00:55.775
Especially when that disability [br]affects how the brain works.

0:00:55.776,0:00:58.205
(Amrit) I go to a private school, [br]I'm on a scholarship,

0:00:58.206,0:01:00.775
I'm really smart; [br]so I have no problem learning.

0:01:00.776,0:01:03.615
I just have a problem [br]focusing on things.

0:01:03.616,0:01:07.795
(Narrator) Jesse, a college sophomore, [br]also has an invisible disability.

0:01:07.796,0:01:11.905
(Jesse Shaver) I have dyslexia, and for me [br]that means a great difficulty with spelling;

0:01:11.906,0:01:17.925
it means I have difficulty telling directions, [br]so I've been known to go left instead

0:01:17.926,0:01:20.045
of right or right instead of left.

0:01:20.046,0:01:25.275
It means that I had a whole lot [br]of difficulty learning to read.

0:01:25.276,0:01:29.805
(Narrator) A car accident in 7th grade [br]left Laura with some permanent injuries.

0:01:29.806,0:01:33.485
One of those disabilities is invisible [br]until she explains it.

0:01:33.486,0:01:37.155
(Laura Bersos) [br]I have a traumatic brain injury, yeah.

0:01:37.156,0:01:42.265
And so with that there comes a lot [br]of memory issues, like when I was in the accident,

0:01:42.266,0:01:47.615
I lost like a lot of vocabulary; I ....I....

0:01:47.616,0:01:54.955
now what I have to do is, and which is kind of [br]more difficult for me, is I can't get straight

0:01:54.956,0:02:00.094
to the point of what I'm trying to express, [br]so I talk my way through it.

0:02:00.096,0:02:04.775
So with vocabulary I have to talk [br]"it's that thing that you drive into right in front

0:02:04.776,0:02:08.074
of your house, you know-- oh, a driveway!"

0:02:08.076,0:02:12.885
(Narrator) These are three of the many students [br]on campus who look just like anybody else.

0:02:12.886,0:02:16.985
In other words, they have disabilities [br]which aren't easily noticed.

0:02:16.986,0:02:20.035
And sometimes, that leads [br]to misunderstandings.

0:02:20.036,0:02:23.995
(Bea Awoniyi) You may look at a student and you say, [br]you know, you look like every other student in the class,

0:02:23.996,0:02:26.295
what do you mean [br]you need note-taking?

0:02:26.296,0:02:28.755
What do you mean [br]you need extra time on the test?

0:02:28.756,0:02:30.615
(Sheryl Burgstahler) So it won't be [br]apparent to the faculty member

0:02:30.616,0:02:32.605
that a student has a disability,

0:02:32.606,0:02:36.105
but that disability may impact [br]their participation in the class.

0:02:36.106,0:02:38.475
(Teacher) Does it go directly [br]through the walls of the heart?

0:02:38.476,0:02:42.465
(Narrator) Sometimes, students with invisible disabilities [br]are perceived as lacking in intelligence,

0:02:42.466,0:02:45.895
or as just not paying attention.

0:02:45.896,0:02:49.905
That happened to Nate before he was [br]diagnosed with a learning disability.

0:02:49.906,0:02:53.605
(Nate McCoy-Winston) And they'd look at me [br]and they'd be like, Oh, well, you're faking,

0:02:53.606,0:02:56.745
you're playing around, you're just [br]not trying hard enough or something.

0:02:56.746,0:02:58.915
But I was trying.

0:02:58.916,0:03:03.695
(Jesse Shaver) My father has learning disabilities [br]and actually his mom does too,

0:03:03.696,0:03:07.945
so there's a history there and my parents [br]kind of wondered if something was going on.

0:03:07.946,0:03:12.985
But the school kept saying, [br]"He's just a little slow, he'll pick it up."

0:03:12.986,0:03:15.725
So by the end of second grade [br]I still couldn't read at all.

0:03:33.056,0:03:38.275
The number of college students with these [br]types of disabilities continues to grow.

0:03:38.276,0:03:40.845
(Al Souma) There's a very good chance [br]that we'll be seeing a lot of these students

0:03:40.846,0:03:42.885
in our classrooms over the years.

0:03:42.886,0:03:47.535
Now with the new wave of psychiatric medications [br]that is out there, students are finding

0:03:47.536,0:03:49.965
that they are able to [br]concentrate better and participate

0:03:49.966,0:03:53.815
in classroom activities [br]more than ever before.

0:03:53.816,0:03:57.355
(Narrator) Invisible disabilities may [br]affect the way a student processes,

0:03:57.356,0:03:59.905
retains, and communicates information.

0:03:59.906,0:04:04.565
He may not be able to screen out [br]distractions, making it hard to focus.

0:04:04.566,0:04:09.455
She may not have the stamina for a full class load, [br]or be able to interact well with others.

0:04:09.456,0:04:15.955
And anxiety may make it difficult to take tests, [br]or to approach professors with questions.

0:04:15.956,0:04:18.765
(Rebecca Cory) Every person [br]experiences their disability differently.

0:04:18.766,0:04:23.285
So even students that have the same label or [br]the same diagnosis for their disability are going

0:04:23.286,0:04:25.955
to have a different experience [br]of that disability.

0:04:25.956,0:04:30.275
You can't assume that because of the label, [br]the student's going to have the same needs.

0:04:30.276,0:04:33.595
So we want to make sure that we work with [br]every individual on a case-by-case basis

0:04:33.596,0:04:35.735
to figure out what's best for them.

0:04:35.736,0:04:38.365
(Narrator) Professors may have [br]safety concerns about students

0:04:38.366,0:04:41.765
with particular disabilities, [br]such as seizure disorders.

0:04:41.766,0:04:44.815
It might feel like [br]too much responsibility.

0:04:44.816,0:04:49.235
(Sharon Bittner) Students with seizure disorders [br]often are very well controlled with medication,

0:04:49.236,0:04:52.925
so they're really not going to see [br]frequent seizures in the classroom.

0:04:52.926,0:04:58.205
It is important, however, for an instructor [br]to know what to do in the event of a seizure.

0:04:58.206,0:05:02.345
And if the student discloses and says, [br]"I have a seizure disorder," then it's very easy

0:05:02.346,0:05:07.225
for the disability services officer [br]to talk with him and say,

0:05:07.226,0:05:09.195
"What would you like for [br]your instructor to know?"

0:05:09.196,0:05:12.665
(Narrator) There might also be concerns [br]about psychiatric conditions.

0:05:12.666,0:05:15.105
What if a student has an outburst?

0:05:15.106,0:05:17.415
What if his behavior disrupts the class?

0:05:17.416,0:05:21.225
(Al Souma) There is a common myth out there [br]that individuals with mental health issues

0:05:21.226,0:05:27.365
or psychiatric disorders will present a larger [br]problem to the instructor in the classroom,

0:05:27.366,0:05:29.575
when in fact that is not the case.

0:05:29.576,0:05:34.535
(Audrey Smelser) We would encourage faculty [br]to refer those students who have some outburst

0:05:34.536,0:05:40.565
in class to the counseling center for us [br]to work with them on stress management,

0:05:40.566,0:05:45.205
appropriate behaviors, [br]just as we would any other student.

0:05:45.206,0:05:48.005
(Narrator) Familiarity with [br]conditions such as Asperger

0:05:48.006,0:05:51.635
or Tourette Syndrome can help faculty [br]feel more comfortable

0:05:51.636,0:05:54.595
with a student's occasional [br]lack of social skills.

0:05:54.596,0:05:57.455
(Linda Walter) Sometimes students with Asperger's [br]don't have the filter to be able

0:05:57.456,0:06:00.735
to stop asking questions if there are [br]certain things that they want to know.

0:06:00.736,0:06:05.365
So they may monopolize a lot of class time [br]and one of the things that we really try to work on

0:06:05.366,0:06:08.495
is a signal where the professor [br]can let the student know that,

0:06:08.496,0:06:12.385
"You've asked enough questions, and I will help you, [br]but it's just not going to be now."

0:06:12.386,0:06:17.035
(Andrew Lyon) The media does a lot to play on [br]Tourette Syndrome, for instance Deuce Bigelow,

0:06:17.036,0:06:27.415
the second movie, I guess the main guy, [br]dated all these people that sort of had problems,

0:06:27.416,0:06:33.295
and one of them had Tourette Syndrome, [br]but it was one of the most rare cases

0:06:33.296,0:06:39.405
and she would just scream swear words, and so [br]whenever I talk to people who have seen

0:06:39.406,0:06:45.245
that movie, they always say, wait, Tourette Syndrome, [br]isn't that where you scream bad words?

0:06:45.246,0:06:49.975
And I'm like, I wouldn't say that, [br]it's not like that at all.

0:06:55.106,0:07:01.375
(Narrator) Students with invisible disabilities may[br]or may not need accommodations in a college classroom.

0:07:01.376,0:07:06.445
If they do, it's their responsibility [br]to self-disclose, provide documentation

0:07:06.446,0:07:08.945
of a disability, [br]and request accommodations.

0:07:08.946,0:07:13.485
However, they may choose not to [br]let anyone know about the disability

0:07:13.486,0:07:16.345
and just try to "make it on their own."

0:07:16.346,0:07:21.575
(Rosezelia Roy) A lot of individuals choose not [br]to self disclose because they feel the pressure

0:07:21.576,0:07:23.665
and the stress that is related to it.

0:07:23.666,0:07:28.455
In previous years, before coming [br]to postsecondary education,

0:07:28.456,0:07:33.205
a lot of times they're labeled; and when they get [br]to us they feel that this is a brand new day

0:07:33.206,0:07:37.995
for me and I don't want anyone [br]to know that I have a disability.

0:07:37.996,0:07:41.065
(Narrator) That's usually not a [br]recommended course of action.

0:07:41.066,0:07:44.715
It can be stressful for both [br]the student and the professor.

0:07:44.716,0:07:47.635
(Suzanne Tucker) There are times [br]faculty are frustrated with students

0:07:47.636,0:07:50.305
because they self disclose [br]later in the semester.

0:07:50.306,0:07:53.215
They don't do it at the [br]initial start of a semester.

0:07:53.216,0:07:56.995
And they often will come to the disabled [br]student service person and say, "Oh, you know,

0:07:56.996,0:07:58.245
why didn't this student disclose?

0:07:58.246,0:08:02.355
Why did they wait 'til they [br]did badly on that first exam?"

0:08:02.356,0:08:05.135
And I think, you know, [br]there's not one answer.

0:08:05.136,0:08:09.785
Often students, because of the hidden [br]nature of their disability, that risk of having

0:08:09.786,0:08:14.665
to disclose, being judged by their professor, [br]is one that prevents them

0:08:14.666,0:08:18.405
from taking that initiative [br]and disclosing.

0:08:18.406,0:08:22.455
(Narrator) College students with disabilities should [br]contact the disabled student services office

0:08:22.456,0:08:25.985
on campus before they start classes.

0:08:25.986,0:08:29.885
The staff people there will typically [br]check documentation of the disability,

0:08:29.886,0:08:32.135
determine appropriate accommodations,

0:08:32.135,0:08:35.794
and give the student a letter [br]authorizing those accommodations.

0:08:35.796,0:08:38.945
(Bea Awoniyi) What we look into is, [br]How does that disability affect

0:08:38.946,0:08:42.245
that specific person [br]for that specific class?

0:08:42.246,0:08:44.605
And then we make a determination of [br]what types of accommodation

0:08:44.606,0:08:48.525
will be reasonable [br]and what will be appropriate.

0:08:48.526,0:08:52.965
Not all accommodations are reasonable [br]and not all accommodations are appropriate.

0:08:52.966,0:08:55.895
(Narrator) [br]An accommodation is not appropriate if it would:

0:09:11.706,0:09:16.005
If an accommodation request seems unreasonable, [br]a compromise could be discussed

0:09:16.006,0:09:19.725
between the professor, the student, [br]and the disabled student services staff.

0:09:19.726,0:09:25.105
(Rebecca Cory) I was working with a student [br]who had Tourette Syndrome, which is a disability

0:09:25.106,0:09:29.205
that causes her to experience [br]some physical and vocal tics.

0:09:29.206,0:09:33.745
And this student was taking a chemistry class, [br]and was working with a chemistry professor,

0:09:33.746,0:09:39.065
and the professor was concerned [br]that these physical tics may cause a hazard

0:09:39.066,0:09:42.635
in the chemistry class, [br]in the laboratory specifically.

0:09:42.636,0:09:47.845
And so we worked with this professor [br]and the student to get a lab situation

0:09:47.846,0:09:50.635
that was not going to be [br]a problem for the student.

0:09:50.636,0:09:55.265
We replaced the glassware with plastic [br]when we could, and with Pyrex when we could,

0:09:55.266,0:09:58.225
and we paired the student [br]with a lab partner.

0:09:58.226,0:10:02.985
So that if there was a chemical [br]that the student might have a difficulty handling,

0:10:02.986,0:10:06.434
in case she had a physical tic [br]during the handling of it,

0:10:06.436,0:10:11.415
the lab partner would handle those specific [br]chemicals and the student was still working

0:10:11.416,0:10:14.205
in a situation that was safe,[br]and she could learn what she needed to learn.

0:10:14.206,0:10:17.485
(Teacher) I'm going to see [br]if I can find those sunspots.

0:10:17.486,0:10:21.325
(Narrator) Students with disabilities [br]have the right to confidentiality.

0:10:21.326,0:10:26.045
If a student appears to be struggling in class, [br]but hasn't requested accommodations,

0:10:26.046,0:10:29.955
the professor is not advised [br]to ask if a disability is involved.

0:10:29.956,0:10:33.035
But there are acceptable ways [br]to offer assistance.

0:10:33.036,0:10:36.215
(Bea Awoniyi) It's okay for the professor [br]to call the student and say,

0:10:36.216,0:10:38.965
"It seems as if you are struggling [br]with the concepts in this class.

0:10:38.966,0:10:41.055
Is there anything [br]I can do to help you?"

0:10:41.056,0:10:43.865
(Narrator) You could suggest resources on campus, [br]such as tutoring or instructional centers,

0:10:43.866,0:10:49.595
and include disabled student services [br]as one of those resources.

0:10:49.596,0:10:54.475
A very good plan is to include a statement [br]on your class syllabus,

0:10:54.476,0:10:57.615
inviting students to talk with you [br]about any disability-related concerns.

0:10:57.616,0:10:59.935
For example, you could say:

0:11:05.456,0:11:10.275
This will make students with disabilities [br]more comfortable discussing accommodations.

0:11:10.276,0:11:14.275
(Suzanne Tucker) It's letting students know that you care [br]and that you're open and responsive,

0:11:14.276,0:11:18.045
and that's one of the biggest barriers [br]that students confront.

0:11:18.046,0:11:20.335
They want to know that when they [br]approach a faculty member,

0:11:20.336,0:11:24.465
especially if your disability's one [br]that's not obvious or apparent,

0:11:24.466,0:11:28.665
that they've got a faculty member [br]who's already invited that disclosure.

0:11:28.666,0:11:33.865
(Narrator) A student may request accommodations [br]for the classroom, assignments, and exams.

0:11:33.866,0:11:37.785
Some commonly-requested [br]classroom accommodations include:

0:11:51.136,0:11:53.495
(Jesse Shaver) I use my laptop [br]in class extensively

0:11:53.496,0:11:56.485
for both notes and for [br]things like essay tests.

0:11:56.486,0:12:00.884
I'll email them to a professor at the end [br]of the class, and so they are in their inbox

0:12:00.886,0:12:03.785
when they show up [br]in their office afterwards.

0:12:03.786,0:12:06.095
(Narrator) [br]Assignment accommodations include:

0:12:20.486,0:12:26.715
(Andrew Lyon) I've received extra time from the teachers, [br]a reasonable amount of extra time,

0:12:26.716,0:12:33.275
saying that if I don't get this assignment [br]accomplished, I have until later to get it in.

0:12:33.276,0:12:36.195
Accommodates for exams include:

0:12:59.976,0:13:02.434
(Amrit) Extra time on tests.

0:13:02.436,0:13:06.095
I have problems taking tests, [br]that's my major issue is

0:13:06.096,0:13:08.755
that I can't take tests [br]to the best of my ability.

0:13:08.756,0:13:13.705
Like I can do my homework, I can study, [br]I can memorize; but I can't take the tests very well.

0:13:13.706,0:13:20.215
(Laura Bersos) For some classes, I'm allowed [br]to take oral tests, because I can work my way

0:13:20.216,0:13:24.435
to the answer and they'll understand [br]that I'm actually saying the right thing,

0:13:24.436,0:13:27.945
it's just that when written, [br]it's like, la, la, la.

0:13:27.946,0:13:32.075
(Narrator) In some cases, accommodations [br]may extend beyond the classroom.

0:13:32.076,0:13:36.435
For example, a medical student might [br]eventually need to do clinical work.

0:13:36.436,0:13:39.995
An individual discussion [br]of options may be necessary.

0:13:39.996,0:13:43.785
(Deb Casey) What I would most likely talk about [br]are the technical standards of the program.

0:13:43.786,0:13:45.995
Can this student meet [br]the technical standards?

0:13:45.996,0:13:51.445
So sitting with the student who wants to go [br]into the College of Nursing, I may say to them,

0:13:51.446,0:13:54.075
"Okay, here are the technical standards [br]for this program.

0:13:54.076,0:13:58.985
Are you able to perform these standards [br]in order to graduate from the program?

0:13:58.986,0:14:02.325
Not just participate, but [br]be able to graduate from the program.

0:14:02.326,0:14:05.995
And included in those technical standards [br]are some of these field work sites,

0:14:05.996,0:14:10.625
clinical experiences, [br]hands-on aspects of working

0:14:10.626,0:14:14.865
with patients - are you able to do that?"

0:14:18.206,0:14:20.685
(Teacher) So it's a good idea [br]to look through the list.

0:14:20.686,0:14:21.235
Like we're going to...

0:14:21.236,0:14:24.725
(Narrator) Good teaching can [br]minimize the need for accommodations.

0:14:24.726,0:14:28.375
By using principles of universal design [br]in your instruction,

0:14:28.376,0:14:31.675
you'll maximize learning [br]for all students in your class.

0:14:31.676,0:14:35.595
(Bea Awoniyi) When we talk about universal design, [br]we are not talking about something

0:14:35.596,0:14:41.435
that is out of the ordinary, but is [br]teaching to a wide variety of individuals.

0:14:41.436,0:14:46.325
So preparing ahead of time, thinking about [br]the different types of learners that you may have

0:14:46.326,0:14:50.495
in the class, and making sure that [br]those individuals can participate.

0:14:50.496,0:14:54.145
(Sheryl Burgstahler) Universal design strategies [br]are usually not difficult to employ.

0:14:54.146,0:14:57.855
For instance, as you're designing your course, [br]you might think of alternative assignments

0:14:57.856,0:15:01.415
for students: they might write a paper, [br]they might give a presentation,

0:15:01.416,0:15:05.905
they might put together a portfolio [br]to meet a requirement in class.

0:15:05.906,0:15:09.695
(Narrator) These alternatives work well [br]for students with a variety of learning styles

0:15:09.696,0:15:13.055
and backgrounds, [br]including those with disabilities.

0:15:13.056,0:15:18.415
(Al Souma) For example, having notes available [br]in the library, having notes available online,

0:15:18.416,0:15:23.675
having books available and syllabuses available [br]before class starts

0:15:23.676,0:15:25.955
so students can get, [br]have access to that.

0:15:25.956,0:15:29.065
(Narrator) Planning your curriculum [br]with universal design can reduce

0:15:29.066,0:15:32.005
or eliminate the need [br]for accommodations later,

0:15:32.006,0:15:34.965
and that's helpful [br]for both faculty and students.

0:15:34.966,0:15:39.475
(Meryl Berstein) If you're designing your class work [br]so that it will accessible to all students

0:15:39.476,0:15:44.315
in class, it might take a little bit longer [br]for you to do that initially.

0:15:44.316,0:15:48.525
But the benefits of it to you, as well as [br]to the student, will be reaped later.

0:15:48.526,0:15:50.075
Because once you've done it, [br]you've done it.

0:15:50.076,0:15:52.935
You are not going to have [br]to re-invent the wheel.

0:15:52.936,0:15:56.855
Other elements of universal design [br]which may be particularly helpful to students

0:15:56.856,0:15:59.475
with invisible disabilities include:

0:16:33.756,0:16:36.535
such as multiple choice and essay

0:16:36.536,0:16:42.285
(Bea) When we adopt the principle of [br]universal design, that minimizes the amount

0:16:42.286,0:16:45.755
of accommodations that we're going to need, [br]and students who are in the class

0:16:45.756,0:16:49.565
who have disabilities may not even [br]have to ask for accommodations any more.

0:16:49.566,0:16:53.925
Of course, that doesn't mean that we're [br]not going to have anyone requesting accommodations;

0:16:53.926,0:16:58.255
we just limit the number of accommodations [br]that we have to provide.

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(Narrator) Finally, just listening to students [br]will let you know what they need

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to be successful in your class.

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And who knows?

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They may be teaching your children some day.

0:17:12.935,0:17:15.204
(Laura Bersos) I want to teach middle school.

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I want to be a math teacher, and one of the [br]main reasons I want to teach is because,

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have you ever gone through, like, a problem [br]or something where it's just like,

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"Oh, I don't understand what [br]they're talking about, aargh!"

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And then you have that click, and then [br]you have that huge smile on your face.

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I want to help kids get that everyday.