Disabled Students Panel

C2C Workshop Day 1 Block 3

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Overview

• Hear directly from disabled students on our team.
• Explore their experiences in classes, academic programs, and campus life.
• Gain insights into the challenges and perspectives of being disabled in these settings.
• Learn what they wish educators and peers understood foster a more inclusive environment.

Introduction - Panelists: C2C Design Team

Erin Syerson

Western Michigan

Jayden Butler

Rochester Institute of Technology

Bella Tuffias-Mora

Arizona State

David Cassens

Albion College

Mason Moenter

Texas A&M

Panel Topics

• For instructors:
• What are some common misbeliefs about students with disabilities?
• What do you wish instructors knew instead of approaching with these misbeliefs?
• How can instructors better support disabled students?
• For students:
• Identifying supportive vs. unsupportive workplaces
• Barriers and strategies the job search and hiring process
• The role of mentorship and support network in career development
• Navigating accessibility in research, academics, and the workplace
• Strengths gained from disability and advice for disabled students entering STEM fields
• How should instructors/students be held accountable if they are discriminatory (in lesser severity, ignorant) toward peers, colleagues or students?

Common Misbeliefs About Disabled Students

• Disabled students are lazy, bored, or disengaged.
• “You seem fine/you’re doing well.”
• Assuming lack of effort rather than barriers.
• “You don’t look disabled.”
• Accommodations are handouts or unfair.
• “My class is easy/you won’t need accommodations.”

What Instructors Should Know Instead

• Support each student individually - experiences vary.
• Keep expectations high, but allow multiple paths.
• Needs fluctuate as disabilities change.
• Recognize life outside the classroom.
• Students bring diverse strengths (e.g., research skills, hyper‑focus).
• Accommodations are small, equity‑promoting tweaks.
• Flexible course design benefits everyone.

Becoming More Approachable

• Invite accommodation conversations early and often.
• Introduce yourself personally to reduce intimidation.
• Keep chats casual - emphasize humanity.
• Repeat verbal commitments to flexibility each term.
• Treat students as experts on their needs.
• Meet students where they are; show empathy.
• Acknowledge physics is challenging for everyone.

Supporting Students Individually

• Check in after exams or quizzes.
• Hold brief reviews during office hours or recitations.
• Provide varied materials (notes, videos, papers).
• Offer constructive challenges to deepen learning.
• Be flexible with due dates to prevent burnout.
• Understand diagnosis processes can be demoralizing.
• Communicate to stay on the same page.
• Avoid bias in recommendation letters.

Career‑Focused Discussion Questions

• Define a “good‑fit” workplace; build a checklist.
• Practice if/when/what to disclose during hiring.
• Highlight disability‑informed strengths on résumés.
• Discuss intersectional identities and peer support.
• Respond to ableism: cues, scripts, escalation paths.

Accountability for Ableism and Discrimination

• Most acts stem from ignorance, not malice.
• Responses should match intent and repetition.
• Follow institutional protocols; standardize procedures.
• Use an Accountability Buddy system.
• Many issues resolve through informed conversation.
• Mediators can help if resistance occurs.

Panel summary

• https://docs.google.com/document/d/1O1OKZAZku2osX5nt0SUiNF5CQ9TGhZP2FYeu6wL9xQg/edit?usp=sharing
• https://docs.google.com/document/d/1dflbjyUZP8K7ddcZlvwirMX1yYswsCnA5GpF5u4rWVQ/edit?usp=sharing
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