Some Stories Shared
The following page will highlight anonymous quotes on the experiences of students with and without disabilities as well administrators within disability services at the university level. These stories are meant to offer a sense of community and help those with disabilities feel less alone. They also showcase the ways in which universities struggling to include those with disabilities can better their services and create goals for their students.
The head of disability services at
a four year university |
"We take an individualized approach when working with students and accommodations are based off a presenting diagnosis/diagnoses, but some examples of accommodations are extended time on tests and quizzes, testing in a distraction-reduced testing environment, ability to record lectures, access to adaptive technology, classroom location consideration" |
"I think it is important to always consider how services can be improved. For example, assistive technology is continually changing, and advancements can increase the ease in which students with disabilities gain access to their education. Keeping abreast of those developments is important. In my experience, some students with disabilities delay their registration with the office because they feel concerned that their professors will think of them differently if they have a letter of accommodation. Accommodations are not retroactive, so a delayed registration may mean that a student does not have access to accommodations that would provide her/him with meaningful assistance. While I understand a level of hesitation with registration, I am confident that our professors are sensitive to and supportive of all students. I would encourage any student with need to register. I feel as though Working to conduct ourselves in a supportive and patient manner with all the individuals we meet is very important. Many diagnoses are invisible, so just because you do not observe something does not mean that someone isn't experiencing a hard time or perceiving a situation differently. " |
An administrator within disability services at a
four year university |
A health sciences student at
a four year university |
"As a student preparing to work in communities of individuals with disabilities, I feel universities should do more to incorporate students with disabilities. I feel like even at my own school, more could be done. There is quite a good amount of supports for disabled students yet what I want to see is more inclusion among and between the students with and with out disabilities. I feel like deeper connections between students with and without disabilities is something the university should push. We do have programs like the [program name] where students with disabilities get o share our campus but I wish [university name] students could see more of them and interact with them more other than having to enroll in specific clubs for it. I think there could be more events or opportunities for us all to connect, and I think connection is key" |
"As a senior I am very nervous. I will miss my college friends and my program friends a lot. I am really anxious about where I will go next. I am scared but I am so happy I have my friends there for me. My program and my college support me I feel happy with the people I know from these things. I really do not want to leave, it feels like the best time in my life right now." |
A student with intellectual disabilities attending a post secondary program for those with disabilities at the university level
|
A student with autism, looking to start the college application process
|
"I do want to go to college actually. I want to live in dorms and learn about cars at college. I want to be there for all four years, I don't want to go to community college first I want to go to a university after I am done being a super senior in highschool. I want to do it all and have a normal, fun college experience. " |
In sum...
Students with disabilities can thrive in college if given the opportunity. These stories and quotes show us that non-disabled students, students with disabilities, and their faculty are all in agreement that there needs to be more opportunities for students with disabilities. It is up to universities and their students to make these changes and continue speaking up, especially those without disabilities. Often times those with disabilities can be taken less seriously and feel voiceless, but ABLED seeks to change this. The final step is accountability and making real changes.