Student Disability In Nursing Education What Is Meant by Disability
Disability is a term defined by the Americans with Disabilities Act (ADA) as “a physical or mental impairment that substantially limits one or more major life activities, a record of such impairment, or being regarded as having such an impairment” (ADA, 2008). This definition encompasses a broad range of conditions that can affect an individual’s ability to perform daily activities. Disabilities may result from congenital conditions, chronic illnesses, or traumatic events. According to the U.S. Census Bureau (2012), approximately one in five people in the United States reports having some form of disability.
In educational contexts, the term “student with a disability” is often preferred over “disabled student” to emphasize that disability is not the defining feature of the individual. This terminology respects the person’s identity beyond their impairment (Hutcheon & Wolbring, 2012). In nursing education, a student with a disability is someone who, despite having a documented disability, requires specific accommodations to ensure equal access to educational opportunities, including instruction and clinical practice.
Responsibilities of Nursing Educators to Deal With Students with Disabilities
Nursing educators play a crucial role in supporting students with disabilities. They are responsible for providing reasonable accommodations and ensuring that students have equal access to educational opportunities. The legal framework for these responsibilities is outlined by various regulations, including Section 504 of the Rehabilitation Act and the ADA. These laws mandate that institutions must make suitable academic adjustments to prevent discrimination based on disability (Ed.gov, n.d.).
Examples of accommodations include:
- Auxiliary Aides and Services: Tools such as note takers, recording devices, or sign language interpreters.
- Academic Modifications: Adjustments such as reduced course loads, course substitutions, and extended time for tests.
- Adaptive Technologies: Technologies like voice-activated software for typing, closed-captioned video lectures, and accessible web materials.
One prominent example is the DOIT Faculty Room at the University of Washington, which provides strategies for creating inclusive classroom environments (Ed.gov, n.d.). As education increasingly moves online, ensuring web accessibility for students with disabilities has become essential. Section 508 of the Rehabilitation Act and resources like WebAIM provide guidelines for accessible web design.
Educators also support students by helping them develop self-determination skills. Encouraging students to participate in setting up their accommodations and exploring adaptive technologies can enhance their sense of agency. Additionally, educators should provide guidance on navigating admissions requirements and securing appropriate assistive devices for clinical practice (Maheady & Fleming, 2005).
Comparison of 12th Grade Study and Nursing Graduation with Disabilities
In the K-12 education system, students with disabilities are entitled to a free, appropriate public education provided in the least restrictive environment. This entitlement means that schools must provide necessary accommodations automatically. However, once students transition to postsecondary education, such as nursing schools, they are responsible for self-identifying their needs, requesting accommodations, and providing documentation (Helms, 2006; Peterson, Van Dycke, Roberson, & Sedaghat, 2013).
Postsecondary institutions are not required to provide accommodations that fundamentally alter the nature of a program or impose undue financial or administrative burdens. They are also not obligated to offer personal attendants or individualized devices (Ed.gov, n.d.). Nursing schools, in particular, must ensure that accommodations do not compromise the essential requirements of the program. They must also keep disability-related information confidential (Peterson et al., 2013).
The shift from K-12 to higher education represents a significant change in responsibility. While K-12 schools actively provide services, postsecondary institutions expect students to advocate for themselves. This shift can be a barrier for students with disabilities, who may require additional support and guidance to navigate this new environment.
Educator Behavior Toward Students with Disabilities
Nursing educators must ensure that their behavior and teaching practices are inclusive and supportive of students with disabilities. This includes:
- Ensuring Physical and Programmatic Access: Classrooms, clinical settings, and online resources must be accessible. This means providing necessary accommodations and ensuring that students can fully participate in all aspects of the program.
- Keeping Up with Adaptive Technologies: Educators should be knowledgeable about the latest adaptive technologies and tools that can aid students with disabilities in clinical and academic settings. The National Organization of Nurses with Disabilities (NOND) and the Job Accommodation Network offer resources and guidelines for accommodating nurses with disabilities.
- Promoting Inclusivity and Reducing Stigma: Students with disabilities often face isolation and stigma. Educators can help by fostering an inclusive environment, encouraging peer support, and promoting awareness of disability issues. Role models and success stories from nurses with disabilities can provide inspiration and normalize the presence of disability in the profession.
- Understanding Legal and Institutional Policies: Educators need to be familiar with legal requirements and institutional policies related to disability accommodations. This includes understanding the nuances of what constitutes a reasonable accommodation and how to implement them without altering the essential functions of the nursing program.
- Supporting Self-Advocacy: Educators should encourage students with disabilities to take an active role in managing their accommodations and seeking out support services. Providing guidance on how to navigate the institutional processes for requesting accommodations can empower students and improve their educational experience.
Research indicates that students with disabilities often report feelings of isolation and vulnerability in higher education settings (Hutcheon & Wolbring, 2012). Universities and nursing schools should strive to create environments that embrace diversity and provide opportunities for all students to succeed. This includes not only physical accessibility but also fostering a supportive and understanding atmosphere.
In summary, nursing educators have a responsibility to support students with disabilities by providing appropriate accommodations, understanding legal requirements, and fostering an inclusive educational environment. By doing so, they can enhance the educational experience for all students and contribute to a more diverse and capable nursing workforce.