Overview 

Did You Know? 

Nearly 1 in 5 college students have a disability…yet less than 37% of students report it to their institution or instructor? (Source: CDC, 2023; NCES, 2023) 

As we prepare to teach students with a variety of backgrounds, skills, and abilities, are your course materials designed so that all students can be successful? Consider how your course works for students who may have a learning disability or other type of challenge. Anticipating the needs of all students and mindfulness around the design elements can make for a good learning experience for all of your students. 

When you notice students are struggling, do you ask the right questions? Do you know where to send them for support? Are you able to identify invisible disabilities that may impact teaching and learning? Enhance your learning materials by addressing the diverse learner variabilities and providing additional resources to foster student success. Anticipate the needs of students and communicate campus and off-site resources available to support they need to maximize their learning journey. 

In Practice 

The Medical vs. Social Model of Disability 

Improve the learning environment for everyone by embracing the Social Model of Disability.  This model provides a framework for understanding disability that emphasizes the role of societal barriers and attitudes in disabling individuals, rather than focusing solely on the individual’s medical condition or impairment with the Medical Model of Disability. According to this model, disability is not an inherent trait of the individual but rather a result of the mismatch between the individual’s needs and the environment in which they live.  

Using Person First Language 

In a college classroom, adopting person-first language fosters a respectful learning environment. For example, instead of describing a student as “the disabled student,” an instructor might say “the student with a disability.” This shifts the focus from labeling the individual by their condition to recognizing their identity as a learner first. It helps create a classroom culture that values all students equally, promotes dignity, and encourages active participation without stigma. Emphasizing a person-first language can also set a positive example for peers, encouraging respectful communication regarding diverse abilities (Thorpe, 2017).  

Invisible vs. Visible Disabilities 

Student background, social and emotional learning, cognition, and content knowledge—collectively influence a student’s learning journey and overall performance (Digital Promise, 2020). 

Learn to identify signs such as fluctuating energy levels, challenges with executive functioning, levels of optimism, and social interactions. Mastering these concepts will enable educators to provide a supportive educational atmosphere that fosters both academic success and personal growth for all students. (Transition ACR, 2021) 

Resources: 

Americans with Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 327 (1990).
https://www.govinfo.gov/content/pkg/STATUTE-104/pdf/STATUTE-104-Pg327.pdf  

Ari, B. (2019, December 13). Invisible disabilities [Video]. Center for Disability Rights. 

BuzzFeedVideo. (2018, May 30). Things people with disabilities wish you knew [Video]. YouTube. https://youtu.be/_b7k6pEnyQ4?si=EpW986yyEXscdUJw 

Carson, D. P. (2024, August 29). The social model of disability [Video]. YouTube.  

Carson, D. P. (2024, August 29). Why disability is not a bad word [Video]. Undivided Channel.  

Khalifa, A. (2021, September 22). Hear me out! [Video]. YouTube. https://youtu.be/mL9I96jPK84 

Partlow, K. (2022, March 10). Medical vs social model of disability [Video]. YouTube. https://youtu.be/Un_fqYcVtWc?si=rUtpkOz6IJ5HLlcm 

Snow, K. (2016). Examples of people first language. Disability Is Natural. https://www.disabilityisnatural.com 

United States Congress. (1975). Public Law 94-142: Education for All Handicapped Children Act. https://www.govinfo.gov/content/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf 1975) 

U.S. Department of Education. (1973). Rehabilitation Act of 1973, Section 504. https://www.govinfo.gov/content/pkg/STATUTE-87/pdf/STATUTE-87-Pg355.pdf 

U.S. Department of Health and Human Services. (n.d.). Introduction to accessibility and Section 508. https://www.hhs.gov/sites/default/files/Intro%20to%20Accessibility%20and%20508.pdf 

U.S. General Services Administration. (n.d.). Section 508 of the Rehabilitation Act. https://www.section508.gov/ 

References 

Center for Disability Rights Offices. (2023). Did you know? Invisible disabilities.  

Digital Promise. (2020, September). The learner variability project: In the field: A guide to teaching students about learner variability. https://digitalpromise.org/wp-content/uploads/2020/09/LVP-Student-Activity-Guide.pdf 

National Center for Education Statistics. (n.d.). Fast facts: Back to school statistics. https://nces.ed.gov/fastfacts/display.asp?id=372 

National Center for Education Statistics. (n.d.). Digest of education statistics: Most current digest tables. https://nces.ed.gov/programs/digest/current_tables.asp 

Thorpe, J.R. (Aug 9, 2017). This is how to talk about disability, according to disabled people. [blog]. 

TransitionACR. (2021, December 15). Video 2: How mental health conditions shape academic participation [Video]. YouTube. https://youtu.be/i9z0towvMzI 

 

Author: Jennifer Parker, Ed.D. 

Last Reviewed: July, 2025