Petition graphic from (https://venngage.com/templates/infographics/5-invisible-disabilities-health-list-infographic-48d696e3-f75a-41e8-9d3e-f311c8678d09

In 2016, almost 20% of undergraduate college students reported having a disability (study) . However, almost half of those students do not register with their school’s disability support services and one in three do not report positive responses (study)  At Loyola University Chicago, this is a reality for many disabled students.

            Loyola has the Student Accessibility Center, which students can register with, but once accommodations are approved, the student is required to meet with each professor to come to an agreement on what these accommodations would look like in each course, yet the professor is given the ability to deny more complex accommodations if they deem them inapplicable. In my first semester at Loyola, every one of my professors denied my accommodations. Loyola Chicago’s faculty handbook doesn’t require any disability training for its professors (handbook). Currently, many disabled students are being denied the access to education promised to them by Loyola and the Americans with Disabilities Act. Therefore, Loyola Chicago needs to implement additional faculty training to improve faculties understanding of complex disabilities and the Americans with Disabilities Act.

            Many studies have been shown to improve self-efficacy of faculty in their understanding and knowledge of students with disabilities, as well as increase faculty competence, including one that just introduced a four-day training experience (study)  Additionally, these studies show increased sensitivity towards students with disabilities and higher commitment to students learning (study). These same studies showed a positive impact on student experience. Further, both disabled and able-bodied students have provided positive feedback from professor interactions post training. Such programs have already been developed. These include the American Psychological Associations Disability Resource Toolbox (DART), BDI’s Disability Awareness Training Modules, and University courses like at Colorado State University and University of Washington (see here).  

            Loyola’s disabled students deserve the rights and accommodations promised to them by the ADA and Loyola’s own student and faculty handbooks. Join me in demanding that Loyola require additional disability training, such as pre-established University programs or the training developed by the APA and BDI, for professors to ensure that their promise of equal education is kept.