We go to school, graduate, and then use our degrees to obtain higher education—society engrains this life plan into our heads the second we step foot in school. Whether post-high school plans entail universities, trade schools, community colleges, abroad programs, or immediate employment, the expectation of further pursuit remains. But what happens when all of these options become infeasible? For many of the 240 million youth with disabilities worldwide, this is the case.
Highly limited, the opportunities for students with severe learning disabilities either do not exist or result in a low quality of life, where they struggle to keep up with their interests and rarely interact with the surrounding community. If blessed with adequate funds, resources, and motivation, families can establish a lifestyle to keep their loved ones thriving despite society’s un-adapting norms. However, doesn’t it seem unfair that neurotypical graduates are presented with numerous options, while those who utilize special education must hunt for just one? Those who require a great deal of support do not face this struggle alone. Higher-functioning special education students (who are able to take advantage of options such as universities and trade schools) fight obstacles as well when it comes to getting the support they need. Below, Mary McLellan— IM2 and AP Statistics teacher at Westmont—goes into detail about her experience with higher education.
What were the biggest challenges you faced during college in regards
to getting the support you needed?
The biggest obstacles depended on the school. At Pasadena City College, I
did not have health insurance or access to my health records. The school
was willing to provide assistance, but not in an accessible way. I needed
to prove that I was Autistic by filling out numerous forms and providing
information from my past. However, I couldn’t obtain the necessary
information, and I found myself unable to complete the forms, so I didn’t
receive any help. As a result, I took fewer classes.
At Berkeley, the disabled students program was very helpful. They organized
everything I needed and informed me that pushback from professors was
discrimination and illegal. But there was still an underlying stigma and a
culture of holding differences in low regard. There was indirect pushback
from professors, such as one professor complaining about accommodations in
the hallway outside office hours. While it is human to complain, I wish
they had exercised better judgment about the time and place. Another
professor repeatedly failed to set up testing locations with the disabled
students’ program. As a result, another student from the disabled students’
program and I had to take tests in the professor’s room after he forgot to
set up accommodations. During the testing, the professor had loud
conversations and ate loud snacks, which was distracting.
At Santa Cruz, the program was excellent. They set up accommodations
immediately after one meeting, and then I had a semester to gather proof.
What specific resources/opportunities do you wish had been available,
but weren’t?
I wish Pasadena City College had been like Santa Cruz in offering
accommodations first and gathering proof second. It is about eliminating
barriers. Providing accommodations would allow students to get themselves
together enough to find a doctor’s appointment and get the proof they
needed.
How did the lack of an accommodating environment impact your college
experience overall?
In Pasadena, the lack of an accommodating environment made college more
expensive because I needed to go part-time. If I had stayed full-time, I
would have learned less. I put myself through college, so going part-time
was a significant financial burden.
At Berkeley, while most teachers were supportive, there was still an
undercurrent of stigma that created a less-than-ideal environment for
students with disabilities. Stigma can be dangerous, as it may discourage
students from seeking the accommodations they need or make them feel
unwelcome in the academic setting. This stigma was evident in the actions
of a few professors who complained about accommodations or failed to
provide them consistently, creating unnecessary barriers and stress for
students who were already facing challenges.
Did it hinder your education?
Yes, it slowed me down.
What actions did you have to take in order to succeed despite the
lack of support?
I sought support where I could find it. I basically made school my whole
life and rarely socialized during the semester, saving social time for
vacations. I was unstoppable, because that’s what it took for me to be able
to envision a future for myself.
Please share anything else you feel is important that is not covered in these questions.
I would like to give credit to all the teachers who supported me. I always
had excellent and supportive math teachers in community college and high
school. They helped me to be resilient.