According to the Invisible Disabilities Association, invisible disabilities are classified as a physical, mental or neurological condition that is not visible from outside but still limits or challenges a person’s movement, senses or behavior. SCHS provides additional educational support through Individualized Education Programs or a 504 plan to students who need extra support.
Although the World Health Organization reports that around 10% of the U.S. population have invisible disabilities, the majority of people are quick to make assumptions and stigmatize those who have them.
Freshman Lucas Yen, who receives support through an IEP due to his minor dyslexia, believes many people do not fully understand what an IEP is.
“The majority of people who know what an IEP is and know people with an IEP think they’re stupid because they have a disorder or problem,” Yen said.
Similar to Yen’s thoughts, special education teacher Shinichi Hirano mentioned how some are less likely to share with others if they have an IEP or a 504 plan due to the stereotype that they are less intellectual.
“A lot of people don’t want to be identified as being special ed… (and) people feel like special education students are not smart,” Hirano said. “The truth of the matter is you have to be smart to be qualified to be in special education.”
Junior Rebecca Mathew is one student who has a 504 plan, and she has observed that many tend to assume that a 504 is always related to a neurological or mental condition.
“Sometimes when a teacher asks me about the 504, I feel they think that I have a learning disability,” Mathew said. “I assume that it’s people who struggle to keep deadlines or actually struggle with studying.”
Likewise, freshman Hieu Dinh Tran experiences frustration when people judge him based on his speech impediment.
“For example, my dad assumes I’m not confident or I’m scared even though I’m not. I just stutter,” Tran said.
False accusations as well as assumptions can further harm those who already undergo challenges due to their different needs.
“Special needs is not always someone who’s autistic. It can be someone with a minor disorder like me,” Yen said. “People who actually have a minor disorder, they get lumped in with the groups of people who might need more help.”
Negative stereotypes about invisible disabilities can perpetuate the misunderstandings many people have about them. Instead, communities and learning environments can work on negating false stereotypes so that students feel safe talking about their IEP or 504 plan.
“I wish we wouldn’t judge people. I wish that we would respect everybody as human beings,” Hirano said. “I wish that we treat everybody the same because we all have feelings.”