Disability Case Study

The word “disability” is an efficacious one, as far as words go. It manages to convey both a technical definition (“lack of adequate potency, vigor, or physical or mental capacity; incapacity”) as well as a general sense of the lack of glamour or romanticism found in the world of disabilities (Wai Au and Man David, 2006). Maybe it is because we as a society are preoccupied with both body image, expeditious fine-tunes, and disabilities are an affront to both (Wai Au and Man David, 2006). People with disabilities incline to survive in the world that is largely made for the “able-bodied” and it is perceive that they still want to live a life which is no more different from ordinary people (Rao, 2004). However, society has viewed this population

In fact, learning disabilities generally will count for a large portion of the caseloads in the department. Other than learning disabilities, Disability Support Services also works with students with physical, mental, emotional, and developmental disabilities. These disabilities can be visible, such as wheelchair-bound students, or hidden, such as autistic or clinically depressed students. Capella (personal communication, December 1, 2015) explains that she has seen a rise in recent years of students with debilitating anxiety. Currently, Disability Support Services serves around 1,000 students and continues to grow

DSS meets students wherever they are with their feelings and disabilities. DSS listens to what they are going through and genuinely attempts to find the best solution to support the student. It is challenging for DSS because they have the desire to help students, but do not have the necessary funding or space in order for the students to be assisted in the best way possible. In the future, DSS needs more sign language interpreters, room for test taking, and staff to handle all the problems the students experience daily. If these needs were met, DSS would be able to offer the kind of support they desire for