1. Stockton Federation of Teachers (SFT)
Techniques for Students with Invisible Disabilities

2. Background
“You may look at a student and say, you know, you look like every other student in the class, what do you mean you need note-taking? What do you mean you need extra time on the test? It might not be apparent to a faculty member that a student has a disability, but that disability may impact their participation in the class

3. What Do We Mean by “Invisible” Disabilities?
Many students who have learning differences or difficulties that adversely affect their education face barriers to getting the support they need in educational settings.
Invisible disabilities may affect the way a student processes, retains, and communicates information. A student may not be able to screen out distractions, making it hard to focus; may not have the stamina for a full class load; or may not be able to interact well with others. Anxiety may make it difficult to take tests or to approach professors with questions. All people experience their disabilities uniquely
Sometimes, students with invisible disabilities are perceived as lacking in intelligence, or as not paying attention or lazy or someone who do not want to do work.

4. Examples of “Invisible Disabilities”
Invisible disabilities are the most common type of disability among college students. They are:
Learning Disabilities
Attention Deficit/Hyperactivity Disorder (ADHD)
Asperger’s/High-Functioning Autism
Some forms of Epilepsy
Mental Health Conditions (i.e., Anxiety, Reactive Attachment Disorder)
Dyslexia/Dysgraphia
Gifted students with additional exceptionalities
Sensory Processing/Integration Disorders
Auditory and Visual Processing Disorders
Anxiety, OCD, etc.
Disability is simply one of the many things about the student. All students have strengths and talents and different way of perceiving, processing and expressing information. Focus is to level playing field by providing accommodations.

5. Possible Reasons for Refusing Services and Accommodations
Educators view the disability as:
a “behavior,” in the sense that the student is in control of the problem and can just stop doing it – if he/she wanted to.
The student is considered lazy, unmotivated, or rebellious.
The student is just not “paying attention.”
Some educators do not believe in some disabilities such as Bipolar Disorder or ADHD.
However as an educator we have to remember to support our students in our class as best as we can. Disability is simply one of the many things about the student. All students have strengths and talents and different way of perceiving, processing and expressing information. Focus is to level playing field by providing accommodations.

6. Accommodations
College Student with disabilities may or may not require accommodation.
It is college students responsibility to self-disclose, provide documentation, and request accommodation.
To level playing field by providing accommodations.

7. Accommodations
Instructional accommodations are changes made to the delivery of classroom instruction or to the accompanying materials.
An accommodation to the curriculum does not change the content (i.e., social studies) nor the concept difficulty (i.e., compare and contrast the causes of the Revolutionary War).
Accommodation changes the input and/or output method used by the faculty and/or student related to the instructional outcome

8. Accommodations Accommodations can include:
Alternative acquisition modes
Content enhancements
Alternative response modes

9. Accommodations: Alternate Acquisition Modes and Content Enhancements
Alternative Acquisition Modes
video tape
audio tape
computer
readers
Interpreters
Braille, etc.
Content Enhancements
Chapter Outlines/Power Point
advance organizers
visual displays
study guides
mnemonic devices
peer mediated instruction
computer assisted instruction

10. Accommodations: Alternate Response Modes
Alternative Response Modes
oral response or written response
Create Posters; Debate; Projects, etc.
Use of notecards and post it for responses
Technology (Polls Everywhere; Apps; etc.)
computer/word processing

11. Possible Solution
Universal Design for Learning (UDL): strives to ensure that the learning environment promotes learning and removes barriers (
Universal design of learning (UDL) ensures that curriculum and courses utilize multiple means of representation (video, lecture, etc.), expression (paper, presentation, etc.), and engagement.
In a higher education environment, UDL principles can be applied to physical spaces, technology, student services, and instruction; For example:
have policies and procedures that ensure access to facilities, printed materials, computers, and electronic resources for all learners,

12. Examples of UDL practices include
arranging seating so that everyone has a clear line of sight
welcoming students by name,
avoiding stigmatizing a student by drawing undue attention to a difference,
using large, bold fonts with high contrast on uncluttered overhead displays and speaking aloud all content,
providing multiple ways to gain and demonstrate knowledge and using multiple senses,
avoiding unnecessary jargon and defining terms,
providing scaffolding tools (e.g., an outline),
selecting materials early,
providing materials in accessible formats,
providing opportunities for submitting drafts,
testing in same manner in which you teach,

13. Possible Solution: Assistive Technology
Assistive Technology Device: .. any item, piece of equipment or product that is used to increase, maintain or improve functional capabilities of individuals with disabilities.
Low-tech
Post its or Note cards
Graphic Organizers
adapted books
slant board to write
highlighters, tape
magnifiers
color coding
sign language
Colored papers
Large printed content
extra time
peer support
Mid-Tech
word processor
text to speech
spell checker
calculator
digital recorders
timers
organizers
e-books
adapted keyboard
adapted mouse
adapted toys
High-Tech
computer
smart phones
smart pens
PDAs
magnification software
speech output devices
switch,
joystick access
scanning access
voice recognition
environmental control devices

14. Possible Common Solutions
Some accommodations may include:
seating near the door to allow taking breaks;
alternative note taking: tape recorder, note taker, or a copy of instructor’s notes; and
early availability of syllabus and textbooks.
Assignment accommodations include
advance notice,
additional time for completion,
feedback and assistance in planning workflow,
choice of written or oral presentation or creating a project, etc.,
Accommodations for exams include
alternate format: multiple choice, essay, oral, presentation, role-play, or portfolio;
use of adaptive computer software such as speech recognition;
extended time for test-taking;
taking tests in a separate, non-distracting room; and
a scribe, reader, or word processor for exams.

15. Resources
Invisible Disability Information:
How to create a welcoming environment:
Invisible Disability Awareness:
Center for Universal Design:
Basic overview video of UDL:
UDL: Principles and Practice:
UDL guidelines:
CAST:
National UDL Center:
National UDL Task Force:
Assistive Technology: