I can’t hear you, but I might not tell you

How to create an environment of empowerment to encourage

disclosure of needs

How are disclosure decisions made?

•Braithwaite (1991)▫4 considerations when making choices

about disclosure: Appropriateness Relevance Perceived motivation Level of comfort

Who’s bringing what?

•Environment is shaped by what is brought to the table.

•Both students and faculty/staff bring “baggage”

Everybody’s Got Baggage Students with Disabilities Faculty/Staff

• Vulnerability

• Fear, shame, guilt

• Entitlement

• Past experiences (good & bad)

• Risk evaluation

• Lack of knowledge/exposure

• “Knowitall syndrome”

• Bias

• Position of power

• Past experiences (good & bad)

Helping to set the baggage aside!

Have a

conversation!

“…I never wanted my disability to take over my life, and I have never asked for accommodations. I hate asking for special services because I feel guilty towards the 20 other people in my class not given it…”

Response to disclosure:

•How have you coped with your disability in the past?

•Do you have strategies that have worked well in different classes?

•Have you used any resources on campus?•Are you open to discussing your disability

with Disability Resources?

“ I don’t know what happened! I can’t take tests and the professors here just don’t like me. It’s like they have no understanding how hard it is for me. I don’t understand why they can’t just work with me a little. Isn’t that their job.”

Response to the dancer:

•What is the most difficult thing about your tests?

•Why do you feel like your professors don’t like you?

•In the past have you ever had difficulty with your teachers?

•How did you manage this stress prior to coming to Longwood?

•Have you used any resources on campus to help you with your concerns of …

“… throughout middle school and high school , for people who had learning disabilities , we went to different rooms and stuff and just got looked at weird and stuff like that , and so it just got me to the point of thinking ,”I don’t want to tell anybody.”

Response to claiming a new identity:

• What are you doing now to help with your learning disability?

• What has helped you in the past to be academically successful?

• Perhaps you would be willing to share with me how your disability interferes with your learning so that we can develop some effective strategies for academic success.

• Let me share with you some resources on campus that may help you accomplish the use of these strategies.

General Tips:

•Allow students to feel in control of the conversation.

•Take time to listen to the clues that they are giving.

•Do not always default to …you have a disability so Disability Resources is the “cure.”

•Help them establish at least one thing they can accomplish to help themselves.

•Unsure, reach out!!!

Now go and do!• Apparent commitment to diversity/disability

• Mindful of how you share info

• Physical accessibility

• Awareness of verbals/non-verbals

• Quest for knowledge with a respect for privacy

• Let students see YOUR commitment