Hidden Disabilities

Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.

681 Increasing Representation in Surgical Careers – the First Cut Mentorship Programme for Medical Students

Background Surgical specialties in the medical literature are described as having low workforce diversity. Classically underrepresented groups among surgeons include women, trainees from Black, Asian and Minority Ethnic (BAME) backgrounds and those possessing visible or hidden disabilities. As advocates for underserved communities, increasing the representation of these groups is vital to ensure that their values and perspectives influence the progression and practice of surgery. A mentorship programme was created to address this need and help break down the reported barriers which often deter medical students from pursuing surgical careers. Method A 6-month mentorship programme for students from underrepresented groups in surgery was designed and co-developed by four medical students and three university faculty members: a consultant HPB surgeon, a professor of medical education and an educational enhancement manager. Results 30 medical students received one-to-one mentorship from consultant surgeons. All participants (mentors and mentees) were from underrepresented groups in surgery. Students were provided with exposure to the life of a surgeon, personal development, and careers advice by their mentors. Opportunities for professional development in academic, educational and management roles were also offered to go beyond the scope of the standard clinical responsibilities of surgeons. This descriptive case study offers an approach to implementing this within a large medical school. Conclusions The First Cut project is currently in its pilot phase. Feedback will be collected and analysed at the end of the programme for evaluation and improvement. These results will demonstrate the value of mentorship programmes to students from underrepresented groups.

Hiding but hoping to be found: workplace disclosure dilemmas of individuals with hidden disabilities

PurposeThe purpose of this paper is to describe workplace disclosure dilemmas of individuals with hidden mental health conditions who have privately accepted their mental health condition (anxiety and/or depression), but have chosen not to disclose it in their respective workplaces.Design/methodology/approachInterviews were conducted with 15 individuals who experience anxiety and/or depression. These individuals work across diverse organizations and sectors in India (e.g. architecture and health care). Data were analyzed using qualitative methods.FindingsInterviewees grappled with three dilemmas: professionalism versus authenticity (i.e. bringing only a partial professional self or the whole self to work), withdrawal versus participation (i.e. withdrawal from workplace interactions to conceal their condition or participation such that people could know of it) and personal privacy versus general advocacy (i.e. guarding one's privacy or engaging in advocacy for individuals who experience mental health conditions). Overall, findings suggest that the disclosure dilemma can stem from both one's internalized sense of a devalued self and by perceived contextual cues.Research limitations/implicationsFindings imply that perceived contextual conditions that amplify threat of discovery and its anticipated consequences can lead to and reinforce the disclosure dilemma. As individuals internalize others' constructions of themselves, they self-police and do not interrogate assumed normality within their social contexts.Practical implicationsEmployers can create inclusive environments. Present findings suggest some examples of inclusive practices such as the employment of dedicated resident counselors or counselors shared across organizations, training of stakeholders (including human resource personnel), allowing for selective disclosure (e.g. only to medical personnel) and cultivating informal support networks comprising similar others.Originality/valueSuch evidence-based research that can inform practices of inclusion for persons with a disability is especially important, considering that research on mental health conditions is conspicuous by its relative absence in mainstream management journals.

Creating dementia-friendly destinations in Scotland.

This chapter seeks to explore the levels of dementia friendliness of destinations in Scotland, UK. Accessible tourism is an increasingly important sector of the tourism industry. The ageing population represents an underdeveloped market for destinations. Globally 46 million people live with dementia, a number expected to triple by 2050. Travel is still possible in the early stages of dementia and has been recognised for its improvements to quality of life and benefits to physical, psychological, and social wellbeing. By being accessible to hidden disabilities, such as dementia, destinations might gain a competitive advantage.

Designing a Digital Roleplaying Game to Foster Awareness of Hidden Disabilities

On Fighting Shadows (OFS) is a two-dimensional roleplaying game that tells the story of Marvin, a young adult that experiences hidden disabilities, focusing on hydrocephalus and its possible mental health implications, such as anxiety and depression. Developed with the goal of being both informational and engaging, OFS aims to increase awareness and foster discussions not only about hidden disabilities as medical conditions, but also as phenomena that are experienced in society. The objective of this design case is to describe the development process, including the design dilemmas, of the prototype of OFS, as well as to discuss future directions of this project. Both in the prototype design phase and in usability testing, the tension between learning and entertainment was observed, aligning with reflections from previous studies (Prestopnik, 2016). Playing OFS was also observed to engage users in experiencing symptoms of hydrocephalus and understanding the character’s feelings. Possible directions to improve the experience for different user profiles involve adaptation of game conditions for players that would like to prioritize educational information over fun, and vice-versa.