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Inclusivity for the Invisible Disability

When we think of disabilities, those that are visible on the outside are often what comes to mind. When the need is in plain view, why certain accommodations are needed is much easier to explain. But within the disability community, exists a subcategory of those who have what is known as an “invisible disability.” When the disability is not visible from the outside, the territory of making assumptions is all too often entered. For example:

  • A child with spectrum disorder or attention deficit disorder (or any other disability that affects the development of the child) displays behavior not in line with their chronological age and the Judgey Mcjudgersons of the world make sure the mom knows their disapproval, because clearly it must be the parent’s fault (it’s not).
  • A person with an invisible illness or disability that affect their mobility receives a back-handed comment from a passerby for parking in the handicap spot.

These are just two examples of the biases that are experienced by individuals with invisible disabilities and their loved ones.

Within the classroom, it is especially important to make space for children who present with developmental or medical differences due to an invisible disability. It is 100% the responsibility of the adult to make sure that the classroom is not only accessible, but is a safe place for children to learn in all ways. In some cases, depending on whether or not the disability directly affects the child’s ability to learn, they may be placed on a 504 or IEP. 504’s generally apply toward a medical disability such as a food allergy or even ADHD, if it does not affect the child’s ability to learn ( truly, there are some cases of ADHD where the issues are more behavioral and do not affect the student’s access to the curriculum, but I advise parent to really reflect on what is best for their particular child if they are diagnosed with ADHD). An Individual Education Plan (IEP) is a plan that addresses what accommodations and/ or modifications will be made for a child in order to allow them to access the learning. Both are legally binding; however, an IEP tends to be seen as more rigorous. All such diagnoses or conditions are covered by the American with Disabilities Act (ADA).

For more ideas on how to make sure your classroom is accessible for all students, contact me at deanna@deannawestedt.com. I would love to walk alongside you or your staff in ensuring that all children have access to that depth of knowledge equity I am so passionate about!

When you teach, you touch the future and that is a pretty amazing place to be!

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