The "What Is MY Role?" module clarified the boundaries between helpful engagement and overreach when working with students with disabilities. The principle that resonated most was that my role is to refer, support, and ensure access — not to assess, decide, or counsel beyond my scope.
The admissions guidance was particularly instructive. Asking about disability is illegal during the initial admissions process, but asking whether a student needs accommodations for an interview or campus visit is appropriate. The distinction matters. Restrictive advising — telling students with disabilities they "should not" pursue certain fields based on assumptions — is itself a form of discrimination.
The confidentiality principle was equally important. While Section 504 and the ADA do not technically grant a legal right to confidentiality, disability information is highly sensitive and must be protected carefully. Sharing such information beyond those with legitimate need can expose institutions to discrimination claims.
The "whole person" reminder stood out. Students with disabilities are students first — their existence does not center on disability. Treating them as people, not as conditions, honors their full humanity.
In my context at an Early College Center, this module reinforces that my role is to refer families to CVCC's Disability Services rather than make accommodation determinations myself. Walking students to the right resource is far more helpful than describing it from a distance.
The most enduring lesson is this: knowing my limits is part of doing my job well.
