DISABILI-DIT

At the University of Adelaide, registration for Disability Support is open to ‘students who have a diagnosed disability or ongoing medical condition.’

‘Diagnosed’ is the key word here-

This seems like no big deal, though right? Well... let’s talk about what it really takes to be diagnosed and meaningfully supported.

Firstly, for many of us, identifying as disabled, chronically ill or neurodivergent is a difficult process. It requires adjustment, grief and acceptance: It involves facing the financial and social barriers to diagnosis, along with an overwhelming isolation.

For instance, say you’re a student with ADHD and a condition that causes chronic pain. One day, while experiencing brain fog and traveling on a bus to an appointment (if you remember to attend it), you endure a flare-up in pain that leaves you in bed for days. However, eventually you get access to the University’s Disability Support through your paperwork. Quickly, although, you realise your doctor didn’t adequately explain how your condition impacts your ability to study and now you have to book another appointment to redo the form, otherwise your access plan won’t truly reflect the support you require. You feel frustrated, exhausted and confused. Half the semester has passed and despite filling out your paperwork there’s no helpful pay-off in sight.

Unfortunately, this is not an uncommon experience. When we founded the Disability, Illness and Divergence Association (DIDA) at the University of Adelaide, we discovered that less than half of us were registered with Disability Support. Some of us endured the experiences illustrated above. For others, as they were considering registration, the application process seemed unfamiliar and the prospect of getting an Access Plan was similarly confusing... And what do ‘alternative arrangements’ even look like? Many still haven’t discovered what ‘works’ for them and what doesn’t. Thus, even when available, these students don’t know what support to ask

for. They only know that they aren’t flourishing within our University system as it currently stands.

Further, there is also the issue of terminology.

When we asked those in DIDA how they self-identify, the majority of our members said they live with ‘mental health conditions’, followed by ‘neurodivergence’. This in itself highlights that while these conditions may severely impact students’ lives and study - so as to be ‘disabling’ - many would still not feel comfortable calling themselves disabled. Which means many may think Disability Support is not ‘for’ them.

These are awareness issues that must be addressed as disability can mean and include many things.

So where do we begin in addressing these issues? Well at DIDA our membership is open to all students who self-identify as disabled, chronically ill, or neurodivergent- no diagnosis necessary. Our social meet-ups and moderated Facebook group offers students a safe place to share their lived experiences. It is our hope that, through this association, we can catch some of the students who might otherwise fall through the cracks.

Afterall, the data from the University’s withdrawal surveys indicate that when students feel as though they belong to a community they’re more likely to complete their studies. Completing one’s studies can be potentially more difficult for those who identify with disability, neurodivergence or chronic pain. For instance, the University’s 2016 ‘Sense of Belonging’ report found that external / personal issues, including one’s ‘health and wellbeing’, was the top contributing factor to the feeling of being- “less strongly a part of an academic community”.

Thus, If you’ve felt this way or identify with anything else described in this article, then I encourage you to get in touch. DIDA would love to have you as a member!

DIDA’s socials <3

Twitter: @dida_ uoa

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