Did you know that the majority of accommodation requests are for disabilities that are not considered apparent? To make matters worse, that number only includes those students who choose to identify as having a disability. Imagine what it is like to struggle with a disability, but be afraid to request help for fear of judgment.
What can you do as a faculty member? These disabilities can be unfamiliar and the scope of supporting them can seem nebulous. Fortunately, many strategies for supporting non-apparent disabilities are common pedagogical strategies. Implementing them will make your course more universally designed and more proactive than reactive to accommodations. This workshop will discuss strategies to make your course mole dire supportive of all learners and provide an opportunity to make a plan for implementing these strategies in your course.
This workshop will discuss:
- Potential characteristics of individuals with invisible disabilities
- Common pedagogical strategies that support all learners in your classroom, including those with invisible disabilities
- Specific strategies you can employ to support specific disabilities, when you are aware of them
Registration: Instructional Strategies to Support Invisible Disabilities
Universal Design Guideline(s)
Multiple Means of Representation, Action/Expression, and Engagement