1. How could the "invisible" nature of some disabilities lead to inappropriate diagnosis, lack of appropriate supports and discrimination? What role should schools have in reducing these poor outcomes? By reading the material for the discussion and watching Sarah Skinner´s video, I conclude that a disability cannot be determined solely by whether or not a person uses assistive equipment. That detail, not always minor, can completely change our perception. This condition is not always obvious to those of us who do not suffer from it or do not know anyone within our family or friends who has this condition. However, it is clear that sometimes or almost always this disability can limit in different aspects the lives of people who suffer from it and that this is not always the same for all those who have this condition. Sarah talks precisely about the differences between her and her brother, highlighting the path that each of them had to travel to arrive at a diagnosis and treatment. I imagine how extremely frustrating it can be for the person with this disability to see us adopting a position of judging instead of listening to learn more about the reality and needs of that person. In the article by Alecia M. Santuzzi, the fact is highlighted that even with laws that protect their condition, people with invisible disabilities continue to suffer from the prejudices and stigmas that others place on them. It caught my attention and made me more aware of this situation, especially for those cases that are related to mental health. I do believe that the school can play an important role in reducing these poor results. As the Invisible Disabilities Association mentions on its website https://invisibledisabilities.org/what-is-aninvisible-disability/ , the importance of working on perceptions and misconceptions about invisible disabilities is fundamental. On this site, you can see a video in which several people tell their experience of having or knowing someone who has this type of disability. I was very impressed by a father who talks about his daughter with a disability in her heart. He says that one of the most insensitive things he had to go through was when a principal and a teacher of his daughter told him that her daughter looked “good.” This made me reflect on the importance of school when it comes to becoming aware of this reality. In addition, the school has the chance to work giving support and understanding to those who suffer from these types of disabilities, to be their voice in many aspects and to achieve a better insertion and adaptation of all to this type of realities. In my opinion, the school has in its hands the responsibility of knowing its students, knowing their families, their needs and problems. No reality should be ignored or belittled. Sometimes it could be difficult because of some lack of communication or other difficulties that families could suffer, or the way the school authority or the teacher directly could react. But we need to keep trying. Sometimes you shouldn't wait for their question saying let me know if you need anything. Instead, you can look for ways to reach them. As a community, the school should not only provide support from an academic point of view but also from a personal point of view and this includes some variables that are more difficult to know. I wonder what is the most convenient way to support and follow up on these cases. I believe that if the school forms a community in which its members feel safe and supported, this reality could be transformed into something positive for everyone in interpersonal learning. Some elements to consider are: good communication, training in these aspects, guidelines on how to act giving the necessary support and how to create awareness in ourselves and in our students. I believe that teachers must develop a "clinical eye" to be able to initially identify some of these realities that may be hidden from our eyes. We also must be very careful when choosing the way in which we talk about these types of disabilities. This reality is already difficult in itself for those who have to cope with it and our role as educators is to be attentive, be empathetic and be aware of this. 3. There are frequent stories in the media about strangers confronting individuals with hidden disabilities (e.g., see here (Links to an external site.) and here (Links to an external site.)) claiming that the accommodations or supports being used are not appropriate or "unfair". How can teachers and educational professionals teach students to advocate for themselves or to advocate on their behalf? You might want to check out this cool resource: List of Children's Books (Links to an external site.) People with disabilities, like all people, have strengths and weaknesses, successes and failures, hopes and dreams. Especially in the case of hidden disabilities, I think the important thing is to recognize that any of us can fall into that category throughout life. There is a multiplicity of reasons to be included in this categorization, so it is essential to portray people with disabilities in an objective and authentic way. Some strategies that teachers can teach their students to advocate for themselves or others would be: remove the pity, be as objective as possible speaking in neutral terms. I consider it essential to emphasize skills, not limitations. I think it is important to highlight what people with these special conditions point out - as Professor Stella Young in her TED talk -: it is necessary to find inspiration elsewhere, that is, not to portray disabled people as successful or extraordinary people, we all have challenges in life we must face. Another issue to teach would be not to be patronizing, to be as honest as possible in relation to disabilities. Many times the reference to special needs can be offensive. Perhaps it is necessary not to equate the disability with the disease, people with disabilities can be healthy. For example, a person with spina bifida has an anatomical difference but not a disability. As in any interpersonal relationship, respect is the base. Care in the use of language and recognize the force and effect that words can cause is a first instance. In addition, the teacher can influence to avoid assumptions that people with disabilities do not matter, have less intrinsic value, or cannot manage their own lives as well as people without disabilities. Changing this concept can make a difference. Disability prevents people with the full inclusion and participation of people with disabilities in society. In order for students with disabilities to learn self-defense, I believe that it is necessary to teach them to develop a series of skills that include knowing their strengths at the same time as their weaknesses, as well as knowing and understanding what their rights are. I have seen that in some schools’ teachers work with them in setting goals, building self-confidence and helping them, among other things, to function in teams. In some cases, it has caught my attention that they work with them in the definition of their future, what they are going to study when they go to college, with whom they will live, how to select their roommate, etc. In essence, they work with them in identifying their strengths. I believe that guidance is critical and helps students refrain from internalizing low expectations. Self-defense also requires that students know about the curriculum and can seek opportunities to express their needs and wants. I believe that the key is the generation of a flexible and inclusive classroom, in which through different learning activities we manage to involve all students in these issues. The material on reading books that reflect these realities is very interesting. I wish there was such a resource in Spanish! I think collaborative learning experiences can be very helpful. Perhaps experiences that can replicate the real world will give students a better idea of what they will have to live outside of the school environment.