Connecting Students with Hidden Disabilities to Resources
The number of students with learning or psychiatric disabilities entering college continues to increase. When advisors are unaware of a student's disability, they are unable to provide direction and appropriate referrals, leaving the student uninformed of the assistance available to him or her. As a result, the educational process may be compromised, jeopardizing the student's likelihood of success. To maximize student academic success, the academic advisor should be aware of the law and key legal phrases surrounding students with hidden disabilities. Concrete examples of referrals made to students and several case studies are offered for training and further reflection.
Contributor Notes
Mark C. Rehfuss, PhD, LPCC, is assistant professor of Counselor Education and Supervision at Regent University. His primary research interests include career choice and decision making, academic advising of exploratory students, and the integration of technology in counseling and advising. He can be reached at mrehfuss@regent.edu.
Amy Quillin, PhD, LPC, is a Disability Coordinator at Kent State University. Amy has worked in student affairs for the past 15 years, and in disability services for more than 4 years. In addition to disability issues, her research interests include spirituality in counseling. She can be reached at aquillin@kent.edu.
