![]() Juno reported that navigating Access and Disability Services has been easier than navigating her university’s mental health department. She was bounced around between three different people meaning that she had to tell her story not once, not twice, but three different times before she finally received proper accommodations for her medical condition. She discussed that it was extremely challenging to receive accommodations. Juno’s anxiety began in her transition to graduate school. Juno has found it frustrating and disappointing to discuss her medical condition during her time as a graduate student. We hope their stories spark increased understanding and lead to more respectful conversations surrounding accommodations in higher education. These stories were initially collected through an online survey where participants could elect to elaborate on their responses in a personal interview. In the sections that follow, you’ll read anonymous* stories from four graduate students with disabilities. Narratives from current students felt like an ideal way to begin the conversation and help communities better understand the needs of those with invisible disabilities. ![]() They wanted to elevate student voice surrounding the need for and response to accommodations on college campuses. ![]() In the initial phases of writing this piece, the authors discussed ways to raise awareness around this sensitive topic. The power of a story is that it transposes listeners into a new time and space - one where they can briefly situate themselves in the perspective of the storyteller. Feeling silenced by the stigma associated with needing medical or learning accommodations hinders many people with disabilities from sharing their story. These responses often stem from a lack of awareness and understanding. Respondents noted that their peers often get caught up in the normative way of doing things and forget about the beauty of diversity until there is an optical reminder. In discussions with peers that access disability services, the authors heard that invisible forms of disability felt less accepted than those of a more visible nature. Knowing that inclusive mindsets and practices continue to progress in the nation’s public-school districts, both authors were surprised to see variable responses to more invisible forms of disability in the higher education setting. In law-abiding districts, providing appropriate accommodations to students with different learning needs is considered a crucial responsibility – not simply an optional action. In teacher preparation programs across the United States, pre-service educators are taught the importance of inclusive education and disability rights. She is passionate about being part of the IHED organization because she believes that inclusive education for all students, particularly students in higher education institutions, is critical to helping all students succeed and learn. Being in the classroom, she recognizes the need for an inclusive education, and adopted the UDL framework in her classroom to better meet the needs of all students. Prior to entering her program at HGSE, she was a teacher. She is receiving a degree in Education Policy and Management. Haya Bacharouch is a master’s candidate at the Harvard Graduate School of Education. As elementary and secondary schools across the nation continue to wrestle with ways to better support students with disabilities, she hopes that higher education can lead the nation in empathetic conversation and inclusive practices. In this role, she developed a passion for advocacy and celebrating neurodiversity. Before enrolling in graduate school, Lindsay spent seven years as an elementary special education teacher. ![]() student at the Harvard Graduate School of Education participating in the Mind, Brain, and Education program.
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