For those of us who are able to function pretty well physically, the decision to return to school or start it up for the first time may not initially be too trying. Those of us who are more challenged, the idea of attending classes, tons of homework and projects and trying to also maintain some semblance of normalcy seems daunting just thinking about it.
How can we take on something as rigorous as college when there are days when we can’t even sit without pain or think due to the extreme fatigue that comes and goes?
If I can’t hold a regular 9-5 job, is college going to offer me more opportunity or send me straight into a mother of all flares?
Will I fit in or have any support if I am struggling – or will I be shunned because I look well, but act like I want constant sympathy?
Today, I enjoyed a phone conversation with Betsy Pacheco, who is the Coordinator for the Disability Resource Center and Tutoring Program at Clackamas Community College . She graciously provided answers to some of these questions regarding college educational support opportunities for those facing autoimmune diseases.
According to their website, The Disability Resource Center offers “...support [for] student success by creating full access and providing appropriate accommodation for all students with disabilities who have the ability to benefit from the college experience. “
The definition of “disability’ applies to any situation that is covered under the Americans With Disabilities Act or ADA. Established in 1990 to “…provide protection from discrimination for individuals on the basis of disability.” (Source: CCC Disability Resource Center website), lupus falls under the protection in general due to some of the symptoms that are exhibited. However, since the ADA does not provide a list of diseases that are covered, that also means that there is some flexibility in interpretation and can potentially cause some problems when needing extra consideration in settings such as education or employment.
When facing extra challenges and uncertainty about whether employment or school are options for us, this vague ‘interpretation’ guideline can sometimes lead us to not even try to pursue our interests or jobs.
At CCC, the Disabilities Resource Center (DRC) will offer you student-focused advocacy in determining your physical classroom needs. In discussing your situation with the Center’s staff, together you can create some ideas for accommodations that can then be addressed to your professors (by you) utilizing their expert assistance. Such options may include flexibility in class arrival times, occasional opportunities to stand up and stretch, a different chair to sit in or other means necessary to accommodate your learning that can be implemented within the classroom. They also provide some classes in managing life as a student facing additional challenges and by giving you some helpful tools for life outside the classroom.
Their services are not limited to only those students who enroll in their program. If considering yourself as “disabled” is uncomfortable for you, you are still able to meet with them and discuss any challenges you are facing that might be threatening your continuation. She estimates that the majority of students participating in the Resource Center’s services do not have specific physical challenges. She also understands how chronic illnesses, such as lupus, often present barriers even though the causes might be ‘invisible’ and fluctuate in severity. In fact, she has been able to assist some students living with illnesses like arthritis and fibromyalgia in continuing on to successfully complete their degrees.
The DRC offers coaching in ways you can speak with your professors about why you’re are struggling- without disclosing personal information about your illness (something you are not legally bound to do). If, for some reason, your professors do need some additional encouragement in meeting you part way, the resource center will offer them a formal accommodation letter explaining the ADA requirements and present your requests for consideration that you determine would be helpful in getting through your classes.
The Center’s goal is to advocate for you by focusing on your rights to accommodations in partnership with your instructors. They are not able to alter the core essentials in your educational program nor do they offer mediation per se. They do provide resources, support and encouragement for you to take charge of your own educational destiny.
Ms. Pacheco stated that in the 10 years she has been working within community colleges (two of those years at CCC), it has rarely come to the point where a professor refused some type of accommodation and feels privileged to be working within such a supportive environment for their students. If you would like more information or need further advocacy for your situation beyond what your school’s disability program can offer, she encourages every student living with illness or physical restrictions to visit or contact the Office For Civil Rights.
Our thanks to Ms. Pacheco for offering us some insight and encouragement to consider higher education and for her service to all the students who have benefited from her kind advocacy in helping us move beyond our health challenges.
If you’re at all wondering whether school is possible for you – and we hope our country’s new administration will value education – then give them a call at DRC or check out the student services programs at any other schools.
In today’s climate, we need all of the options we can get.
