By Abed Ahmed
Abed Ahmed is a maths teacher (Teaching and Learning lead) at Washwood Heath Academy. He has stammered all his life and knows what it is like to have a hidden disability. He hopes his experiences can help others who have a hidden disability or those who work with young people with them. We talked to him about hidden disabilities in the classroom.
What is an unseen disability?
An unseen or hidden disability are umbrella terms for a wide spectrum of disabilities that are not always apparent to the eye. For example, it can be difficult to know whether someone has a neurological condition or hearing issues. Similarly, it is not always easy to tell if someone has chronic pain or is wearing contact lenses for their vision loss.
Those who have hidden disabilities may not always want to acknowledge or disclose them. Similarly, it can be difficult to recognise and understand a hidden disability because it is not immediately obvious in a visible way.
Do you have any personal experiences of an unseen disability?
I have a stammer, which means I sometimes struggle to speak fluently, sometimes block on words and sometimes prolong certain sounds. Stammering can be classified as a disability under the Equality Act of 2010 because it can have a “substantial adverse effect on an individual’s ability to carry out normal day-to-day activities”. However, not everyone considers it so.
I believe that stammering can further be classified as a hidden disability because you cannot tell if someone stammers by looking at them. It is only once you start to talk with them that you may notice it.
How can an unseen disability affect a student in the classroom?
Hidden disabilities can affect students in many ways within the classroom. They may sometimes feel that they are not supported enough and that people simply do not understand them. As a result, they might become disengaged during lessons. In some cases their behaviour might deteriorate, and if consistently disruptive this could end in exclusion. However, we must not assume that all students with hidden disabilities will be affected by them in the classroom.
How can a teacher best support a student with an unseen disability?
Teachers can support students with hidden disabilities in many ways. It is your duty to ensure all students in your care are able to make progress. This means making sure that all students can access the work, and that lessons are planned accordingly for all types of learners and needs. If you are lucky enough to have a teaching assistant, it is crucial that you involve them in your planning.
All teachers should be aware of the needs of their class — you should have access to the Special Educational Needs register, which will inform you of which pupils have additional needs. In addition, make sure you create a safe atmosphere in your classroom so that students feel happy and confident to approach you for support.
Should you let a student know that you are aware of their unseen disability?
You should check with your school’s SENCO (Special Education Needs Co-Ordinator) whether a pupil is happy for staff to acknowledge their hidden disability. Some students may not wish their teachers to mention it, as it is a private matter for some. However, as teachers, we can always do something to help. Simply having a chat with a student can improve their day. Building relationships based on trust is crucial — if a student is comfortable talking to you about their disability, you should involve them with your planning.
What common mistakes should teachers avoid when supporting a student with an unseen disability?
The most common mistake that teachers make in general is that we sometimes assume. We should never assume anything in teaching. We shouldn’t assume that students with disabilities will struggle to access the work more than any other students. In fact, all types of students, whether they have various needs or no needs at all, will struggle at times. As teachers, we shouldn’t ever make a student feel “different”, even if we think that what we are doing is best for them. Some simply do not like others knowing about their needs, and it is important to respect this. We need to make any changes to the work as subtle as possible.
Where can teachers and students find out more about unseen disabilities?
If teachers would like more information regarding hidden disabilities, they should speak to the SENCO in their school. You could also visit http://invisibledisabilitiesuk.weebly.com/
