Each July, Disability Pride Month commemorates the strength, resilience, and diverse experiences of individuals with disabilities. It serves as a platform to advocate for disability rights, challenge stereotypes, and celebrate the achievements of the disability community.
The Heersink School of Medicine Office for Diversity and Inclusion sat down with Allison Solomon, Executive Director of Disability Support Services (DSS) at the University of Alabama. In part 1 of this series, Solomon shares more about her role at UAB and the many efforts of DSS to provide inclusivity and accessibility across campus.
Empowering Access Across Campus
Serving in her role for 22 years, Allison Solomon has strived to provide support for students and ensure that the UAB experience is accessible for everyone, regardless of their disability.
“Whether it’s courses the student may have or a social event they want to attend, we focus on how it can be designed on the front end for ultimate access. We also make sure to ask questions, like, ‘are there accommodations needed?’ If so, we can make sure those needs are met.”
Moreover, DSS conducts training and education initiatives for faculty and staff to ensure they are equipped to support students effectively.
“We provide training and education for faculty and staff—ensuring faculty have a syllabus statement and are adept at working with students, knowing what to say and what not to say.”
“We also have an ADA [Americans with Disabilities Act] formal grievance procedure within the office, too. So, if a student chooses to file a complaint, we have an investigation process and an investigator on staff.”
Navigating Challenges and Changing Perceptions
Disability Pride Month celebrates both visible disabilities—those that are apparent to others, such as mobility aids like wheelchairs or walking canes—and invisible disabilities, which are not immediately apparent but equally impactful. These invisible disabilities may include conditions such as mental health disorders, chronic pain, or learning disabilities, highlighting the diverse range of challenges faced by individuals within the disability community.
“Based on our data with DSS, we’ve determined that about 80% of our students have what we would consider invisible disabilities,” says Solomon. “Diagnoses like mental health disorders, including anxiety and depression, are among the fastest-growing invisible disabilities we’re seeing.”
In addition to anxiety and depression, other invisible disabilities include conditions such as ADHD (Attention-Deficit/Hyperactivity Disorder), autism spectrum disorders, chronic fatigue syndrome, autoimmune disorders like lupus or rheumatoid arthritis, as well as sensory processing disorders—all of which can significantly impact daily life and academic performance.
During her tenure, Solomon has seen many students with invisible disabilities feeling hesitant about seeking accommodations due to stigma.
“Sometimes it may be because they’re in a very competitive program,” notes Solomon, “and they don’t want to seem like they aren’t quite at the level of their peers. Part of our job is to ensure students understand the purpose of the accommodations are to level the playing field for students with disabilities."
In response, DSS offers a variety of support methods for students with invisible disabilities.
“Accommodations range from testing accommodations—such as extended time and reduced distraction— to housing accommodations,” says Solomon, “There’s not a checklist for certain disabilities—we’re committed to making an individualized plan for each student. Even the accommodations themselves are very individualized based on the student’s needs.”
In the context of medical education, accommodating disabilities is essential to fostering diversity and ensuring all aspiring healthcare professionals have equal opportunities. According to the Association of American Medical Colleges (AAMC), "Accommodations for physicians with disabilities are essential not only for the individual physician's well-being but also for the profession's commitment to diversity and inclusion."
Healthcare providers with disabilities bring unique perspectives that enhance their ability to deliver competent care, drawing from personal experiences to better connect with their patients. The AAMC notes that “patients tend to comply better with treatment when they identify with their physician,” emphasizing the significance of disability support initiatives at UAB.
Dispelling Misconceptions and Promoting Awareness
Addressing common misconceptions about disabilities is crucial for fostering a more inclusive campus environment.
“We might hear from a student, ‘Well, they don’t know what’s going on with me, so they might think I’m faking it or trying to get some kind of advantage,’” says Solomon.
This fear often prevents students from seeking necessary accommodations.
“If you’re thinking about requesting accommodations but you’re not comfortable, reach out to me. We have an informal meeting—you don’t have to sign up, you don’t have to get registered, we can just talk about it.”
By promoting an open dialogue about disabilities, both students and employees can enhance their performance in academic and professional settings, contributing to a more inclusive environment for all.
Stay tuned for part 2, when the Office for Diversity and Inclusion shares more about the AWARE program and disability as it applies to staff members.
For more information about Disability Support Services, contact Allison Solomon, asolomon@uab.edu.