Support Services for Students With Disabilities Campus Support Services in Nursing Education
Most higher education institutions have established offices that provide support services to students with disabilities, including those in nursing programs. These services are typically voluntary, and they are usually available to students at little or no cost. While services vary by institution, they generally include the assessment and diagnosis of learning disabilities, guidance on appropriate accommodations, counseling services, and assistance with the development of study and test-taking skills.
Faculty education about learning disabilities is another essential service these offices provide. Campus teaching and learning centers may help faculty members design courses in alignment with universal design principles, which focus on creating accessible learning environments for all students, including those with disabilities.
These services are critical for ensuring that students with disabilities receive equal access to education and are able to successfully navigate the academic demands of nursing programs. Faculty should be aware of how these resources function and encourage students who need assistance to take advantage of them.
Accommodations for the National Council Licensure Examination (NCLEX) in Nursing Education
Nurse educators should be familiar with the accommodations available to students with disabilities when taking the National Council Licensure Examination (NCLEX). Accommodations are offered to students in accordance with the Americans with Disabilities Act (ADA) (National Council of State Boards of Nursing, 2014). Each state determines accommodations on a case-by-case basis, ensuring students with disabilities have the necessary support while maintaining the integrity of the exam process.
One of the most commonly requested accommodations for the NCLEX is extended time. However, accommodations may also include the use of specialized equipment, separate testing environments, or other forms of assistance depending on the student’s documented needs. Nurse educators should encourage students to seek these accommodations well in advance of the exam date.
Regulations may change over time, so both students and faculty are encouraged to check with their state board of nursing or the National Council of State Boards of Nursing (NCSBN) website for updated information. Students must provide documentation that details the accommodations they received during their academic program before arriving at the testing center.
Students with Physical Disabilities and Campus Support Services in Nursing Education
The perspective that physical disabilities inherently limit nursing students’ potential can lead to missed opportunities for capable students. Thinking of disabilities as hindrances, combined with environments designed primarily for able-bodied individuals, restricts opportunities for students and nurses with disabilities (Hargreaves & Walker, 2014). Traditional criteria such as hearing, seeing, and lifting capabilities may be used to exclude students, but not all roles in nursing require these abilities.
For instance, Helms and Thompson (2005) emphasized that nurse anesthetists need to work in fast-paced environments and translate complex information into immediate action. While these requirements may exclude some students with certain disabilities, many nursing roles do not have such stringent physical demands.
Historically, the U.S. Supreme Court ruled over 35 years ago that a prospective nursing student with hearing impairments could be denied admission based on potential academic limitations (Southeastern Community College v. Davis, 442 U.S. 397 [1979]). However, the ADA and the ADA Amendments Act (ADAAA) now provide a clearer framework for reasonable accommodations, enabling students with disabilities to succeed in nursing programs.
There are numerous examples of students with physical disabilities achieving success in nursing programs and subsequent employment. For instance, Manning (2013) and Sharples (2013) have documented cases of students with hearing impairments who graduated and entered nursing practice. With the help of tools like amplified stethoscopes and interpreters, many students are able to complete their education and work effectively in clinical settings.
Students with hearing impairments may also use note-takers, tape recorders, vibrating cell phones, and pagers to ensure they stay connected and engaged in both classroom and clinical environments. In some cases, students with visual impairments have been accommodated using tools like magnifiers, large font sizes on computers, or text-to-voice software (American Foundation for the Blind, 2014).
Students in wheelchairs can also successfully complete nursing programs and enter the workforce. Pecci (2013) described a case where a nurse who used a wheelchair worked effectively as a staff nurse. Nurses with missing limbs have also managed to perform tasks like starting intravenous infusions (Maheady & Fleming, 2012).
While lifting restrictions have historically posed challenges, many healthcare facilities are now striving for environments that minimize the need for manual lifting. Teaching students how to properly use lifting equipment can help prevent injuries and promote long-term career sustainability. However, Cornish and Jones (2010) found that students sometimes observed and participated in poor lifting practices due to peer pressure and lack of proper training.
Accommodating Students Who Develop Disabilities During School
Students may develop disabilities during their time in nursing school, such as chronic illnesses or physical injuries. In these cases, reasonable accommodations, such as time extensions for assignments or “incomplete” grades for courses delayed by health issues, can help these students stay on track. Smith Stoner, Halquist, and Glaeser (2011) presented a case where a nursing student undergoing cancer treatment was able to continue her studies with appropriate adjustments, such as delayed clinical experiences and extended deadlines.
It is essential for faculty to avoid assumptions about what students with disabilities can or cannot do. Faculty should instead focus on providing reasonable accommodations that enable students to succeed. Students with chronic illnesses, for example, often strive to maintain a sense of normalcy, even when it compromises their health.
A study by Dailey (2010) highlighted how students with chronic illnesses, such as multiple sclerosis or asthma, reported feeling determined to complete their nursing programs despite feeling ill. These students expressed concerns about being penalized for absences, and in some cases, they continued attending clinicals or classes even when it was unsafe to do so. To address these issues, Dailey recommended that faculty provide more flexible learning opportunities, such as allowing rest periods during clinicals or incorporating group work to lighten the load on individual students.
Veterans with Disabilities in Nursing Education
Disabled military veterans are another unique population of students who may require specialized support. Veterans may face challenges such as missing limbs or Post-Traumatic Stress Disorder (PTSD) (DiRamio & Spires, 2009). Many universities have veterans’ support offices that can provide mentorship and guidance for veterans pursuing nursing degrees. Learning communities designed specifically for veterans can further aid their academic success by offering tailored support and promoting a sense of camaraderie (O’Herrin, 2011).
Success in Employment for Graduates with Disabilities
When students with disabilities graduate, their success in finding employment may depend on the experiences of nurse managers working with disabled nurses. Wood and Marshall (2010) found that nurse managers rated the job performance of disabled nurses as “outstanding” 22% of the time and “below average” only 11% of the time. These findings suggest that disabled nurses’ job performance is generally on par with, or exceeds, that of nondisabled nurses.
Conclusion
Supporting students with disabilities in nursing education requires a commitment to providing appropriate accommodations and fostering an inclusive learning environment. By utilizing campus support services, offering reasonable accommodations for exams like the NCLEX, and addressing the needs of students with both visible and invisible disabilities, nursing programs can empower all students to succeed. With the right resources and attitudes, students with disabilities can thrive academically and professionally, contributing to a more diverse and inclusive nursing workforce.