I have worked in education in various roles since 2005, and over that time working primarily with special populations, I have learned a lot about how and why people self-disclose, or why they elect not to do so. The primary reason against disability self-disclosure was stigma.
While working in higher education, I worked with many students with learning disabilities, ADHD, and ASD; a high percentage of these students with a comorbidity of some kind, too. Every student went through an application and interview process before being admitted into this program, and all of them had a story to tell. It’s their self-awareness and personal stories that were the most compelling but provided the most insight into how I could help them.
However, not everyone was willing to go into detail, or they didn’t have the language to do so, but to support them, we (the program) needed to get a more holistic picture beyond what was reported in their testing. Conversely, the large majority were fairly open and upfront with their strengths, weaknesses, and their overall needs. It was always refreshing to meet a young person who already had the basic skills in self-disclosure and self-awareness.
For the purposes of this post, I wanted to present an introduction to disability self-disclosure in an effort to help those who are new to this process or are confused as to how or when or to whom they should disclose to.
An Introduction to Disability Self-disclosure, What is it?
Self-disclosure is letting another person know about a sensitive but important bit of information about you. Disclosing personal details about yourself to another person can be scary and intense, but if conducted effectively, it can also be a liberating and productive way of building a connection to your overall support network. I say “effective” because the who and when aspects of self-disclosure are as important as the why and how. (Read further)
Self-disclosure of a disability cannot be used for or against a person when it comes to the application process for a college. Meaning, that an admissions counselor cannot use a person’s disability - visible or invisible - for or against them when deciding whether or not to admit that person to an institution. The same is true when it comes to applying for a job.
If you wish to write about the impact of your disability as a means of demonstrating how you overcame setbacks or difficulties in your education or life in your personal essay, go for it! Self-disclosure provides a degree of authentic “humanness” to your application; it shows that you are persistent despite challenges and that you know the value of treating others with respect.
One often overlooked character trait of a lot of people with disabilities is their level of empathy, and a justice-seeking initiative because they know first-hand what it is like to be discriminated against, bullied, alienated, or viewed as “less than” by others.
As I mentioned before, finding the confidence to self-disclose particular information about yourself to relevant parties is a major step in the direction of personal success. For instance, a person with a disability looking to attend an educational institution after high school will require a degree of self-disclosure if they wish to get additional support services. The accommodations process requires the student to disclose their disability(ies), provide documentation, and complete an in-take interview. Each step in this process will require providing information to a relevant person.
Who is that relevant person? How will I know who is the right person to disclose to?
The rule of thumb here is to ask yourself, “Is this person in a position to help me with X need?” If that need is to ultimately get accommodations or find an academic support program, then an admissions counselor would be a good start. However, the admissions counselor cannot ask you if you have a disability, but if you mention that you are looking for additional academic support, they can point you in that direction.
You don’t need to go into detail, just simply mentioning that tidbit will be sufficient for further guidance.
Let’s shift the focus to a student who is already in college and is taking courses. It’s day one of class, should that student disclose their disability to their professor? It depends. There are factors to consider before disclosing to a professor.
Does the student already have accommodations provided by their institution?
If not, determining and implementing accommodations is not the job of the professor; it’s maintained by a separate department.
What is the immediate benefit of disclosing to their professor, and how would this be more beneficial than already having accommodations?
A Letter of Accommodation will provide both instructor and student with explicit instructions, and will not list any specific disabilities.
Is disclosure being done with the expectation of a different set of expectations than the other students in the class?
Accommodations provide access not modification of course content, including all deadlines, exams, and assignments. The playing field is being leveled, not adjusted in your favor over other students.
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Why is Self-disclosure Important, and How Does it Work?
Self-disclosure is an important aspect of one’s education and in life. Everyone discloses aspects of themselves daily, even if it’s not sensitive or confidential information. If someone asks me the age of my daughter, I don’t think twice about it; however, if they asked me my social security number, I would be concerned. The same guidelines apply to how or when you share information or documentation regarding your disability.
I used to tell students/parents that an IEP or 504 plan should be treated like their social security number; very few people need it, and it’s crucial to know who and when to share it.
Despite the potential emotional risks of self-disclosure, you can set yourself up for a lot of success once you take that first step. However, it is understandable why the perceived stigma of disability disclosure can and does stop many students with disabilities from getting some or all of their needs met. This is especially true after high school – in the postsecondary world, you are required to advocate your needs, and this might be the first time you are doing so. It can be terrifying, but ultimately the experience will reinforce to you that you must be your own best advocate.
Strategies for Self-disclosure That Work!
The first strategy is to identify what your intended need is and outline the relevant information to get it.
Essentially, reviewing your IEP/504 plan for goals and working from that starting point.
The specifics of your needs will be personal in nature, and since you will have to advocate these needs, you will need to be prepared to communicate them as you transition beyond high school.
With whom you disclose is ultimately up to you, but each institution has specific departments designed to assist you in your academic/non-academic journey.
I must note that being strategic in your self-disclosure is important; if it isn’t relevant to your immediate goal, then leave it out of the conversation. In other words, know your audience and set limits on disclosure only fitting what (if any) information is needed during each step in the process.
Be informed: do your research into the institution and identify which departments are aligned with meeting your needs. For instance, an Office of Accessibility or Disability Office will be designed to help you in the accommodation request process. The same is true of an academic support program or a mental health counseling office; these departments are where self-disclosure is safe, and sharing of documentation will likely be required.
In my time as Director of an academic support program, I had many delicate but necessary discussions with applying students involving their disabilities and needs. For students who were hesitant about aspects of disclosure, I always tried to reiterate that all information shared was confidential and part of the support process.
Practice self-disclosing with someone to experience communicating your needs in a clear manner. Use this opportunity to list out what you need, rehearse how you will communicate it, and adjust the wording depending on the person you’re speaking with. As mentioned before, what/how you disclose to a financial aid advisor will vary widely compared to that of an accessibility director.
Writing out your talking points is a great way to ensure that you have everything covered, and if it helps later, you can send this as part of your accommodation request.
I have seen students send their accommodation needs in advance of their scheduled meeting – it gives time to process the requests and allows for a more natural conversation.
Lastly, if you feel it would benefit you, and you have the needed permission to do so, you can have aspects of your disability addressed in a letter of recommendation submitted by your school counselor or special education teacher. The key here is getting consent from this educational professional in advance.
It can be a difficult situation for them to write a letter on your behalf without oversharing certain details regarding your disability.
Some may be uncomfortable in doing this, so that is why you must seek their approval first.
My Closing Thoughts on Self-disclosure
In my time working in higher education, I have found that students with disabilities have been trending toward more openness regarding self-disclosing than previous generations (mine included). This might be a net positive resulting from the advent of social media – people are becoming more comfortable sharing their stories with strangers, and getting a sense of community online.
This is a good but tricky situation.
On the one hand, being open about yourself and being unafraid to discuss your disability is admirable! I have seen just how large the online social media communities have become in the last 10 years and a lot of people sharing support or tips for others. Representation and support are ways in which we authentically grow and meet the challenges presented by the world!
On the other hand, when it comes to applying to colleges or jobs, not everyone involved in the application process needs to know about your disability, if for no other reason than it’s not relevant to their overall goal when helping you.
Personally, I have become more comfortable in disclosing my ADHD with other people; however, I find myself more inclined to do so in the appropriate settings, i.e., in an educational setting, among co-workers or managers that I know. When I am teaching, I do not disclose this information about myself because it is not relevant to my teaching objectives or the learning objectives of the students. It’s a time-and-place thing.
The nature of this job has provided me an opportunity to disclose more about having ADHD in ways that I am both comfortable with and can do in relatable ways (e.g., personal blog posts or memes).
I’m in a place where self-disclosures are used as a means of building a bridge of trust or understanding, and not to distract (like when teaching) from my goals.
I say all of this with due respect for those who do not feel comfortable in disclosing aspects of their disability with others; it's a matter of preference, and this blog post is not meant as a "you should always disclose." You will only be your own best advocate when you are confident in doing so and have the message ready to communicate. However, as I mentioned with my own experiences, you too can develop into this person and be your own champion. It takes time, some discomfort, but ultimately, you will see the benefits of self-disclosure in your academic or work setting.
Respectfully,
Dustin.
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