Head to my YouTube to hear my thoughts as a disability expert & advocate on the killing of Pamela Turner, a woman who lived with schizophrenia. While she was walking her dog, her life tragically came to an end at the hands of violent police officers. I’ve provided trainings to prosecutor’s offices on how police and attorneys need to learn to assess every situation differently to accurately account for disability, and how easy it is to de-escalate a crisis involving a person with a disability. Check it out and let me know what you think!https://www.youtube.com/channel/UCClrdkiH_6RTZ1mRiIBVv6A
In February I was the victim of severe, blatant disability discrimination and violations of the Americans with Disabilities Act. The person who wronged me was nominated by the past governor of Michigan and appointed by the Supreme Court. In an effort to file a complaint against this high-level government employee, I have discovered that the jurisdiction of who can receive my complaint is limited but includes the Governor. I voted for Gretchen Whitmer, @gewhitmer on Instagram, after hearing her speak at the first Women’s March in Lansing, MI before she was elected. She spoke about the importance of diversity, community involvement, and listening to others.
Now I hope to work with Governor Whitmer, my governor, to prevent this type of discrimination from ever happening again in our state and country. I’ll keep reaching out to her office until we have the opportunity to discuss these issues and my evidence-based ideas for resolving them, which are grounded in my work as a disability expert. It’s 2019, and yet even as a disability expert and counselor I was shocked to experience the discrimination I faced solely because I am a person living with a physical disability. We cannot accept discrimination because to do so would be telling people with disabilities they are not worthy of respect, dignity, or opportunity.
•[image description for those using screen readers: a picture of the banner of a website showing Ashley Jacobson’s request to voice a concern to Governor Gretchen Whitmer’s office has been submitted. Governor Gretchen Whitmer’s picture is at the top of the photo, and she is a white woman with brown, shoulder-length hair who is wearing a navy shirt under a red blazer. She also is wearing a very classy pearl necklace. Next to her picture to her right is the text, “Governor Gretchen Whitmer,” and to the right of that is a small outline of the state of MI and “Michigan.gov” with a light picture of a bridge behind that.]
I uploaded a new video (with captions!) on YouTube today about the real purpose of accommodations and correct a common myth! Check it out! Ashley Jacobson’s YouTube channel
I have created an accessible YouTube channel that features disability topics and strategies for living your most fulfilled life with disability! It has captions and the videos are quick and easy to follow, covering news topics, disability issues, and methods for living your best life. Let me know what you think!
As always, thanks for sharing and caring!
Ashley Jacobson, JD, MA, CRC
Disability Expert & Advocate
Self-determination is a tricky process for people with disabilities because it operates on a continuum. Life is unpredictable, and for the most part–so is disability. But, with self-determination, the person with a disability can regain some level of control and dictate the choices and direction of her life. Self-determination is a concept where a person has the confidence and ability to decide and move forward with the best, next-steps in his own life. Not what you or I think is best, but what they want for their own lives. For many, especially those with disabilities, well-meaning loved ones have in a lifetime of protecting the person with a disability (PWD), have actually kind of sheltered or unintentionally taken control over the life of the PWD.
It’s difficult for loved ones, and I understand that better than most. I have been guilty of being a helicopter constantly propelling what I thought was best over the person I love with a disability. It’s incredibly challenging to shut that off because you love that person and want what is best for them. I know it may seem like I’m asking a lot for you to back down (or if you are a PWD, to take control)…but please, hear me out.
When I was a special educator, and then a rehabilitation counselor (CRC), I saw many students and young adults with disabilities that had their differences in ability. They had skills that needed more developing, skills they were not capable of displaying, and skills that made them unique assets in the best way. However, those unique-asset skills were often under-utilized because they had not practiced them independently on their own incentive or triggering. For example, they could do really well in an interview after having practiced and trained, but they were going on job interviews below their skill level because someone (though again, well-meaning) told them this job would be “so good for you!” Or, they were not going to job interviews at all because their loved ones were really (and understandably) nervous about them putting themselves out there and taking a massive step towards independence.
The biggest limitation in the life of any person is their own belief that they are limited. Yes, of course individuals (with disability or temporarily able-bodied) have to be realistic. I’m not saying someone who has never dribbled a basketball, or someone who has played in a community basketball league–has the skill to try out for the NBA. But I am asking for you to not make assumptions about their abilities or limitations, because when you assume their limitations, they see themselves as inherently limited. Really sit down with the person, and ask him what he would like to learn. Ask him what skills are important for adults to possess. Objectively think of the many skills he has already learned, and try to compare those to the skills he wants to learn.
I am not suggesting that anyone just shut down and remove themselves out of the PWD’s life in one clean break, no longer helping the PWD with anything. It is a process, and of course you will never just be out of their lives–you love them! Nonetheless, self-determination is learned and blossoms in an environment that encourages growth, independence, and inclusion. This is one of the reasons why so many adults with disabilities phase out of the public education system, and wind up under-employed or unemployed. Further, when students learn skills at school relating to independence, they lose those skills if they are not generalized and practiced in the home-environment. And trust me, I completely understand that as a loved one of a PWD you are busy and have many, many responsibilities for yourself and your family. That’s why I want to give you some tools and strategies for encouraging the independence of the PWD so that maybe it can at the same time lessen your work load and empower your loved one.
It is difficult for many people without disabilities to break down the appropriate steps in fostering and empowering independence in a PWD. Every person is different, but here is an example of how one could foster the self-determination process in an adult with a disability (Also: You can reach out to someone who works in this field–like me!–if you want guidance on appropriate steps for a specific person…again, progress is a continuum with steps forward and steps back, and that is okay. This does not have to happen overnight!).
Self-determination skills: Determining food choices
- Watch a cooking show on tv that discusses nutrition and healthy eating
- Practice cooking simple meals in the kitchen with the PWD, emphasizing safety and nutrition (boiling water for pasta, making pasta, cleaning up after making pasta, with canned sauce)
- The PWD cooks on his own while the loved one is not overseeing, but is in the general area in case the PWD has a question
- Show the PWD where to find coupons, and discuss how much food really costs
- Watch tv shows about the health effects of not eating nutritious (but don’t be too scary about it, especially if the PWD is someone who can get easily overwhelmed or experiences severe anxiety–in this case you can discuss food choices in terms that are not so daunting with regards to the health consequences)
- Have the PWD go to the grocery store with you and have him hold the list (if possible, have him read and check off the list as you go–if he is not able to read, that’s okay too! You can sit with him and go through grocery store inserts, pamphlets, magazines, coupon clippings, etc. Just cut those pictures out and make the list out of pictures. You can even draw the pictures!)
- After practicing #6 a few times, and if he is safely independent in public (as in, won’t go with strangers, won’t give his money to strangers, isn’t a harm to himself or others), bring him to the grocery store and have him gather the food on the list while you wait at the front of the store with a book/magazine
- After practicing #7 a few times, practice money skills. Discuss pricing of food and different ways you can make payment. Go through #7 and at the end of each time you shop, have the PWD give the money for payment to the cashier. If the PWD gets nervous, that’s normal. You can go at times when the grocery store is less busy, or teach him how to use the self-checkout line, but ultimately practice will help him feel more comfortable.
- After practicing #8, and if he is safely independent in public, bring the PWD to the grocery store and wait in the car as he shops for the food on the list, and pays on his own.
- Have the PWD make the grocery list on his own, check it over to make sure it covers essential items that are financially-responsible choices.
- If not yet learned, teach the PWD transportation options like the bus. Public transportation systems have disability-accessible bussing but the more inclusive the better (again, depending on the actual, realistic abilities of the PWD). A PWD should live and operate in the least restrictive environment as appropriate. It may take time, and it will be a little daunting for both you and the PWD, but that is a normal part of growing up and in time and with practice, he could gain much independence and allow more free time and balancing of responsibilities for you and your household.
- Have the PWD look up transportation options on his own, and then schedule it on his own, go food shopping, pay, and return home on his own.
- Combine steps 1-12.
Again, this is just a generic example. Some of these steps can be combined or adjusted if the PWD is more advanced, or they can be broken down even more. I’ve broken down the process of making a PB&J into nearly 60 steps before for a client with a disability. The most important thing is that we don’t just give up and do something for a person with a disability simply because it’s the easier and quicker thing to do. Sure, there may be days when you do not have time to pre-teach, teach, and re-teach. When you do have time though, the best way you can love a PWD is by loving their independent drive and spirit. After all, you cannot and will not always be around and in times of need the PWD should feel competent to do as much as he is capable.
This post does not come from a place of judgment. I’ve been there, personally and professionally. I know what it is like to see a loved one go through something difficult and have to maneuver life-changes after the fact. This is just guidance on a tricky part about loving a PWD, and as always I am here if you have any questions! Feel free to email me at email@example.com
Thank you for reading and sharing,
Ashley Jacobson, JD, MA, CRC
Disability Expert and Advocate
Senator Warren, first and foremost— THANK YOU! I cannot even begin to tell you how much this tweet means to me. I am a disability advocate and expert, who is now 30 but at age 21 was diagnosed with Endometriosis and other co-occurring chronic illnesses. However, I started exhibiting symptoms years earlier.
Here’s the landscape of endo care in America. Endometriosis is more painful than child birth, and yet EVERY SINGLE WOMAN diagnosed has been told multiple times it’s all in their heads. It takes years to find an actually qualified surgeon, and the treatment options are archaic. Female diseases are stigmatized at such a higher rate than diseases that primarily affect men because women who report symptoms are seen as people who are exaggerating, irrational, and emotional instead of reasonable individuals showing clear evidence of disease. Delays in diagnosis caused serious damage to my internal organs and body systems. It’s not painful periods. It’s pain allll month long. It’s nausea every day of my life. It’s the detrimental cells that form and in time create damage and scar tissue that binds my internal body parts together and simple physical movements cause them to tear apart and create more damage. It’s the children I may not be able to conceive because endo is the leading cause of infertility. It’s wasting many days, nights, and money in traveling to specialists for surgery and checkups and paying thousands of dollars for treatment of symptoms because researchers don’t care to find a cure.
You may have lately seen commercials saying #SpeakENDO or that encourage speaking up about endo. They show women at the doctor and they are hesitant to share just how awful their symptoms are. The doctor is asking, “how has your pain been?” and the woman is down-playing it. This commercial INFURIATES me. Women ARE telling their doctors of their symptoms, over and over and over again. Doctors are the ones who aren’t listening. Doctors are the ones down-playing it, saying it’s all in our heads. Doctors aren’t asking us those questions. And as we get sicker and sicker they act like we’re getting crazier and crazier. Doctors are spewing myths about how a hysterectomy or getting pregnant will cure endo when there is no cure. Doctors are saying that because an ultrasound or a CT scan doesn’t show anything, endo isn’t present—when endo can ONLY be diagnosed through a surgical laparoscopy.
The truth is that women ARE speaking up. I’d love to see a campaign or commercial that shows just how women are really treated when they speak up. They are more than ignored—they are treated like drug-seeking scum. This is what endo is.
I’m eternally grateful that someone in politics is showing care and compassion, and I pray this commitment to finding real options and de-stigmatizing endo continues past this tweet. As a future attorney (I finish law school in less than a month 💛) I would love to see women with chronic illness receive the proper care and legal attention required when this disease becomes debilitating, tough preferably before that. I’d love to see reform in the medical field as to how this disease and other diseases are taught. I’d love to see policy changes and licensing consequences that are correlated to the mistreatment of female patients. I commit myself to making a positive change and being an unwavering advocate. Senator Warren, I hope you do too. Thank you for your tweet. Thank you for bringing awareness. The endo community is grateful.
Thanks to @drsalliept for bringing this tweet to my attention and as always, thanks to @endowhat for being a persistent agent of change in the endo world 💛
People with disabilities have proven over the years that they can achieve great academic and vocational success. With the rapid increase in disability diagnoses, and the extension of academic resources and accommodations, students with disabilities are able to demonstrate their vast knowledge and abilities. As such, our world is filled with high-achieving professionals with disabilities.
Unfortunately, professional systems haven’t caught up with the times. Law students with disabilities face more discrimination than most professionals, because part of becoming a lawyer is passing the bar exam, and part of that process is passing the character and fitness portion. Law students are forced to disclose disabilities (mental and physical) and at times medical records, to prove to strangers on the character and fitness evaluation team that they are of good moral character to represent others. By requiring this information, the Bar is assuming that disability is a negative thing–something that students must attest to while proving that “despite their disabilities they can be great lawyers.”
But why does the Bar take that approach? You see, if any person would be a great lawyer, of good character, it would be a person with a disability. People with disabilities face challenges on a daily basis. They are forced for long periods of their lives to adapt to hurdles thrown their way, and compensate for their differences. They understand the ups and downs their clients face–because they have thrived in the face of stigma and discrimination–and they have succeeded in achieving their goals. They have become accustomed to the unpredictability and are quick to problem solve. People with disabilities are persistent and resilient by nature, and have worked incredibly hard to be respected in schools and the workplace.
But the issue of passing the character and fitness evaluation is terrifying law students with disabilities everywhere. Because the thing is, you pay hundreds of thousands of dollars by the time you have finished your legal education, you work hard to ace your exams, you walk across that stage at graduation, and then months later, the state bar decides if you are of good character despite your disability. This is on its face, discriminatory.
A law student at my law school (though at a different campus) is taking a monumental step in suing the Florida Bar based on its issues with his mental disability. This is a veteran, who served our country by working with explosives, who our country deemed was of good enough character to defend our freedom. Yes, like many veterans he came back from a deployment with a mental illness. He dealt with life or death situations while deployed and it’s reasonable that someone in that vocation would return with mental illness. Complicating matters further, he was going through a divorce–known as one of the most mentally straining processes for anyone. Also like many veterans and others dealing with especially stressful and personal life issues, he coped for a period of time by drinking too much.
This student did the right thing by asking for and receiving help when he needed it. He received treatment for adjustment disorder and substance use disorder from the VA medical center. He has been actively going to therapy and maintaining his mental and physical health consistently for a long period of time.
So, in return for asking for help and consistently treating his understandable mental health concerns, when this veteran tried to find a different career serving this country in an alternative way (serving citizens with legal needs), the Florida bar creates a fury of discrimination armed with stigmatic attitudes. They want him to pay thousands of dollars to provide even more medical documentation than he already submitted, and have him
This is an issue that needs to be resolved, and quick. Because the ADA and other related laws dictate that people cannot be discriminated against because of their disability. Disability is a protected class, a class of people who have been historically and systematically discriminated against. For that reason, to right the historical wrongs, the ADA and IDEA and the Rehab Act all were created to dismantle this wrongful discrimination. Yet, the ABA and state bar’s haven’t followed suit.
They have, however, tried to shield themselves from an ADA violation by “encouraging” state licensing boards to focus on the behavior of the law student instead of their diagnosis specifically. However, it is frequent that behaviors can be explained by a specific diagnosis. Without explaining the diagnosis, behaviors can seem confusing to a licensing board. Notably, these licensing boards have infrequent experience with people with disabilities.
Law students with disabilities not only have to prove and substantiate their diagnoses to their law schools to receive reasonable accommodations, they have to do the same for the MPRE, the bar exam, and the character and fitness evaluation. In this sense, they have the cards stacked against them. They remove card by card, proving their character and persistence again and again, in hopes that when they graduate they have a seat at the table. But often, the people who evaluate students with disabilities are hired to evaluate them against their peers without disabilities. They say, “clearly if this student got As in law school, they don’t need accommodations on the MPRE/bar exam because even though this student received appropriate accommodations in law school, compared to the average Joe they still would’ve passed.” The purpose of accommodations is not to pass or beat the average Joe. The purpose of accommodations is that the student can showcase their knowledge in a way that others without disabilities can see.
In this way, students with disabilities are being academically handcuffed by the very institutions that could benefit from their being accepted. Lawyers with disabilities have the unique capability of empathizing with clients, lawyers, judges, etc. They have had to advocate for themselves and their peers repeatedly throughout their lives, and as lawyers advocate and are active participants in legal organizations.
People with disabilities live life differently–they don’t live life incorrectly. For the state bar, the ABA, the MPRE evaluation committee, and law schools to assume that based on past challenges that were addressed by correct treatment, an individual is not of good character is discriminatory on its face.
Disability is one part of a person, it is not the whole person. To not allow a student with a disability to become a lawyer after he addressed and treated his disability is just plain wrong. Who can better serve clients going through hell, than a lawyer who went through hell and came out on the other side?
If the people evaluating individuals with disabilities for the character and fitness see a disability (mental or physical) as guilty of bad character, and make the student prove otherwise, the evaluators are not go good character themselves.
We need to encourage, accept, and support law students with disabilities. However, to historical legal systems apparently that is too much to ask. So at a minimum–just don’t discriminate.
Additionally, this level of discrimination discourages treatment. If you seek help for mental illness, you could be denied your dream career–so you don’t get help. Lawyers are known for heavy drinking and substance abuse. It’s a massive problem in the profession, so much so that law schools are talking with law students about it at their orientations. In fact, if many lawyers practicing in the field for years had to be once again evaluated for their character and fitness, they would fail. In this sense, the ABA and the state bar are not encouraging present or prospective attorneys to seek treatment out of fear of losing a career they worked so hard to obtain. They are also denying respect and fair treatment to students with disabilities, most of which are young and haven’t had decades to prove their stability, but have this used against them that they haven’t been managing their condition long enough for the bar to determine them to be of “good character despite their disabilities.”
It’s time for change in the legal profession, despite the system kicking and screaming in an outdated protest.
To read more about the case referenced above and the ABA recommendations:
Happy Autism Awareness Month!
Every year around this time I get the joy of seeing many of my friends and family sharing their enthusiasm and interest in disability advocacy and it warms my heart and makes it grow at least 10 times. With that said, there are some things I want people to keep in mind when they want to share their support for those on the autism spectrum.
- Keep in mind person-first language. Someone is a boy/girl with a disability, or a boy/girl with autism, or a boy/girl who is on the autism spectrum. It is not okay to refer to someone as “autistic” unless they say it is okay to do so. The reason behind this: a person is not his label. He is a person, first.
- Be aware of the organizations you are promoting, and their main messages. There are many organizations who have done wonders in increasing awareness about autism but some of the most well-known autism organizations do not sit well with people who actually have autism. The reason behind this: there are major organizations that have an autism focus, that focus on researching to find a cure for autism. To my students, clients, friends, and family on the spectrum this comes across like an insult. One of my prior counseling clients put it best when he said, “saying I need a cure is saying there is something wrong with me. I’m not like everyone else, but just because I’m different doesn’t mean being me is wrong.”
- Showing your support on-line and through social media is awesome. Including people with autism in your day-to-day life is even better. Take steps to make your clubs, businesses, organizations, parties, and events inclusive to people with disabilities. If you need help with this, shoot me an email!
- Keep an open mind. People present any difference or disability in a unique way. For some, you might be very surprised to learn they have a disability. For others, their disability may be more apparent. It doesn’t mean they deserve more/less support or more/less understanding. Autism (like most differences and disabilities) operates on a spectrum and is unique to the individual. There is no right or wrong way to present your differences, but there are ways to help someone with a disability to acclimate to a new job, school, or social group. There are also simple ways to show patience throughout your daily life with strangers because as the old saying goes: “you never know what someone may be going through.”
- Children with disabilities grow up to become adults with disabilities. There are so many wonderful resources for people with autism and other disabilities, and I encourage you to look into great programs for adults who are on the autism spectrum. In Michigan I have worked with the BOND Program at Michigan State University, ASPPIRE, and other amazing transition and vocational programs for adults who have autism. There is such a need for more support of these programs. People with autism can be capable, hard-working individuals that light up their communities and make contributions socially and vocationally. Show your support for continued growth and opportunity by contributing to these programs!
With all that said, I am eternally grateful for the disability awareness taking place this month and as always commit to spreading awareness year round. Light it up blue!
Thanks for caring and sharing 😊
Ashley Jacobson, MA, CRC
I previously posted a podcast about victims with disabilities, after having provided a training to the Ingham County Prosecutor’s Office on how to best approach a case involving a victim with a disability. This is part 2 of the Victims with Disabilities series of the Legally Abled Podcast, where I provide the actual statistics on victims with disabilities in the U.S. If you are a person with a disability or you know and care for a person with a disability, it is important that you know what the current state of victimization is involving people with disabilities. Once you know how prevalent this problem is, you can start to understand how important it is to arm yourself with legal and practical knowledge as to how you can best protect yourself if you are ever faced with this situation.
If you have any questions regarding people with disabilities, or are interested in having me provide a training on navigating life and the law with disabilities please feel free to reach out at firstname.lastname@example.org.
Please listen, subscribe, and review this podcast on the Apple Podcast app (which is pre-downloaded on Apple phones–it’s a purple App icon labeled “Podcasts”)! For those without iPhones have a listen at the end of this post! I also am very open to answering questions on the air if you are interested in sending me questions to discuss on the podcast!
Thank you for your continued interest and feel free to pass along.
Ashley Jacobson, MA, CRC
Let’s talk about accommodations. First, let’s clear up what they are. Accommodations are the steps taken, methods utilized, and resources provided or used that level the playing field for people with disabilities. They enable people with disabilities to achieve their highest potential. Once in place, they are mandated by law. Schools are required to provide reasonable accommodations to students with disabilities and in general, schools and workplaces are required to not discriminate against students and workers with disabilities.
Next, let’s talk about what they aren’t. They are NOT “special treatment” (and if I have to hear one more professor or student refer to them as such…let’s just say it won’t be pretty). People with disabilities are not given an advantage over others without disabilities by using accommodations. Let that sink in. People with disabilities use accommodations to show you their abilities, not to give them some magical new ability to one-up a person without a disability.
So, what is an example of an accommodation? For example, for people with a physical disability like hand tremors, or a learning disability that affects their ability to write might require the use of a computer with speech-to-text software so you can read what they know and want to convey. The use of the speech-to-text software doesn’t give their brain answers for the test, or info for that big project at work, it simply enables them to express themselves. When they aren’t given this accommodation, they aren’t able to write, and can’t convey to their teacher the knowledge they have worked hard to acquire and would likely receive poor scores on exams. But with the accommodation they have the ability to potentially be an “A” student, because they can actually tell you what they know. People without disabilities are allowed to hand-write their exams to express what they know, why can’t people who use other modes of communication out of necessity, use those methods to show their understanding of the material? Using an accommodation simply allows people with disabilities to display their abilities in a way that the inaccessible world can read/hear/see.
What is especially hard for people without disabilities to understand is when someone has an invisible disability–or a disability that is not easily apparent to people. This could include a brain injury, learning disability, chronic illness or health condition, or a number of other disabilities. In these situations, there are several accommodations that can be utilized–too many to put in this blog post–but know that these accommodations have been studied, practiced, and deemed appropriate by many before you. If someone needs additional time on an exam, it isn’t because they get more time. To them, that time isn’t the time they are working on their answers necessarily. It is the time their brain needs to process the information, or to process language. It is the time that they spend redirecting themselves back to the test after losing attention because of ADHD. It is the time they spend trying to find the right word in their brain because their TBI makes it harder to find.
In my career I’ve worked with people with disabilities in the education setting at almost all stages. First-hand I’ve seen students not receive or be deterred from seeking accommodations. This is not because the accommodations were not appropriate, but rather because the school lacked the motivation to add one more thing to their list of responsibilities in their already under-funded and under-supported classrooms.
But the truth of the matter is that students with disabilities are some of the best but underutilized resources to our communities. They are intelligent, capable, committed, and creative. If we allow ourselves to have access to what people with disabilities know, through accommodations and otherwise, we can advance as a society and community. We can better measure their skills and gifts, and encourage students to engage in paths that lead to new discoveries. Without a simple (and usually inexpensive) accommodation, we could miss out on the cure to cancer, or the rocket-ship that takes us to Mars. And it all starts in childhood.
When we don’t provide reasonable accommodations to students, we discourage them from learning at a young age. We tell students that they failed, when in reality we didn’t know how to access their brilliance. I can’t tell you how many adults with disabilities I have worked with who had low expectations for themselves, when it was inappropriate for their abilities to achieve higher potentials. They say and think each year for the 12 years of education in this country that they are “stupid” when in reality they aren’t. We train students with disabilities to be under-achievers, when they could contribute in ways we never imagined.
I personally know several special education and general education teachers who hold their students to their highest potential and have no problem identifying and encouraging students to use reasonable accommodations. This post is not about those teachers. This post is about the hundreds of teachers (usually general education teachers but also several *burned-out* special ed teachers) and administrators who want to put all students with disabilities in a box labeling them as burdens throughout their educational career.
I’ll dive into disability in higher-ed in another post, because that is a whole other beast, but it is even more of an issue in colleges and universities, mostly because they are just now encountering high-achieving (diagnosed) students with disabilities and are catching up to their growth after the fact. I had the privilege of working for Michigan State University’s Resource Center for Persons with Disabilities, where I believe they have the model of what any disability resource office at a university should look like. I also ran a program for students with autism who attended the university and will dive deep into the resources provided at the post-secondary school level (and what is mandated and legally required at that level).
All in all, accommodations are advancing with technology and we need to encourage their use instead of treating those who need accommodations as lesser-than or questionable people trying to receive short-cuts or special treatment. When we allow the use of accommodations, and stop deterring students with disabilities from contributing to their classrooms, we will see an improvement in students’ demeanor and emotional health. We will see students with disabilities maintain gainful employment and be able to better support their families. We will see leaders with disabilities enacting change in their local, state and federal governments for the betterment of society.