My Fellowship Year: Embracing My Invisible Disability

I applied for the Atlantic Fellows for Social and Economic Equity (AFSEE) programme to learn more about the root cause of inequalities and most importantly to join a community of changemakers who are committed to learning from each other. It was the best decision that I have ever made, writes James Aung.

While I am a person who enjoys working with people more than reading and writing, studying for an MSc in Inequalities and Social Science at the London School of Economics and Political Science (LSE) was one of the best journeys in my life. Little did I imagine that in addition to my focus and learning about my interest area, my perception of my invisible disability would also change during my studies at LSE.

My Invisible Disability and Discovering LSE

Students with disabilities often have lower academic performance and graduation rates and those with invisible disabilities also face challenges due to unfair perceptions. Before I started my studies at LSE, one of my biggest concerns was whether I could hear during lectures and seminars. While I look "normal" and do not seem to have any issues, my hearing impairment poses significant challenges in various aspects of my life, especially communication and social interactions. It can be difficult for others to understand the extent of my disability since it is not immediately visible. I always have to ask people to repeat what they say (sometimes 3-4 times), which makes me feel like a burden or an inconvenience. As a result, I always avoid meeting people in noisy environments or crowded places where it becomes even more challenging for me to hear and understand conversations. I constantly struggle to fit in.

However, despite my initial concerns, I felt included and welcomed since the very beginning of the first AFSEE Module. The AFSEE programme offered additional support, such as a live captioning service, which helped me catch up on information that I had missed during the lectures. Moreover, AFSEE connected me to the LSE Disability and Wellbeing Service (DWS) early on in my studies to ensure that I received the support that I needed during my MSc studies. After an assessment arranged by DWS to find out more about my needs, I was provided with a learning support plan (LSP) and some assistive devices to help my impaired hearing problem. This proactive approach gave me confidence that my needs as a student with an invisible disability would be prioritised and addressed throughout my academic journey. Additionally, I was convinced that the opportunity to connect with DWS early on would allow me to establish a strong support system, ensuring a smooth transition into university life.

Overcoming Challenges and Learning to Advocate for Myself

Despite the positive start to my studies, I still faced many challenges during the academic year. According to research, although most academic staff support inclusive education in theory, they lack practice in implementing it. They often either need help with their workload or lack university support for implementing LSPs. This was also very evident during my MSc studies, which was not only disheartening but also hindered my learning experience.

For example, my LSPs weren't fully implemented during the whole first term due to classroom technology issues and delays in receiving assistive equipment. As a result, I struggled throughout the term and could not follow the lectures. Participating in group discussions during seminars was also challenging, as I always missed important information or struggled to follow conversations, especially when everyone was talking simultaneously. The lack of proper implementation hindered my ability to actively engage in class discussions and fully comprehend the course material, therefore impacting my academic performance. It also negatively impacted my well-being, as I often missed out or felt left out in group settings, which further added to my feelings of frustration and isolation, especially as I was already navigating my way around the new environment at LSE.

However, things started improving after I reached out to individuals from AFSEE and LSE for support during the second term. I encountered many exceptional individuals who went above and beyond to create an inclusive environment. One professor, in particular, took the time to understand my needs and provided additional resources to ensure I could fully participate in class discussions. Not only did this professor offer extra resources, but they also encouraged and created a sense of inclusivity among my peers, enhancing the overall learning experience for everyone involved. Additionally, the professor also went on to advocate internally within the LSE to ensure the necessary support systems were in place for future invisibly disabled students at LSE. Additionally, LSE’s counselling services played a crucial role in helping me address my mental health struggles and regain my motivation after these setbacks.

My active fellowship year has ended up changing my own perception of disabilities. From the belief that I have had my whole life that something is wrong with me, which must be fixed for me to fit into society, to now believing that people become disabled because of the barriers that society sets on them, and therefore, that is something that society needs to fix. Through my experiences at AFSEE and LSE, I have learned the importance of challenging societal norms and promoting inclusivity for all individuals, regardless of their abilities. Moreover, advocating for disability rights and raising awareness about invisible disabilities is crucial to dismantling the barriers that society has imposed on individuals like me.

Reflecting on my time at LSE, I now realise the importance of self-advocacy. I wish I had started advocating for myself earlier to create a more inclusive environment for everyone. I hope that my journey will be a lesson learned for other students facing similar challenges to embrace their own unique strengths and capabilities and never let society's limitations define their worth or potential. Our disabilities do not define us but rather add to the diverse range of experiences and perspectives that we bring to the table. Embracing our disability can empower us to become powerful advocates for change and contribute to creating a more inclusive society where everyone is valued and respected.

Applications for the 2024-25 fellowship are open from 12 October 2023 until 11 January 2024. 

The views expressed in this post are those of the author and do not necessarily reflect the position of the Atlantic Fellows for Social and Economic Equity programme, the International Inequalities Institute, or the London School of Economics and Political Science.