Silent struggles: invisible disabilities in educational spaces
Dr Pooja Birwatkar
Case1
A diligent and motivated tenth-grader has Chronic Fatigue Syndrome, an invisible disability characterized by extreme fatigue that doesn’t improve with rest. Despite his efforts to keep up with his schoolwork, he often finds himself exhausted and unable to concentrate. One morning, after a particularly restless night, he arrives at school late and visibly tired. His classmates tease him for always being sleepy, and his teachers, unaware of his condition, reprimand him for not being attentive in class. Even the school nurse dismisses his symptoms as typical teenage laziness. This lack of understanding and support from everyone in the school community leaves him feeling isolated and overwhelmed, impacting both his academic performance and emotional wellbeing.
Case2
A student has Type 1 Diabetes, an invisible disability that requires meticulous management throughout the day. Despite his diligent efforts to monitor his blood sugar levels, he often experiences fluctuations that affect his concentration and energy. One afternoon, during a particularly intense math lesson, the student felt his blood sugar dropping. He discreetly took out a snack to stabilize himself, but his teacher, unaware of his condition, scolds him for eating in class and sends him to the principal’s office. Humiliated and frustrated, he struggles to explain his situation, realizing that his teacher’s lack of awareness about his invisible disability has resulted in unnecessary disciplinary action.
Both cases highlight significant shortcomings in our ability to recognize and support students with invisible disabilities. These scenarios underscore the critical need for awareness and training within educational spaces to ensure that students with invisible disabilities are properly supported, their needs are understood, and they are not unjustly penalized for managing their conditions.
In recent years, there has been a notable increase in sensitivity towards inclusion within Indian education institutions, particularly regarding visible disabilities. Concerted efforts are made to ensure that students with visible disabilities, such as physical impairments, are provided with the necessary accommodations and support systems to participate fully in the educational experience. This sensitivity is reflected in various aspects of school policies, curricular adaptations, and teacher training programs, all aimed at creating a more inclusive environment. However, it’s important to acknowledge that while strides have been made in accommodating visible disabilities, there remains a notable gap in addressing the needs of students with invisible disabilities, leaving students with invisible disabilities at risk of being overlooked or misunderstood.
According to the Invisible Disabilities Association, invisible disabilities encompass a variety of symptoms such as severe pain, fatigue, dizziness, cognitive impairments, brain injuries, learning differences, mental health conditions, and hearing and vision issues. Therefore, an invisible disability refers to a physical, mental, or neurological limitation that is not readily apparent, but can impact a person’s movements, senses, daily activities, and overall quality of life. These conditions may remain hidden from immediate observation by an observer, except in rare circumstances or when disclosed by the individual with the disability or an external source. Invisible disabilities may include a broad range of conditions, such as sleep disorders, learning disabilities, autoimmune diseases, and brain injuries.
Illustration: Sunil Chawdiker
Invisible disabilities, as the term may imply, lack evident physical indicators, making them less conspicuous. Consequently, individuals with invisible disabilities often encounter scepticism or doubt regarding the severity of their limitations. Distinguishing between being disabled and non-disabled becomes more challenging, as the boundaries are less defined. This uncertainty increases the likelihood of individuals with invisible disabilities being perceived as not having a disability, particularly when compared to those with visible disabilities. Because there are no outward signs, invisible disabilities may not garner as much attention or empathy from others, resulting in a lack of understanding and support. This can lead to feelings of isolation and marginalization among individuals with these conditions.
It’s crucial to highlight that teachers’ knowledge about disabilities, coupled with their sense of responsibility and proficiency in addressing the needs of disabled students, is paramount for fostering inclusive practices. Integrating students with invisible disabilities into educational settings requires educators to understand student diversity and possess skills in implementing inclusive teaching methods.
The lack of knowledge and understanding about invisible disabilities among educators is indeed a pressing concern that has far-reaching implications. It’s troubling to observe how educators often fail to recognize or respond appropriately to these disabilities, either due to their own lack of awareness or their rush to complete curriculum requirements. This often results in invisible disabilities being overlooked or dismissed, with educators sympathizing but offering little concrete help. Moreover, the burden of addressing issues related to invisible disabilities often falls on school counsellors, who may primarily deal with behavioural issues rather than the underlying disabilities themselves. There is often no follow-up or monitoring of these disabilities, exacerbating the situation. Compounding this issue is the reluctance of parents to report their child’s invisible disability to the school, either out of fear of stigma or concern that their child may be treated differently. In some cases, students may also choose not to disclose their invisible disabilities due to fear of ridicule or social isolation. Conversely, there are instances where students may exploit their invisible disabilities, seeking undue advantages or attention. These situations are alarming as they indicate a systemic failure to address invisible disabilities within educational spaces.
Strategies that educational institutions can implement
To address these challenges, educational spaces must take proactive steps to comprehensively address invisible disabilities, integrate them into school policies and programs, and adequately support affected students. Some of the strategies can be:
- Raising awareness: Conduct regular training sessions for educators and staff to increase awareness and understanding of invisible disabilities, their impact, and how to support students effectively.
- Creating support structures: Establish support teams or committees within schools dedicated to addressing the needs of students with invisible disabilities. These teams can provide resources, guidance, and support to educators, students, and parents.
- Encouraging open communication: Create a supportive environment where students feel comfortable disclosing their invisible disabilities without fear of judgment or stigma. Encourage open communication between students, parents, educators, and school counsellors.
- Developing individualized support plans: Develop individualized support plans for students with invisible disabilities, outlining specific accommodations, modifications, and interventions tailored to their needs.
- Providing training and resources: Offer resources and training programs for parents to better understand and support their child’s invisible disability. This can include workshops, webinars*, and informational materials.
- Promoting inclusive practices: Foster a culture of inclusivity within the school community by promoting empathy, understanding, and acceptance of differences. Encourage peer support and advocacy for students with invisible disabilities.
- Monitoring and evaluating: Implement a system for monitoring and evaluating the effectiveness of support services and accommodations for students with invisible disabilities. Make adjustments as needed to ensure continuous improvement.
By implementing these strategies, educational spaces can better address the needs of students with invisible disabilities, mitigate the potential negative consequences, and create a more inclusive and supportive learning environment for all students. If education systems adequately address invisible disabilities, they will be in resonance with the United Nations Sustainable Development agenda, ensuring that no one is left behind and promoting equal participation for individuals with all types of disabilities – hidden and unhidden.
*Apart from IDA, there is ample literature available on invisible disabilities. Experts in the field of inclusive education and working for the differently-abled are well versed with the concept and can be approached for workshops and sessions.
The author is an educator and researcher at Somaiya Vidyavihar University, Mumbai, specializing in the field of teacher education. She is passionate about research and ardently pursues it. Her areas of interest are constructivism, dialogic teaching, socio-scientific issues, diversity and inclusion in education and science pedagogy. She can be reached at pooja.birwatkar@somaiya.edu.
