What are hidden disabilities?
| Preview | Format | Quality | |
|---|---|---|---|
 |
 Windows Media |
Low | High |
 Real Media |
Low | High | |
 Quick Time |
Low | High | |
 Transcript |
HTML | - | |
The majority of disabled students have what are sometimes known as ‘hidden disabilities’. Students whose impairment is immediately apparent are in the minority.
‘Hidden disability’ is a catch-all phrase that simply means that a person’s impairment or condition is not obviously apparent or visible. So it is quite possible that you have students in your teaching group who are disabled but who you may not immediately recognise as such. Your institution’s disability officer may have informed you about the needs of students with hidden disabilities that you teach. But you may only discover that one of your students has a hidden disability once you get to know them better. This could be because they may have decided not to disclose their disability to you or to the institution, possibly for fear of discrimination. Or they may not consider that their impairment or condition is a disability and so may not have been in contact with the disability service. For example many people feel dyslexia is about learning differences rather than being a hidden disability.
Hidden disabilities can include some people with visual impairments and those with dexterity difficulties such as repetitive strain injury. It may also include those who are hard of hearing or have mental health difficulties. However, it is probably more commonly used in relation to people who have disabling medical conditions of one sort or another.
The list of medical conditions that may be regarded as hidden disabilities is very long and the effects of these different conditions are many and varied. It can include people with epilepsy, diabetes, sickle cell condition, chronic fatigue syndrome or ME, cystic fibrosis, cancer, HIV and AIDS, and heart, liver or kidney problems. The conditions may be
- short term or long term
- stable or progressive
- constant or unpredictable and fluctuating
- controlled by medication or another treatment, or untreatable.
Disabling medical conditions can often have a considerable impact on a person’s everyday life, which can have an adverse knock-on effect on study. They may cause fatigue or pain and this may be continual or intermittent. They can cause sleep problems, seizures, incontinence or dizziness. The impact of hidden disabilities on daily life and study can be considerable: they often interfere with concentration and stamina, as can the medications that are used to treat them. Students may be well and coping one week and absent from your classes the next. Students may have difficulties meeting deadlines or participating in group work. It may not be possible for them to arrange medical appointments or regular treatments that do not clash with classes.
Because of the variation in symptoms it is not possible to generalise about how hidden disabilities may affect study. You may be provided with information about a student’s medical condition, the effect it has on their study and the sort of adjustments that can be helpful to them. Students may want to discuss possible arrangements with you or they may just want you to be aware in case they have difficulties or a medical emergency, such as fainting or a seizure. You should be aware of what to do in case of medical emergencies. Your institution’s disability officer or health centre should be able to advise you about what to do in these circumstances.
Some students may wish their fellow students to know about their medical condition and may be willing to discuss it openly. Others may want their privacy protected and may want discretion and confidentiality.
Below are two examples of students who have disabling medical conditions, with suggestions of ways in which you can provide support.
A student with sickle cell condition is well most of the time, but during periods of illness (known as crises) has severe joint pains and has to rest at home. Support arrangements may include
- electronic copies of handouts and class notes to be sent to them at home so that they can keep up
- keeping in touch with you by e-mail
- occasional extensions on assignment deadlines
- environmental conditions such as cold and damp may precipitate crises and so they may ask not to sit close to a window, or they may not be able to attend when the weather is cold and wet
- joint pain means that they will need a comfortable and back-supporting chair to sit on while in your classes.
A student with renal failure may need to undergo dialysis in hospital during the night, or may need a room to be made available on campus for shorter periods of dialysis. They may experience periods of great fatigue and may not be able to attend for a full day. They may not be able to study for long periods and will need to conserve their energies. Support arrangements might include
- a reduced reading list with key texts highlighted
- additional coursework essays instead of written exams
- scheduled rest breaks between teaching sessions with the use of a rest room
- use of an audio recorder in lectures, or support from a note taker
- alternatives to physically arduous field trips or support from an assistant.
Students with hidden disabilities and disabling medical conditions can apply for DSAs. If they experience fatigue and pain, having access to their own computer so that they can study at home at their own pace is often of great benefit. Or they may require a note taker for lectures, or a general assistant to help with activities such as using the library or activities in a practical situation. They may not be aware that DSAs are available to them, so you could usefully provide them with this information.
The key to providing support for students with medical conditions is flexibility and responsiveness. In a large student group it can be easy to forget that some students have hidden disabilities and that they need certain arrangements to be made to ensure access to the learning environment. Students may be very reluctant to keep reminding you, so make sure that you remember what is required and have a system for putting it in place.