Over 90 percent of Auburn students receiving learning accommodations live with invisible disabilities

When many students hear the term accessibility, they often picture ramps, elevators, wide doors and Braille signs. While Auburn has made significant progress in accommodating individuals with physical disabilities, the Office of Accessibility is equally dedicated to supporting students whose disabilities may not immediately be visible to others.

Situated in 1228 Haley Center, the central unit offers comprehensive support to students with disabilities and those facing learning and health-related challenges. Twenty-five staff members provide a range of resources to assist students with both visible and invisible challenges, including attention issues, psychological difficulties and underlying health conditions such as diabetes, arthritis and other autoimmune disorders.

This fall, more than 2,000 Auburn students are registered with the office, each receiving at least one academic accommodation. While a record for Auburn’s campus, it still falls short of the number of students who may need resources and academic or physical accommodations. As the demand for services grows each semester, the central unit remains dedicated to promoting its resources, support and advocacy.

“National statistics show that, on average, 13 percent of a university’s student body typically qualify for accommodations, so we know there are likely thousands of Auburn students that could be registered with our office,” director Barclay Bentley said. “The higher education accommodation process is very student-driven, so we do not know if a student needs resources unless they self-identify and register with our office. The best thing our office can do is be more visible.”

More often than not, the stigma associated with needing medical or learning accommodations silences students, preventing them from sharing their experiences and challenges. Although many have successfully developed their own strategies, a significant number remain unaware of the unit or the accommodations available, which is often due to a lack of information or a formal assessment and subsequent diagnosis.

Reducing Barriers

Guided by the belief that their students possess unique abilities and face social and environmental challenges, the unit collaborates with the broader campus community to provide reasonable accommodations for academics, housing, dining and parking. These include assistive technology, support services and training that help students overcome obstacles.

“We don’t consider accommodations as providing a benefit, but rather, accommodations are meant to level the playing field by allowing students with disabilities to show their knowledge and succeed or fail on their own merit,” Bentley explained.

For Bella Guzowski, a junior pre-law student majoring in law and justice, her invisible disability played a key role in deciding where to go to college. Diagnosed with attention deficit hyperactivity disorder, or ADHD, in the eighth grade, Bella shares the condition with three of her five siblings.

“I was somewhat relieved when the doctor confirmed I had ADHD because then I knew what the problem was and how to get help,” said Guzowski. “I had been quiet in class, trying to listen, but I wasn't retaining any of the information.”

Following her diagnosis, Guzowski began taking medication and received accommodations in her junior high classes and exams, an accommodation that continued through high school. When she decided to make Auburn her home, she wanted to ensure the university had the necessary resources to support her, so she contacted the Office of Accessibility.

“Reaching out to the office was the best thing I could have done,” Guzowski said. “Once I finalized the paperwork, they were able to approve general accommodations such as permitting time and a half for testing and priority classroom seating if needed.”

Guzowski also started taking advantage of the unit’s Supporting Knowledge and Lifelong Learning, or SKILL, program. SKILL is a fee-based academic coaching program available to registered students. The program’s trained coaches meet weekly with students to develop a personalized plan for academic success.

“My classes became more challenging during my sophomore year,” Guzowski said. “My coach encouraged me to talk with my academic advisor. That’s when I learned that recording lectures in class could be beneficial, so we added that to my accommodations. Meeting one-on-one with my SKILL coach each week to talk through all my tasks helps me stay on track.”

According to SKILL director Mandi Buckalew, the resources help students like Guzowski beyond the classroom by helping them develop time management skills and build confidence. Through SKILL, students are able to foster a positive mindset that benefits their overall academic experience.

“With the SKILL program, we're not just building habits like time management, goal setting and organization,” Buckalew said. “We're also empowering them to see college as something they can not just tackle, but also excel at. Academic success breads confidence, which leads to greater self-confidence.”

In addition to academic work, SKILL coaches help students develop better professional communication skills and encourage self-advocacy, particularly when discussing their personal accommodations with advisors and faculty.

Acceptance and Awareness

The belief that disabilities contribute to an inclusive educational environment is one the unit holds dear.

“We value the unique experiences each student brings to the Auburn Family, and we work hard to emphasize that message,” Bentley expressed.

To increase awareness, Barclay and his staff are available for classroom presentations and informational sessions to amplify the services they offer and promote dialogue surrounding stigmas associated with disabilities. In addition, information, training and tips on a variety of topics are also available on the office’s website.

Beyond addressing invisible needs, the unit also plays a crucial role in ensuring the campus' physical infrastructure remains accessible and accommodating for individuals with physical needs. Students, faculty and staff are encouraged to report any necessary adjustments to building entrances, sidewalk curbs, doors or other areas on campus to Accessibility or Facilities Management.

As the Auburn Family becomes more mindful and accepting of people with unique abilities, Barclay continues to emphasize the importance of fostering a sense of belonging and ensuring that everyone feels valued and supported.

“I believe the stigma around disability has shifted in a very positive direction,” he said. “Particularly when it comes to invisible disabilities like mental health, the current generation of students also seem much more willing to ask for help and use the help they receive. Raising awareness helps promote the belief that all are welcome here at Auburn and capable of greatness.”

To inquire about potential accommodations or learn more about the Office of Accessibility, visit aub.ie/accessibility.