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Invisible Disabilities and the Student Conduct Process
student with an invisible disability constitutes
a policy violation. Even in the absence of a violation, educators can initiate educational conversations with students; these preventative
opportunities are consistent with proactive
student conduct practices, and they provide
students—both with and without disabilities—an opportunity to reflect on their behavior within their communities.
EDUCATIONALLY EFFECTIVE
RESIDENTIAL CONDUCT
PRACTICES
There are many ways that educators can
develop appropriate relationships with necessary partners, administer inclusive student
conduct interventions, and create overarching student conduct paradigms that balance
educational opportunities and teachable
moments with student safety and community
well-being. Throughout this section, the assumption is made that the residence life and
housing professional is aware of a student’s
disability. While students with invisible disabilities may experience—and react differently to—the student conduct process, it is
still vital that educators administer the process
consistently. Rather than substantively changing the process, hearing officers should seek
to provide reasonable and fair accommodations—and employ the following helpful practices—to enable students with disabilities to
have a meaningful educational experience.
Educators should first assemble the necessary partners who can work collaboratively to
support students with invisible disabilities.
Thomas, Correa, and Morsink (2001) describe
the process of teaming—an effective strategy in elementary and secondary education—
which creates a supportive and informed
network for students with disabilities. At the
college and university level, an appropriate
team could consist of senior residence life and
housing personnel, conduct officials, and staff
from disability support services and the counseling center. Other professionals, like general
counsel or law enforcement, could be involved
when their expertise is needed. Collaboration
creates an environment that facilitates support,
appropriate information exchange, and campus-wide educational efforts. This partnership
may also generate ideas for fair, educationally
grounded, and student-centered sanctions that
stem from the team’s dialogue.
While the teaming approach constitutes
an informed and supportive network, it has
another benefit: institutional messaging. Open,
collaborative relationships show students with
disabilities that the institution has assembled
the right personnel to contribute to a campus
climate that is informed about invisible disabilities and is working towards creating an inclusive community. Live-in staff can be trained on
the needs of students with invisible disabilities
and how to partner with them in their communal living experience, and teaming gives staff
the impetus to integrate disability education
into their community development curriculum
While students with invisible
disabilities may experience—and react
differently to—the student conduct
process, it is still vital that educators
administer the process consistently.
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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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