Inclusion and Successful Placement of Students with Hidden Disabilities 

in Tertiary Settings

ROB & VERONICA CRAWFORDLife Development InstituteGlendale, Arizona, USANovember 3, 2013

Copyright: Crawford 2013

Dealing with the “D” Word

Copyright: Crawford 2007

Many Global Young AdultsWithout Disabilities Struggle to Find the Right Path

College & University Students with Hidden Disabilities

Crawford 2010

Crawford 2010

US Students Study Abroad

• 273,996 US students 

• 4.1% Disability status known

• 70% “Hidden”

• Only 16% of US College/University reporting

Top 10 US Institutions Reporting Study Abroad Students with 

Disabilities• Stanford

• Calvin college

• University of Wisconsin‐Milwaukee

• California Polytechnic State University‐San Luis Obispo

• University of Denver

• American University

• Arizona State University

• New York University

• San Diego State University

• University of Kansas

LearningDifficulty 

orLearning Disability 

What is the Difference??

Brain Dysfunction?

• Input: Receiving information and recording it into the brain.

• Integration: Once recorded needs to be understood.

• Memory: Store and retrieve.• Output: Information communicated

from the brain.

Specific Learning Disabilities

Input• Visual perception

– MISPERCEIVING a “d” and a “b” or a “6 and 9”– Judging distance or depth.

• Auditory perception– Distinguishing subtle sounds such as: hair and

air or ball and bell– Confuse what sounds to listen to when

there is more than one source– May have trouble processing sounds quickly– May have trouble processing words and sentence

meanings

Integration

Three steps are needed to understand what is recorded in the brain.1. Sequencing

• May start at the wrong place2. Abstraction

• Understanding the correct meaning3. Organization

• Pulling together information• Separating information

Memory

• Usually have excellent long term memories• Can learn but needs repetition• Poor working memory• Lack ability to concentrate on information

and store it– Spelling list– Math concept– Can be visual or auditory or both

Output Called a language‐based disability when impacting oral communication.

– May speak with ease when initiating

– Can not articulate on specifics when asked & struggles for words/ramble/says wrong word

Called a motor coordination disorder when impacting use of muscles.

– Gross motor‐‐clumsy

– Fine motor‐ writing/typing

Executive Functioning

• Time management

• Organizational skills

• Prioritizing

• Non‐verbal cues

ADHD

Crawford 2010

ADHD THREE TYPES OF BEHAVIORS

1. HYPERACTIVE• CHILDREN RUN AROUND A ROOM, FIDGET, SQUIRM• ADOLESCENCE & ADULTS MAY SHOW FIDGETING IN 

FINGER TAPPING, FOOT PUMPING OR OTHER• MAY TAKE ON MULTIPLE PROJECTS & BECOME 

DISORGANIZED2. INATTENTIVE

• EASILY DISTRACTED, AUDITORY‐ VISUAL OR BOTH, SHORT ATTENTION SPAN 

• ADOLESCENCE AND ADULTS MAY HAVE INTERNAL DISTRACTIONS.

3. COMBINED TYPE‐CAN BE BOTH HYPERACTIVE AND INATTENTIVE

The Overactive Or Inattentive Client

• Puts things off until last minute

• Is always on the go

• Has multiple ideas or projects going

• Thinks they are invincible 

• Is easily distracted

• Does not seem to pay attention

• Lacks organization

• Tends to talk incessantly 

Asperger’s &High Functioning Autism

Asperger’s & Social Skills Issues

• POOR SOCIAL SKILLS

• DOES NOT LOOK YOU IN THE EYES

• DOES NOT GET SARCASM

• IS SARCASTIC AT INAPPROPRIATE TIMES

• FIXATTED ON ONE OR TWO SUBJECTS

• HAS ONE OR TWO FRIENDS, IF ANY

• DELAYED MATURATIONALLY

Things They May Say To You• I’M NOT GOOD AT ANYTHING• I’M SO STUPID• I REALLY HATE MYSELF• I CAN’T DO IT• WHY BOTHER TRYING. I WON’T DO IT RIGHT

ANYWAY• YOU JUST DON’T UNDERSTAND• SO WHAT IF I FAIL• NO ONE LIKES ME• I WISH I WERE MORE LIKE...• I’M SLOW• I’M DIFFERENT

“Attitude” You May Get

• VERY QUIET• VERY UNWILLING TO RECEIVE HELP• VERY UNREALISTIC• VERY RESISTANT TO CHANGE• NOT WANTING TO LEARN ANYTHING NEW• ACTING LIKE THEY ALREADY HAVE IT ALL UNDER CONTROL

• PRETENDING NOTHING IS WRONG

The Agent and CompassionateCoaching

First Meeting • Work History• Diagnosis – Medications• Immediate Family Background• Educational Background• Hobbies, interests, leisure time• Organizations, clubs past and present• Presenting concerns• Services requested• Information they know about their disability or issue• What they know about their strengths• What they think others think of them• Impressions of their work and educational experiences• Any goals and dreams they have• Plans they have set if any to achieve goals• Concerns or barriers they have related to career, educational or personal

– Lieb, 1997

Help The Client

• Break down the old information– Negative feedback

– Unrealistic expectations (theirs and others)

– Feelings of inadequacy

– Aspects of negative behavioral training

– Fear of trusting

This Will Help You Obtain Information And Build Trust

• Rebuild the old into new– Show empathy, respect, and compassion

– Be open, honest, concrete, and responsive

– Help them to believe in their abilities

– Show them the simple how to’s

– Locate strengths and relate interests

– Develop specific steps in finding and guiding toward the use of new information you find

Helping Them Transition to Appropriate Program with Confidence

• Set new methods into action– Build opportunities for success

– Provide support and encouragement

– Breakdown into small parts any difficulties

– Help them process the next steps they will be taking to reduce fears

– Let them fly away with tools and your sincere belief in them

Practices That Work

US Placement Advantages• Colleges/Universities can’t discriminate based on disability

• Inclusive & accessible courses, campus and services

• Must provide disability‐related accommodations and ensure equal access

• Accommodations and services provided to ALL students with documentation

• Services & supports determined on individual basis 

Leadership for Life DevelopmentLearning Community

1. Articulated curriculum between LDI & PVCC

2. Four linked classes

3. Group of students taking the same classes

4. Team focus ‐ teachers, advisors, tutors, other support services

Outcomes Snapshot

Academy of Lifelong LearningHigh School 

• NCA accredited

• Soft skills

• Stackable diversity & employment certificates

• Non‐traditional graduation requirements

• No exit exam

Emerging Leaders Summer Academy

• Private/public funding

• Collaborative partnerships

• Cultural & personal leadership competence

• 2 college credits & national student leadership certificate

0

5

10

15

20

25

30

35

40

Disabled

Non-Disabled

Sources: Current Population Survey, 2005; National Center for Education Statistics, 2009; National Longitudinal Transition Study II, 2010

Becoming an Adult: Achievement Comparisons of 18‐25 year olds

Things You Can Try To Help Your Client Who Struggles

• Teach understanding of realistic expectations• Teach concepts of effective problem solving, decision making, 

and dealing with conflict• Teach how to locate resources so they have some autonomy• Teach methods of self‐evaluation• Develop a relationship of trust and respect• Teach how to organize and prioritize in the areas of personal, 

educational, and career skills with appropriate training• Teach about the realities of various outcomes based on their 

behavior• Show how goals can be accomplished with the appropriate 

knowledge. – Lieb, 1997/2013

Let’s Find The Next Piece Of The Life Puzzle Together...

rcrawford@discoverldi.comvcrawford@discoverldi.com

www.discoverldi.com(623)773‐2774, ext. 208