{"id":6176,"date":"2026-06-23T08:41:20","date_gmt":"2026-06-23T16:41:20","guid":{"rendered":"https:\/\/blogs.oregonstate.edu\/osuteaching\/?p=6176"},"modified":"2026-06-23T08:41:20","modified_gmt":"2026-06-23T16:41:20","slug":"the-student-view-centering-students-with-visible-and-invisible-disabilities","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/osuteaching\/2026\/06\/23\/the-student-view-centering-students-with-visible-and-invisible-disabilities\/","title":{"rendered":"The Student View: Centering students with visible and invisible disabilities"},"content":{"rendered":"\n

By Ashley Peterson, OSU Academic Technologies – Media Services<\/p>\n\n\n\n

\"The<\/a><\/figure>\n\n\n\n

Student panel shares insights on accessibility and learning<\/h2>\n\n\n\n
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Thank you all so much for your bravery, honesty, and willingness to be constructive. \u2014 Audience member<\/p>\n<\/blockquote>\n\n\n\n

At Oregon State University’s Quality Teaching Symposium on April 28, the Student View panel brought together OSU students from multiple disciplines to share their experiences navigating visible and invisible disabilities, accommodations, accessibility, and inclusion in higher education. Through a panel discussion and audience dialogue, students reflected on the ways faculty interactions, classroom design, and institutional systems can either support or hinder student success.<\/p>\n\n\n\n

While each student’s experience was unique, three themes consistently emerged throughout the conversation: trust and validation, accessible teaching practices, and reducing barriers within accommodation systems.<\/p>\n\n\n\n

Trust and validation matter<\/strong><\/h2>\n\n\n\n

One of the strongest messages from students was the importance of feeling trusted and supported by faculty. Students shared that requesting accommodations can feel intimidating, particularly for those with invisible disabilities. Several described the emotional burden of feeling like they need to explain or defend their needs.<\/p>\n\n\n\n

Students emphasized that small actions can make a meaningful difference. Faculty who acknowledge accommodation letters, communicate proactively, and trust students’ experiences help create a more supportive learning environment. As one student explained, having trust from professors makes students feel seen.<\/p>\n\n\n\n

These perspectives align with Christine Harrington’s (2024) discussion of relational engagement in Keeping Us Engaged<\/em>. When students feel respected, supported, and connected to their instructors, they are more likely to engage in their learning. Similarly, Ramlackhan et al. (2023) highlight the importance of relationship-centered support in fostering belonging and student success.<\/p>\n\n\n\n

Accessible teaching practices support learning<\/strong><\/h2>\n\n\n\n

Students also shared examples of teaching practices that helped them remain engaged and succeed in their courses. Flexibility, clear communication, patience, and multiple ways of accessing information were repeatedly identified as valuable supports.<\/p>\n\n\n\n

Students described positive experiences with faculty who worked with them to navigate challenges, provided flexibility when disability-related issues affected attendance, or offered support beyond what was formally required. They also noted that disabilities can vary from day to day and that challenges are not always visible.<\/p>\n\n\n\n

These experiences reflect Harrington’s (2024) findings that supportive learning environments and inclusive teaching practices contribute to student motivation and engagement. As students shared throughout the panel, accessibility benefits more than individual students. It helps create better learning experiences for everyone.<\/p>\n\n\n\n

<\/a>Reducing Barriers<\/strong><\/h2>\n\n\n\n

In addition to discussing classroom experiences, students spoke candidly about the process of obtaining and using accommodations. While they expressed appreciation for Disability Access Services and the support accommodations provide, many described the process as lengthy, stressful, and difficult to navigate.<\/p>\n\n\n\n

Several students emphasized that accommodations are not about gaining an advantage. By the time accommodation letters reach faculty, students have often already completed extensive documentation and review processes. Students encouraged faculty to trust that accommodations have been carefully evaluated and to focus on supporting students rather than asking them to repeatedly justify their needs.<\/p>\n\n\n\n

The discussion also highlighted the importance of proactive communication and timely implementation of accommodations. Small actions, such as confirming receipt of accommodation letters or ensuring exams are scheduled appropriately, can significantly reduce stress for students.<\/p>\n\n\n\n

Moving forward<\/strong><\/h2>\n\n\n\n

Audience responses reflected appreciation for the students’ honesty, vulnerability, and willingness to share their experiences.<\/p>\n\n\n\n

\n

Thank you so much for sharing your experiences and contributions to an inclusive education for everyone. \u2014 Audience member<\/p>\n<\/blockquote>\n\n\n\n

The conversation reinforced that accessibility is not only about accommodations. It is also about creating learning environments where students feel respected, supported, and able to participate fully. Students consistently emphasized the value of trust, communication, flexibility, and a willingness to learn from their experiences.<\/p>\n\n\n\n

Student View conversations will continue throughout the 2026\u20132027 academic year, providing additional opportunities for students to share their perspectives and for faculty and staff to learn directly from them. We hope you will join us at future events as we continue exploring ways to foster belonging, accessibility, and student success at Oregon State University.<\/p>\n\n\n\n

\n\n\n\n

<\/a>References<\/strong><\/h2>\n\n\n\n

Harrington, C. (2024). Keeping us engaged: Student stories and research on what works and why (2nd ed.). Stylus Publishing.<\/p>\n\n\n\n

Ramlackhan, K., Cranston-Gingras, A., Catania, N., Knox, I., & Palacios, Y. (2023). Social justice mentorship amidst a pandemic. Mentoring & Tutoring: Partnership in Learning, 31(2), 190\u2013207.<\/p>\n\n\n\n

\n\n\n\n

About the author:<\/em> Ashley Peterson <\/strong>is a 2019 OSU graduate of digital communication arts in the College of Liberal Arts. She works full-time for Oregon State University’s Media Services team and is pursuing a Master of Adult and Higher Education with interests in instructional design, educational technology, and media production.<\/p>\n\n\n\n

Editorial and project support for this post was provided by Brooke O\u2019Brien, Director of New Initiatives, Center for Teaching and Learning.<\/p>\n","protected":false},"excerpt":{"rendered":"

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