Professionalism and Communication About Disabilities and Accommodations

M., Meeks Lisa; Jain, Neera R.; K., Phair Erin; Shelby, Acteson

doi:10.1891/9780826123794.0007

Cited by 10 publications

(15 citation statements)

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“…It also requires colleges and universities to make modifications to courses through the use of auxiliary aids and services (e.g., interpreters, note-takers, transcriptionists) for students with disabilities ( Feldblum, 1996 ; Madaus, 2011 ). Similarly, the ADA requires that colleges and universities make course modifications to accommodate students with disabilities, as long as such modifications do not fundamentally alter academic programs in such a way that they change the nature of the program being offered (ADA, 1990 ; Meeks and Jain, 2015 ).…”

Section: History Of Student Accommodations In Higher Educationmentioning

confidence: 99%

“…The thickness of the lines represents the relative frequency of the pathway being used. This model of receiving traditional accommodations was adapted from Meeks and Jain (2015) . We acknowledge that this process may be slightly different at each institution.…”

Section: Furthering Our Understanding Of the Relationship Between Students With Disabilities And Active Learningmentioning

confidence: 99%

“…Legal mandates and best practices for disability services call for an individualized approach to accommodating students ( Cory, 2011 ; Meeks and Jain, 2015 ). Individualized accommodations allow for each individual to be treated uniquely and are tailored to a student’s specific needs.…”

Section: Furthering Our Understanding Of the Relationship Between Students With Disabilities And Active Learningmentioning

confidence: 99%

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Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

Gin

Guerrero

Cooper

et al. 2020

LSE

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Section: History Of Student Accommodations In Higher Educationmentioning

confidence: 99%

Section: Furthering Our Understanding Of the Relationship Between Students With Disabilities And Active Learningmentioning

confidence: 99%

Section: Furthering Our Understanding Of the Relationship Between Students With Disabilities And Active Learningmentioning

confidence: 99%

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Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

Gin

Guerrero

Cooper

et al. 2020

LSE

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“…For example, medical culture often frames illness as a weakness or failure to cope [ 9 , 10 ]. As a result, medical students with disabilities often hesitate to disclose a disability out of fear of being scrutinized by classmates or teachers, or being judged as less competent [ 11 ]. Similarly, sexual and gender minorities face stigma, with one study finding that 29.5% concealed their identity for fear of discrimination [ 12 ].…”

Section: Diversity Mattersmentioning

confidence: 99%

Medical students are not blank slates: Positionality and curriculum interact to develop professional identity

Fergus¹,

Teale²,

Sivapragasam³

et al. 2018

Perspect Med Educ

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“…3 In the preclinical years, I used large-print versions of lecture slides and handouts for didactic coursework. In anatomy lab, I wore custom-made optical surgical loupes—the same kind of magnifying lenses worn by surgeons when operating—to magnify dissections.…”

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confidence: 99%

Moving From Disability to Possibility

Herzer

2016

JAMA

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When I was in the first grade, an astute teacher noticed that I had trouble seeing the blackboard. This finding was quickly confirmed by a vision test. Formal evaluation by an ophthalmologist revealed that I had a rare degenerative retinal disease. Worse than that diagnosis was the ophthalmologist's devastating prognosis for my life: attending college would be very challenging, sports and certain activities would be difficult or impossible, and it was unlikely that I would ever have a professional career.With the support of my family, I strove to not live out the dystopia of my ophthalmologist's predictions. This formative patient experience also shaped my future. Years later, as a college premedical student shadowing physicians in the hospital, I became convinced that patients deserve to be defined by their strengths and not by a physician's discouraging perspective of disability, such as the one that my family and I received.When applying to medical school (and disclosing that I had a disability), I once again encountered a myopic view, sometimes receiving unsolicited advice that medicine was unrealistic given my visual disability and to consider other careers. This appears to be the norm, as recent research suggests that only one-third of US medical schools would explicitly provide accommodations to a qualified student with a disability. 1 Accommodations such as extended time on examinations or the use of assistive technology provide equal access to medical school curricula and the ability to demonstrate competencies despite having a disability.Society as a whole and, I feel, education and health care professionals have, for too long, viewed students with disabilities as a problem to be managed. As a firstyear medical student, I repeatedly heard William Osler's maxim that the good physician treats the disease, but the great physician treats the patient. Osler's caution, I believe, was to not rely exclusively on a biomedical model. I fear that sometimes when medical schools encounter applicants or students with disabilities, they do not see the whole individuals; they do not see possibilities. Instead, looking through the lens of that same biomedical model, they focus narrowly on the disabilities and, as a result, see only impairments.In 2015, the United States celebrated the 25th anniversary of the Americans with Disabilities Act (ADA). As a nation, we have made important progress toward improving the education and employment opportunities for Americans with disabilities. Nevertheless, disparities in education and employment remainparticularly in the health professions. 2 In recent years, several notable lawsuits have been filed against medical schools related to the schools' failure to provide accommodations to students with disabilities. In some instances, these cases involved overt discrimination. But, more broadly, these lawsuits are emblematic of the need

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Professionalism and Communication About Disabilities and Accommodations

Cited by 10 publications

References 0 publications

Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities

Medical students are not blank slates: Positionality and curriculum interact to develop professional identity

Moving From Disability to Possibility

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