An accessibility expert on the importance of asking for help
“In K-12, students have an educational plan tailored for them. But in college, they have to ask for help,” says Kirsten Behling. “That’s why we do as much outreach as possible.” Photo: Alonso Nichols
My sister has a significant learning disability. We grew up in a small town in New Hampshire, where her teacher didn’t know what to do with her. As a kid, she spent most of her day playing in a corner. Watching my family advocate for her, place her in a private high school, get the resources she needed—it was inspiring, but also frustrating.
For years, I advised colleges on Universal Design for Learning. But I realized I needed to get into a disability office to understand the barriers to applying these techniques. That led me to Tufts seven years ago.
One of the best things about Tufts is that we really value people with disabilities. We’re reducing the stigma of coming in to get accommodations. That’s in part by combining the academic resources office and the accessibility office into the StAAR Center in 2020. Now, students can come get academic coaching and writing assistance, then see the disability team right here.
When I started, just 350 students reached out for disability services each year. Now, that’s increased to 1,500. The biggest challenge is self-identification. In K-12, students have an educational plan tailored for them. But in college, they have to ask for help. That’s why we do as much outreach as possible, from admitted student days to orientation to Facebook Lives with parents.
We have four main categories of accommodations. Academics is the biggest; the most common of which is extended time for exams, as well as peer note takers or assistive technology. Housing is next; Tufts requires students to live on campus for two years, so we help determine the right fit. Dining is another; it’s been easier since we turned Carmichael into a gluten- and nut-free dining hall. The final aspect is transportation; we got a gift a few years ago that allows us to provide lift access to students who need it.
My biggest piece of advice: reach out sooner rather than later. Accommodations can’t be retroactive. We can’t do anything if we don’t know, and many students have invisible disabilities. We work closely with faculty and staff, so they understand (though the disability diagnosis is always private), and pilot programs to enhance their teaching.
—Kirsten Behling, Associate Dean of Student Accessibility and Academic Resources
Our Tufts is a series of personal stories shared by members of the Tufts community and featured on both Tufts Now and Instagram.
