I got to the part about disabled veterans and indeed I have taught quite a few. Some of them have physical trauma, but most have been mental. It isn't something that can be easily categorized and it takes training to understand how to help them in those shock and awe breakdown moments.
Today there are students with active psychological disabilities who come to campus with the hope that the college will somehow find a way to overlook their sometimes inappropriate/intrusive behavior. Unfortunately, that simply is not possible in higher education, where a student's right to access is tied to a responsibility to adhere to the societal and behavioral norms necessary to keep order and avoid disrupting the academic experience of others.
How to help students with disabilites
Great information in this content. There are many disabilities that cannot be seen.
Not all disabilities are visible, every student must be given a fair chance to succeed and it's our duty to offer accommodations.
This segment was enlightening as it offered perspectives on the stereotypes associated with psychological disabilities, whether they are trauma-induced or mental. It also served to dispel misconceptions about disabilities and the various demographics that are frequently stigmatized in educational environments.
As an instructor, it is important to understand the different disabilities of students.
I really had no idea about a lot of these. I was aware of disabilities but not how in-depth these laws go
There is a broad range of disabilities, some harder to identify than others.
Students with disabilities are people whom feel the need to better themselves even though they have a little bit of a learning disability they are still focused to be in the learning environment to be better.
Considering I just had a physically disabled student in my class, I've learned that some of the accommodations I was making for her were not the responsibility of myself or the school.
To provide appropriate support as an instructor, it's essential to adopt an inclusive and empathetic approach. Encouraging open communication, offering reasonable accommodations, and creating an inclusive classroom environment can help students succeed.
It was good to learn which disabilities are the most commonly identified. Great information.
There can be different levels of a disability and schools must recognize that they cannot all be treated the same.
It's crucial for instructors to see the student as a student and not a student with a disability. This kind of perspective prevents putting a label on the disabled student.
After reading the material, it is refreshing to learn about blindness and deafness. I was aware that being blind doesn't always mean "seeing nothing." There is a vast range of blindness, and it is important to understand how much the student can see or not see. This will help create a better understanding on the needs of the student. Deafness is the same thing. There are individuals who simply need a hearing aid and there are other people who simply can't hear a sound. By understanding their disability, it can create a better understanding and offer a healthier flow of instruction.
This section shows that disabilities comes indifferent forms. We tend to think of the common disabilities and forget that there are so many others that we need to take into account.
Identity first- language is the most important aspect of this module, while keeping in mind that even some other terms are already outdated as the approach how we speak with and speak about, and name individuals with disabilities consistently being improved.
After reading this material I realize that I had no idea how many different kind of disabilities there are. I think the public only recognize the disabilites they can see. This section has taught me about so many disabilites you don't see
Understanding the wide variety of issues facing students in higher education will only improve student success. A student can have a visible or invisible diagnosis and each and every one requires individual planning. Building those relationships and letting the students know what resources are available should be something everyone on a campus is willing to do. In higher education it is the students responsibility to seek the help they need and to make sure the campus is aware of what is going on. However; many times they are unaware that those options exist or they fear the stigma that can be attached. Open conversation and basic acceptance will go a long way to help everyone.
