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Invisible Disabilities and the Student Conduct Process

of the incident, others’ are not. When this is
the case, educators must remember that it is
not their job to diagnose and treat individuals;
rather, they must ensure the residential community’s safety and appropriately refer students to trained helping professionals.
Fortunately, most conduct situations do not
merit severe consequences; however, the adjudication process can still be uncomfortable and
intimidating. The key to creating overarching
paradigms that balance education with consequences is designing a transparent student
conduct process. Orr and Hammig (2009) note
that students with invisible disabilities prefer
“clear and consistent expectations along with
explicit information” (p. 187). Student conduct
processes should exemplify the same clarity;
they should be characterized by clearly understood policies, specifically communicated (in
writing and orally) information and expectations, and the use of scripts for certain situations (Brown, King, Wolf, & Bork, 2010). For
example, a student attending a hearing for an
alleged violation of quiet hours may be given a
script in advance of the hearing to help them
understand and feel more comfortable with
the process. Or the student can be prepared for
more formal administrative hearings involving
a board of students, faculty, and staff; educators can walk students through this process,
provide them with written material, and make
certain they understand the rights afforded by
the conduct process (such as the right to have an
advisor present during the proceedings).
Educators who administer student conduct
interventions can ensure the viability of services
to students with invisible disabilities by assembling partners with appropriate knowledge, offering explicitly delineated alternative conduct

interventions, and clearly outlining the process.
Furthermore, educators should safeguard the
conduct process through consistent practice and
ensure that a student’s invisible disability is not
the focus of the hearing or any levied sanctions
(Office of Civil Rights, 1999); again, educators
must provide legally afforded accommodations
and use campus partnerships and teams effectively to supplement the clarity, digestibility,
and educational impact of the process. Educators must address behavior and help to repair
harm done to the community, but they must not
attempt to diagnose and treat disabilities. As a
colleague in disability support services notes, “It
is a great disservice not holding students with
disabilities to the same standard” (M. Roe, personal communication, July 18, 2012).

CASE STUDY, ANALYSIS, AND
RECOMMENDED PRACTICES
This section uses a case study, adapted from a
real occurrence in a residence hall, to illustrate
how educators can navigate a conduct scenario
involving a student with an invisible disability.
The case is first presented in its entirety, followed by an analysis, and culminates in a discussion of the case’s outcomes. As scenarios
are infinitely variable, the reader should apply
the policies and procedures of their specific
campus to the situation.

Case Study: An Escalating Roommate
Conflict
Rick and Carl are roommates. Carl believes
Rick has some unusual behavioral traits. Rick
rarely talks to Carl, only discussing their engineering curriculum. Rick always wants the
room quiet so he can study; he mandates a
10:00 p.m. lights out policy and prohibits visitors. He listens to classical music while studyV o l u m e 4 0 , No. 1 • 2 0 1 3

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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
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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 - 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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