Meeting the Demands of an Expanding Health Care Workforce

The following is a cross-post from (Work in Progress) the official blog of the U.S. Department of Labor. The blog is written by Kathy Martinez, the assistant secretary of labor for disability employment policy.

If you’ve ever seen the “Because” public service announcement from the Office of Disability Employment Policy, you’ve seen Kayla Woolridge swim. While filming the PSA, Kayla, who has spina bifida and uses a wheelchair, got to chatting with my staff about her career goals. Although still a few years out from college, Kayla has been thinking about becoming a neonatal intensive care unit nurse. When I heard this, I thought how great it would be if she does indeed pursue that path — because the nursing industry is going to need her.

According to the department’s Bureau of Labor Statistics, the health care industry dominates the list of occupations projected to be most in demand in coming years, and the demand is particularly acute in nursing. The nation will need about 19 percent more registered nurses by 2022, a growth rate that significantly outpaces the 11 percent average among all occupations. For nurse anesthetists, nurse midwives and nurse practitioners, this projection is even higher — 31 percent. As a result, the industry is closely examining its employment and training practices to ensure they are fully inclusive of all qualified individuals.

In March, ODEP collaborated with partners to host a policy roundtable focusing on strategies for using the skills of people with disabilities, including veterans, to fill this gap between supply and demand. This event convened more than 40 diverse thought leaders, including employers, state and federal policymakers, researchers and educational administrators, from across the country.

One fact surfaced repeatedly throughout the discussion: People with disabilities not only represent an untapped talent pool that can help respond to looming labor shortages in nursing and other health care occupations, but they also offer significant value and insight that can improve care for patients and their families.

That last point is what got me thinking about Kayla, and why I hope that she does in fact become a NICU nurse. She would serve as a powerful example to parents, some who may be adjusting to having a child with a disability and wondering what that child’s future might look like. That’s why we at ODEP are committed to ensuring that Kayla — and all other people with disabilities who want to work in health care can do so, whether they grow up with a disability or acquire one while already in the workforce­. We need not only their skills, but their perspectives as well.

Posted in Career Exploration, Career Preparation, Communicating with Youth, Employer Engagement, Inclusion, Policy | Leave a comment

Celebrating a Disability Rights Pioneer

The following is a cross-post from Homeroom, the official blog of the U.S. Department of Education. The blog is by Sue Swenson, Deputy Assistant Secretary in the Office of Special Education and Rehabilitative Services at the U.S. Department of Education.

Ed Roberts is one of the most important pioneers of the disability rights movement. Roberts was a talented athlete with dreams of playing professional baseball when he was disabled by polio in 1953 at the age of 14. Having a disability taught him many things, not the least of which was the importance of a good education. He could only move a couple of fingers and a couple of toes, yet he attended three years of high school by phone while lying in his iron lung at home.

After a senior year back in the school building, Roberts still had to fight to be allowed to graduate, but eventually he received his diploma with his mom Zona by his side. When he went to college and graduate school, he had to find a place to live on campus that could accommodate the iron lung he slept in every night.

Roberts also started using a power wheelchair while he was in graduate school. If you’ve ever used a curb cut to help you cross a street with a stroller, a rolling suitcase or a wheelchair, you can thank Ed Roberts and his allies with disabilities. His iron lung and his power wheelchair are now in the collection of the Smithsonian Institution here in Washington, D.C.

Besides his advocacy for educational rights, Roberts was a founder of the Independent Living (IL) movement and director of Vocational Rehabilitation (VR) in California. Both IL and VR have been part of the Department of Education since it began, and the programs operate in all 50 states and DC. Later in his life, Roberts took time to speak to hundreds of young adults with disabilities and parents of children with disabilities across the US. That’s where I met him, when my son Charlie was only seven years old. Roberts taught what nobody else did: that people with disabilities belong everywhere; that a student with the most profound disabilities has a lot to offer in any classroom; and that my job as a parent was to ensure that my son could make his own choices, and make his own voice heard, even if he couldn’t speak. Ed showed every day that charisma is not limited to able-bodied people, and that just being present is a form of advocacy. No wonder he won a MacArthur fellowship “genius” award: he helped us all understand that learning to thrive with disability was about expectations, education, employment, and empowerment above all else.

In January, the Department of Education’s Office of Special Education and Rehabilitative Services invited current and emerging leaders of the civil rights movement of people with disabilities to celebrate Roberts’s life. Guests discussed their own experiences in the civil rights movements of people with disabilities, the impact Ed Roberts had on their lives, and the importance of sharing his story with future generations of students.

Many students and families still don’t know about the civil rights movement of people with disabilities. Empowerment comes with knowledge. Learning about Ed Roberts is a great place to start.

To learn more about Ed Roberts and the civil rights movement of people with disabilities the Minnesota Governor’s Council on Developmental Disabilities website.


National Disability Awareness Month Video 

EEd Roberts Video Screenshot of Sue Swenson, Deputy Assistant  Secretary in the Office of Special Education and Rehabilitative Services

Posted in Advocacy, Communicating with Youth, Culture, Disability History, Events, Independent Living, Self Advocacy, Self Determination | Tagged , | Leave a comment

Advocacy Truths and Insights from YouthACT

At a recent meeting of the Youth Action Council on Transition (YouthACT) five teams of young people, ages 12-25, and their adult partners joined forces to hear from young self-advocates who are now professionals in disability fields. Before hearing their stories, YouthACT members were asked to share what advocacy and leadership meant to them. One participant wrote,

“Advocacy—knowing who you are, knowing what you need, knowing you can do it, and asking for support.”

Unsurprisingly the youths’ definitions of advocacy were very insightful.  And, the truth is, youth in transition need, and those working with them should provide, multiple opportunities for the young person to explore who they are, what they want to accomplish, and how they will get the support they need to achieve those goals. In their evaluations of the meeting another participant wrote, “I enjoyed learning about the many experiences of transition from the individuals at the training and how they connected to the larger narrative of individuals with disabilities working for their rights”. After hearing each other’s stories, the teams found that in addition to having individual identities through their exchange of ideas and common interests, they had actually built a network and connected with each other as a community that found strength in its new shared identity as the first YouthACT cohort.

Youth from California's YouthACT team share what advocacy means to them

Youth from California’s YouthACT team share what advocacy means to them

Another truth that the YouthACT teams realized is that preparation is an important step in becoming leaders and advocates. Though they may have been familiar with their own issues, hearing the transition-related issues that others have experienced gave the youth and their adult partners different perspectives and heightened their awareness about issues that they may not have dealt with firsthand. 

If you work with youth in transition who are in the early stages of advocacy, remember the truths that YouthACT participants shared, including the following: “Advocacy—knowing who you are, knowing what you need, knowing you can do it, and asking for support.  Remember too, that your job is not to answer these questions for youth, but rather to support them in discovering the answers and so that they can not only take their first steps on the path to adulthood, but continue leading the way. 

Related Resources:

By Maria M. Town, Policy Advisor on the Youth Team in the Department of Labor’s Office of Disability Employment Policy.

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A Collaborative Pathway to an Accessible Future

The following is a cross-post from (Work in Progress) the official blog of the U.S. Department of Labor. The blog is written by Kathy Martinez, the assistant secretary of labor for disability employment policy.

Over the past few years, I’ve often used this platform to discuss accessible technology and its impact on the employment of people with disabilities. From my vantage point, the connection between the two cannot be stressed enough, because when workplace technology is not accessible, it excludes.

Access button on keyboardWhen we are unable to perform basic job duties because we can’t access basic workplace tools, it limits our opportunity to thrive in our careers. Equally discouraging is when we are unable to compete for a position in the first place due to an inaccessible online job application.

When technologies are accessible to all users, they become powerful productivity enhancements for all workers. As a person who is blind — who relies on both assistive technology and accessible technology — I live and breathe this issue every day. Like so many others, I dream of the day when universally designed technologies are the norm and technology-related employment barriers become a thing of the past. And while I know this won’t happen overnight, I firmly believe that we can, and must, take steps toward a technology-accessible future, right now.

This concept of collaboration is a topic I’ll be exploring tomorrow when I address the International Technology and Persons with Disabilities Conference sponsored by California State University of Northridge. It’s an event that attracts a trio of stakeholders who hold the key to tackling accessible technology barriers: employers, technology developers/providers and people with disabilities who use and rely on technology innovations.

Whether it’s crowdsourcing through virtual town hall meetings or convening action teams to tackle key issues, most of the Office of Disability Employment Policy‘s current efforts in the technology arena involve collaborative policymaking. A prime example is the online dialogue we’re hosting right now in partnership with the National Council on Disability. Designed to examine the role that social media plays in the lives of those of us with disabilities, this online event invites members of the public to submit their ideas, comments and votes on creative approaches to improving the usability of social media tools. I strongly encourage you to lend your voice to this important conversation by accessing the online dialogue between now and April 4.

And perhaps there is no better example of our engagement with technology stakeholders than the ODEP-funded Partnership on Employment and Accessible Technology, which aims to advance the employment, retention and career advancement of people with disabilities through accessible technology. Its new Web portal,, will feature many tools and opportunities for employers, technology providers and users to engage with us and each other on employment-related technology issues. You can visit now to sign up for updates, and follow PEAT on Facebook and Twitter.

Like so many of our agency’s efforts, PEAT endeavors to spur dialogue, collaboration and action. So whether you’re a person with a disability, an employer, a technology provider or simply someone interested in shaping a more accessible future, now is your chance to engage and affect change. We hope you will join us. Working together, we can make the dream of a better, more accessible future — one that includes, rather than excludes — a reality.


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Planning for a Year of Disability Employment Action

The following is a cross-post from (Work in Progress) the official blog of the U.S. Department of Labor. The blog is written by Kathy Martinez, the assistant secretary of labor for disability employment policy. 

President Obama Delivering the State of the Union Address

Early on in his 2014 State of the Union address, President Obama said something that really stuck with me: “Let’s make this a year of action. That’s what most Americans want—for all of us in this chamber to focus on their lives, their hopes, their aspirations.”

I wasn’t in the chamber that night, but my boss, Secretary of Labor Tom Perez was, and he has made clear that by extension the president’s directive applies to all of us here at the Labor Department. At the Office of Disability Employment Policy, this is a natural continuance of the work we’ve done in recent years to ensure that the secretary’s vision of promoting and protecting opportunities for America’s workers means all workers, including those of us with disabilities.

The department’s proposed FY 2015 budget lays out the strategies we plan to make this a year of action. One major focus will be the Pathways to Careers initiative. This innovative program, initiated as a demonstration project this year, works to ensure that people with disabilities can fully benefit from the career-enhancing skills development opportunities offered by our nation’s community colleges.

Community colleges are a tremendous resource for anyone seeking to position themselves for high-growth, high-demand careers, but they can be an especially critical link for youth with disabilities like Charlene Lo, a graphic design student at Montgomery College in Maryland whom my staff had the pleasure of meeting not long ago. The FY 2015 Pathways to Careers allocation will be used to evaluate the effectiveness of strategies in helping more students like Charlene enter and complete career and technical programs that offer industry-recognized credentials.

Another major focus of our work in FY 2015 will be delivering technical assistance to employers, with special emphasis on ensuring federal contractors and subcontractors are equipped to achieve the goals of the new Section 503 of the Rehabilitation Act regulation that goes into effect on March 24. These historic changes will help ensure that qualified people with disabilities have equal opportunity to find, secure and keep good jobs. Two key resources in this regard are the ODEP-funded Job Accommodation Network and Employer Assistance and Resource Network.

We are also pleased to continue to collaborate with the Employment and Training Administration on the Disability Employment Initiative, which works to increase the capacity of American Job Centers to serve youth and adults who are unemployed, underemployed or receiving Social Security disability benefits. Along with all of our planned efforts for the coming year, this program is a vital part of our efforts to improve employment opportunities for people with disabilities.

In the State of the Union address, President Obama also said: “Opportunity is who we are. And the defining project of our generation is to restore that promise. We know where to start: the best measure of opportunity is access to a good job.”

At ODEP, we look forward to turning these words into action.



Posted in Accommodations, Community Partnerships, Employer Engagement, Events, Inclusion, Policy | Tagged , , , , | Leave a comment

Civil Rights in America: Opportunity for All

The following is a cross-post from The White House Blog.

Claudia Gordon Delivers Remarks at Last Week's Event

Last week the White House Office of Public Engagement hosted a disability issues oriented event as part of our observance of National African American History Month under this year’s theme of Civil Rights in America. This event brought together civil and disability rights advocates, youths with disabilities, service providers, educators, as well as federal disability policy officials. The program provided a forum for dialogue on the intersection of race and disability.

Though race and disability are unique identities, they do intersect. This intersectionality occurs as African American with disabilities are facing added barriers to employment, health disparities, income inequity, unequal access to healthcare, low high school graduation rates and limited means of attaining higher education. This is in part due to the doubled edge sword of disadvantage created by ableism and prejudice. As a result, people of color with disabilities are working to etch a place for themselves within the modern disability rights movement. This is being executed through increased measures to add diversity and inclusiveness in public policy and societal support for disability rights.

The beauty of African American history is that it created avenues for other marginalized groups to dismantle forms of institutionalized discrimination. The Civil Rights Act of 1964 provided a means for the creation of the Americans with Disabilities Act of 1990. Similarly, the sits in and protests spearheaded by freedom fighters of the past were replicated by disability activists advocating against ableism and for inclusion. The issues both groups promoted mirror each other (i.e. school desegregation, equal employment, education, and fundamental human rights that had been denied for decades). Ironically, many African American history makers such as Malcolm X, Octavia Butler, Harriet Tubman, and Wilma Rudolph – had disabilities.

Last week’s program also provided an opportunity for open discourse about the importance of mentorship for African American youths with disabilities and the impact of intersectional identity on social, cultural and economic opportunities. Each of us holds the power to bring issues of social justice for people of color and those living with disabilities to the forefront. Together, we can create a better America through using our voices to activate real social change.

Claudia Gordon is an Associate Director in the White House Office of Public Engagement.

Posted in Collaboration, Community Partnerships, Culture, Disability History, Inclusion, Universal Access | Tagged , , , | Leave a comment

The Benefits of Striking Out

The following blog entry is a cross-post from (Work in Progress), the official blog of the U.S. Department of Labor. The blog is written by Kathy Martinez, Assistant Secretary of Labor for Disability Employment Policy. 

Babe Ruth at bat

“Every strike brings me closer to the next homerun.” –Babe Ruth

In 1923, Babe Ruth batted his way into baseball history by breaking the record for the most home runs in a season. But there’s another, less-often cited record he also broke that year:  he struck out more than any other player. Conventional wisdom says he achieved the former because he wasn’t afraid of the latter.

Therein lies a valuable lesson about what it takes to swing for the fences, whether literally or figuratively. But, for some youth, it’s a message that doesn’t always get imparted, despite caring adults’ best intentions. I was thinking about this recently while listening to an NPR interview with a mother who recently wrote the Huffington Post article, “My Child with a Disability is Not My Hero.”

In the post, Sarah Sweatt Orsborn shared her discomfort with the praise heaped upon her daughter Claire, who has spina bifida, for just doing what’s normal and natural for her. Orsborn fears that it may do Claire, and other children with disabilities, more harm than good by conveying that they are held to a different, often lower set of expectations.

She makes an excellent point — one that guides our youth-focused work in the Office of Disability Employment Policy. Kids with disabilities are kids first and foremost. When they’re labeled “heroes,” there is a danger they will grow up thinking average is miraculous and thus not reach higher. Rather, they — like all youth — should be expected to continually challenge themselves. Moreover, they should learn that, along the way, it’s okay to fail. As Orsborn writes:

I want her to have the beautiful freedom to be a complex, complicated human being who both overcomes challenges and makes mistakes, who can be joyful and angry and every other emotion there is, with no pressure to be anyone but herself. She’s no hero — she’s something much more magical and mundane: a little girl, full of untold potential, just like her sister.

As Orsborn also notes, it’s often parents who communicate this unintended subtext. As a parent myself, I know it’s hard to let a child take risks and even to fail. But as a person born with a disability, I also know how important it is to do so. The best thing my parents did for me was convey that I was not special — or at least no more so than anyone else. Like Orsborn, they expected me to live up to my potential and that meant sometimes striking out. This may have come more naturally to them because, unlike most people with disabilities, I was not the only person in my family with one; my sister Peggy is also blind.

In the ODEP-funded Campaign for Disability Employment’s “Because” public service announcement, Ford Martin, a former high school Lacrosse player who has a congenital condition affecting his legs, sums this principle up succinctly. “Because my coach treated me like everybody else,” he says, “I led my high school team to two championships.” Did he ever “strike out” along the way?  You bet.  It’s part and parcel with hitting it out of the park.

Posted in Communicating with Youth, Culture, Inclusion, Parents & Families, Youth Development | Leave a comment

When Given the Chance, People with Disabilities Can Overcome Barriers to the American Dream

The following is a cross-post from the official blog of the U.S. Department of Justice 

Every day, countless Americans with disabilities are excluded from accessing important ladders of opportunity.  The Americans with Disabilities Act (ADA) is an important tool for challenging assumptions and discrimination that trap people with disabilities in poverty and segregation.  When given the chance, people with disabilities are establishing their rightful place in the greater American workforce and the middle class, and are showing that they, too, can achieve the American Dream.  Pedro is one such person.

When Pedro graduated high school in 2010, at age 21, he found himself at home with no job prospects and no career direction.  A native Spanish speaker with intellectual disabilities, Pedro’s education had not prepared him to enter the general workforce; instead, he was headed for a life of segregated employment and below-minimum wages.

Pedro attended a Providence, R.I., high school where students with intellectual disabilities participated in an in-school “sheltered workshop,” where there were no students without disabilities.  The students spent their school days sorting, assembling and packaging items such as jewelry and pin-back buttons, earning between 50 cents and $2 per hour for their labor.  Rather than providing the education and services needed to help them transition into regular jobs, the school prepared students for segregated, below-minimum-wage work in adult sheltered workshops.  The U.S. Department of Justice’s 2013 investigation of Rhode Island found that, indeed, the school-based workshop was a direct pipeline to a nearby adult workshop.

Like many before him, Pedro began working at the adult workshop after high school.  Staff described Pedro as an excellent worker who stays on task and performs well, but he was paid just 48 cents an hour.  And because people who enter this workshop often stay there for decades, and are rarely offered help to move into community-oriented jobs, Pedro’s career outlook was dim.

That all changed in June 2013 when the department entered into an interim settlement agreement with the state of Rhode Island and the city of Providence, requiring the state and city to provide the employment services necessary to help workers at the adult workshop and students at the school-based workshop move into integrated, competitive-wage jobs.  At the same time, the Providence Public School District closed the school-based workshop so students with disabilities can focus on education and career preparation.

Yesterday, the U.S. Department of Labor’s Wage and Hour Division (the agency) announced that it has entered into a settlement agreement with the City of Providence, the Providence School Board and Pedro’s former high school after the agency’s investigation found violations of the Fair Labor Standards Act.  Under the agreement, students will receive back pay for the work they did at the sheltered workshop.

Pedro was interested in the restaurant industry, so in 2013 he joined a culinary arts training program and 12 weeks later, helped by federal and state services, Pedro began working in the kitchen at a restaurant in the community.  He has excelled and forged strong working relationships with other employees.  Pedro says that he loves his job.

The owner of the company describes Pedro as the heart of the business.  “He has a great personality and loves working here,” he says.  “But more than just a personality, he does a great job.”

In December 2013, just a few months after starting at the restaurant, Pedro was Employee of the Month.   His manager said that Pedro was chosen for the award because “he has changed the culture of the company by inspiring everyone around him to reach higher; he has led by example.”  Pedro has become known for his positive work ethic and his commitment to teamwork.

Pedro started his job with a  job coach, funded by the state and federal government, but because the restaurant position was such a good match for Pedro and natural supports developed so quickly, Pedro no longer needs coaching, and is now helping the coach train other new employees with disabilities.

Pedro deeply values his new job, where he has the chance to work with peers without disabilities, earn a competitive wage and employee benefits and enjoy the advantages of community employment.  His supervisor points out that the company, too, has experienced major benefits.  She describes the strong sense of pride in hiring Pedro, and giving him the opportunity to realize his capabilities and participate in the greater American workforce:  “It’s a very fulfilling experience to see Pedro mainstream himself, to show responsibility and to see him getting an honest wage for his work.”

Pedro’s life is on a new path – and there’s no looking back.

By Eve Hill, Deputy Assistant Attorney General for Civil Rights at the U.S. Departent of Justice

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Lauren McCarthy: Living with an Invisible Illness

The following is a cross-post from The Michigan Daily

At 18 years old, most high-school graduates imagine their soon-to-be college careers as a blur of caffeine induced all-nighters, nearly impossible exams, subsequent celebratory bar crawls, partying until 3 a.m. and sleeping in until 3 p.m. Though I was diagnosed with an autoimmune disease at 12 years old, I had an idealized vision of college in which I was perfectly healthy, disease free and dedicated only to my schoolwork and social life.

Lauren McCarthy - Photo Credit:

Unfortunately, my utopian take on the perfect college experience came to a screeching halt my senior year of high school as my condition became so exacerbated that I was forced to begin administering weekly self-injections to control my symptoms. And so it began: monthly battles with my insurance company, regular blood work, University Health Service providers who were unfamiliar with the medication and its side effects and endless trouble coordinating the shipment of the syringes with the mailing office hours in my dorm building.

I’m one of many students who have what is often termed an “invisible illness” — a condition that may not be immediately apparent. We are students who don’t appear to be physically ill, and thus, others assume that we’re just as capable as the average student. But we’re not.

As fiercely independent as I am, two-and-a-half years into my college career, I have finally conceded that I need just a little additional help — but is that help genuinely available to me? I’m constantly in the doctor’s office, whether for the treatment itself, the repercussions of the side effects, or to complete blood tests to ensure I’m healthy enough to continue to receive the injections. I’m chronically fatigued either from the medication or from the headache that is insurance companies, and all the while expected to compete on the same playing field as my able-bodied peers.

I’m now familiar with the Service for Students with Disabilities office, but I had no idea that the office even existed until my sophomore year — much less what services they provided. As I tried to explain to my professors what was affecting my performance freshman year, not one mentioned that there was an office through which I could “register” my chronic illness. Now having done so, I am still unconvinced of its efficacy. Is it sufficient information just to hand my teachers a note at the beginning of each semester? Will my professors understand that the occasional empty look in my eyes and obvious exhaustion are not because I was at Rick’s until final call the night before? Or have they become accustomed to the saturation and prevalence of these letters so that they’re no longer able to value them on a case-by-case basis? Additionally, what young adult will readily identify him or herself as “disabled?”

Undoubtedly there’s a population of students who would rather forgo the label and subsequent stigma than offer themselves up as a disabled individual. While I do not believe that’s well advised, it’s understandable. I refused to subject myself to even the thought, not because I view “disabled” so negatively, but because I did not want to issue myself a crutch.

In 2013, the American College Health Association reported that a combined 24.3 percent of college students reported having a chronic illness or condition ranging from ADHD, diabetes, epilepsy, arthritis and autoimmune disorders, to learning disabilities or psychiatric conditions. Comprising almost a quarter of college students, we are a collection of those with “invisible illnesses” who are vastly more prevalent than one might have imagined and arguably deserving of more defined support.

Acknowledging this need, DePaul University launched the Chronic Illness Initiative at the School of New Learning in the fall of 2003. The purpose of the initiative is the belief that students with chronic illness — who number in millions — often find their needs neglected. University-based offices for students with disabilities tend to focus on more easily identifiable conditions that can be helped by technological aids and existing programs, while the ever-changing needs of those with chronic illness are often misunderstood or overlooked. The initiative addresses these issues, designed to accommodate those with “invisible illnesses” and their waxing and waning symptoms.

The University should take a close look at this program, and adapt similar core values and initiatives. While students are able to register their chronic illness with the University, there is more to be done. Students could benefit from having a space to simply meet each other, share their concerns and frustrations and proactively seek modification of the existing system. The University’s Counseling and Psychological Services offer support groups for grief, eating disorders and social anxiety — but not chronic illness.

More often than not, health-care professionals at UHS are unfamiliar with the biologic drug that I’m taking and have prescribed medications that exacerbate my existing symptoms. Though the Services for Students with Disabilities office provides academic accommodations, they should expand to provide adequate health-care accommodations as well. Perhaps UHS should identify for students particular physicians who are most knowledgeable about chronic illnesses, and funnel those of us suffering from them through a separate scheduling process. Too often, due to UHS’s lack of understanding, I have been forced to outsource my care to other physicians and pay for their assistance as well as the University’s mandatory, nonrefundable “Healthcare Service Fee” — $349.80 included annually in and indistinguishable from my tuition.

Navigating my chronic illness with little support from the University is 18 credit hours on its own; however, with a few administrative changes, increased awareness and student advocacy, those with “invisible illnesses” may finally be able to find some relief.

By Lauren McCarthy, Columnist, The Michigan Daily

Posted in Accommodations, Advocacy, Disclosure, Health, Postsecondary Education, Self Advocacy, Self Determination, Transition | Leave a comment