Invisible Struggles: The Hidden Challenges of Learning Disabilities

Authored by: Athena Rhee

Art by: Alex Peng

Unlike the media's common portrayal of people with disabilities, not all disabilities are immediately noticeable. Covert physical, mental, or neurological conditions may be invisible, yet can significantly affect a person’s daily life [1]. Learning disabilities, such as dyslexia, ADHD, and auditory processing disorders, are common examples of invisible disabilities. Approximately 20% of children in the US have learning disabilities today, but only 8.25% of all students with these disabilities are identified in school and receive specialized instruction and accommodation [2]. So why don’t the other 11.75% of students with learning disabilities receive the attention and resources they need? And how can we address this stark disparity?

While it might seem that invisible disabilities carry less stigma than visible ones, people with invisible disabilities often experience unique stigmas, even from people with visible disabilities. In particular, students with learning disabilities encounter both attitudinal and structural barriers that prevent them from achieving their educational goals [3]. These hurdles only increase as a student grows older. Unsurprisingly, enrollment in college and graduation rates are lower among students with learning disabilities compared to other students [2]. Many students with learning disabilities report that faculty are often unable or are unwilling to provide accommodations. Professors do not consider it their responsibility to modify curriculum and educational methods or are unsure how to do so while maintaining standardized evaluation methods [3]. Providing effective programs for students with learning disabilities requires mutual understanding and supportive attitudes from peers, faculty, and parents. The first step is to overcome the negative stereotypes of learning disabilities.

In addition to being stigmatized, individuals with invisible disabilities are also faced with discrimination. Due to the lack of visible signs, individuals with disabilities encounter challenges in receiving the support they need. Students with learning disabilities encounter a burden of “proof”; they frequently have to “prove” that they really are disabled and that they are not seeking some unfair advantage [4]. The stress caused by cross-examination from strangers often has significant negative effects on the health and wellbeing of such students [4]. Due to this stress, many students develop coping mechanisms to overcome or hide their disabilities [3]. Some of these coping mechanisms are mainly harmless, including putting in greater amounts of time into coursework or consulting personal tutors [3].  Although these coping mechanisms may seem harmless at first glance, they lead to severe consequences. Unaddressed learning disabilities have also been shown to contribute to the school-to-prison pipeline: Research shows that half of young students with learning disabilities have been involved at some point with the justice system [2]. Hence, it is pivotal that early intervention strategies are implemented and that students are provided with adequate support in educational settings.

In light of these obstacles, what can we do to address these hidden challenges of students with learning disabilities? Success for students with learning disabilities requires individual attention, so it is crucial that they receive the resources and accommodations needed for academic and personal success. This is not always easy because parents often do not detect invisible disabilities until a child reaches school age. This delay can lead to missed opportunities for early intervention, which is critical in helping children develop coping strategies and skills to navigate their challenges effectively. Early identification and support can significantly improve educational outcomes and overall well-being. Moreover, it is important to increase awareness and understanding by educating teachers, administrators, and students about the nature of learning disabilities and their impact on students’ lives. Teachers must use evidence-based teaching methods and effective classroom practices, whether that be breaking learning into small steps, using visual aids, offering more independent practice, or allowing extra time for assignments, to foster a supportive classroom environment [5]. These modifications in the classroom would help better accommodate potential students with unidentified learning disabilities. Lastly, it is crucial to promote self-advocacy skills in students with learning disabilities to help them understand their rights and needs and empower them to communicate their accommodation requirements effectively. Addressing the hidden challenges of students with learning disabilities is important because early education has substantial impact on academic performance and life outcomes: students with learning disabilities drop out of high school at nearly three times the rate of all students, and only 46% of working-age adults with learning disabilities are employed, compared to adults without learning disabilities [2]. In order to prevent the potential long-term consequences of inadequate support, there is a critical need for early identification, intervention, and ongoing support for students with learning disabilities.

Invisible disabilities, particularly learning disabilities, require greater awareness and proactive support. By addressing these challenges, we can create a more inclusive educational landscape where all students have the opportunity to thrive. Through understanding, advocacy, and targeted interventions, we can ensure that every student, regardless of their visible or invisible challenges, receives the support they deserve.

References: 

1. Invisible Disabilities Association. (2010). How do you define invisible disability? | invisible disability definition. Invisible Disabilities® Association. https://invisibledisabilities.org/what-is-an-invisible-disability/

2. Barto, A. (2017). The State of Learning Disabilities Today – Learning Disabilities Association of America. Learning Disabilities Association of America. https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/

3. Stage, F. K., & Milne, N. V. (1996). Invisible Scholars: Students with Learning Disabilities. The Journal of Higher Education, 67(4), 426. https://doi.org/10.2307/2943806

4. Davis, N. A. (2005). Invisible Disability. Ethics, 116(1), 153–213. https://doi.org/10.1086/453151

5. Learning Disabilities Association of America. (2013, October 15). Successful strategies for teaching students with learning disabilities. Learning Disabilities Association of America. https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-disabilities/