Overcoming the Odds: Disability Services
By Robyn Snyder ’97
The Inspiration
When I was invited to write about Disability Services at King’s College for the Reframing the Institutional Saga project, I found myself reflecting on my mentor, Dr. Chris Alexander, Professor of Business and Management and Class of 1979. Not only did he live with a disability of his own, but he also had two children with disabilities. We met in 1992 when I had the privilege of taking Principles of Marketing at King’s the summer before my high school senior year. In 1997, I earned my B.S. in Marketing from King’s.
Around 2007, Chris invited me to join the Board of Directors for Wyoming Valley Children’s Association, an organization that works with children with special needs. In the true spirit and mission of King’s, he was always a huge advocate of giving back, and both his children had used services at that organization. While he believed in me more than I believed in myself for the task, or, in this case, the ask, at hand, I didn’t want to disappoint my hero. I served eight rewarding years on that board. I dedicate this piece to the Alexander family: the incomparable Chris and his dear daughter, Maria, as they rest in peace; his incredible son, Scott ’22 who is the reader for WRKC’s Radio Home Visitor; and Chris’ amazing widow, Melissa ’85.
The Genesis
As the world was waking up to the reality that disability is not a defect, an evolution was emerging among attitudes, accommodations, and legislation. Section 504 of the Rehabilitation Act of 1973 was enacted to protect qualified individuals from discrimination based on their disability. In 1975 came the Education for All Handicapped Children Act; it would become the Individuals with Disabilities Education Act (IDEA), which, “. . .makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.” Finally, in 1990, the Americans with Disabilities Act (ADA) would prevent discrimination against people with disabilities in education. And so, the stage would be set for a revolution at King’s College.
But a stage is nothing without a director. Services for individuals with disabilities at King’s were originally shared among faculty. Eventually, thanks to Jacintha Burke, those services were brought under the umbrella of the Academic Skills Center. Jacintha began her full-time career at King’s College in 1982. Originally a Learning Specialist, in 1989, she would become the original Director of the Academic Skills Center and transform the Disability Services program from a diamond in the rough to a crown jewel. With supervision and support from Dr. Donald Farmer, Academic Dean and Vice President for Academic Affairs, Jacintha would orchestrate and lead quite a production. The ensemble would include fellow colleagues at other institutions, our own dedicated faculty, clergy, staff, and, of course, the true stars, our students.
Jacintha summarized the path to fruition:
“In response to the particular needs of students with learning disabilities, in 1994 the Academic Skills Center launched the First Year Academic Studies Program (FASP), which provided comprehensive and individualized services beyond accommodations to students with learning disabilities. One of the unique features of the FASP design was the pivotal role faculty played in designing instructional strategies for students enrolled in the program. This program was recognized by the National Learning Disabilities Association (LDA) and the National Association of Developmental Educators (NADE) at their national conventions.”
Jacintha also noted that many of the people using Disability Services at King’s were first-generation students. Today, while the demographics may have changed, the demand for services continues to be great among our first-generation student population.
The Progress
Sheri Yech joined King’s College in 2006 as a Learning Specialist and part-time faculty member, and then worked as the Disability Services Coordinator. In 2012, mentored by Jacintha, Sheri became Director of Academic Skills Center and continues to lead in that role.
At inception, most needs pertained to physical disabilities such as visual impairments, where technology such as the Perkins Classic Brailler assisted students’ learning; think of it as a typewriter that produces braille instead of printed text.
Today, diagnoses such as autism spectrum disorder, depression, anxiety, diabetes, and myriad others are a common reality. As a result, tools and options to serve the needs of our students continue to evolve and expand. Modern assistive technology for online work includes options to adjust contrast, magnification, and closed captioning. Arrangements for insulin injections or snack breaks may be necessary. Additional time to take tests is another accommodation that can make a marked positive impact on a student’s performance.
Over time, the numbers and needs of students have exponentially increased. While group support was popular and effective in the past, the current trajectory makes individual support paramount; additional resources are a must to maintain excellence and student success.
King’s serves disabilities that are both seen and unseen, evident and non-evident, long-ago diagnosed and recently discovered. Examples include physical impairments, learning disabilities, depression, and autism. We have welcomed and “graduated” service animals such as dogs, and emotional support animals ranging from cats to rats. Students self-disclose their need for accommodations; however, the actual number in need is higher. For example, Yech shared for every King’s student diagnosed as being on the autism spectrum, there are likely two or three more who are undiagnosed, undisclosed, or both.
When we talk about reframing our institutional saga, we cannot do so without reframing our perspectives, our ways of thinking, and our very words that tell our story and describe our evolving King’s community. Language matters. It isn’t about “helping the disabled” but rather, about embracing, welcoming, and treating with equality all people of all abilities. The Association on Higher Education and Disability (AHEAD) explains, “There are two prevalent ways that we identify with disability in language: person-first and identity-first.” An example of person-first language is person who uses a wheelchair instead of a wheelchair-bound person. An example of identity-first language is person who has had a stroke instead of stroke victim.
A few years ago, Dr. Janice Thompson, Professor of Theology, (who herself has a disability due to spinal damage as a child), in conjunction with Yech, worked on rewriting syllabi content pertaining to accommodations, accessibility, and inclusivity. While there are federal requirements with respect to faculty and provisions for students with differing abilities, it is of utmost importance to celebrate human diversity and promote universal access, and not simply check the boxes of what is required by law.
The Campus
The path to ADA compliance is gradual and ever evolving. The College’s campus is a glorious mix of vintage, restored, and modern structures. As properties are acquired, reimagined, and remodeled under the guidance of architects and engineers, advancements are made towards greater accessibility for all—students, employees, and visitors. Campus customizations continue. The Academic Skills Center installed a doorbell in case anyone needs assistance with entry. The College purchased a wheelchair-accessible van that provides transportation to events such as King’s athletic games. An evacuation chair was acquired to aid in case of emergency where an individual may be unable to walk to safety. Adjustable and customized desks and chairs for students as well as employees are used where needed. The King’s website is also optimized on a continual basis for web accessibility. The new home of our Occupational Therapy program, the Kowalski Center for Advanced Healthcare Education, has been completely overhauled from its former use as the Times Leader Building and meets ADA accessibility and compliance, including a new elevator.
The City of Wilkes-Barre has made significant improvements with curb cuts along the North Street side of campus, which help anyone with visual impairments, people who use a wheelchair, individuals with strollers, and the elderly. In fact, curb cuts originated from the needs of injured World War II veterans. Accessibility benefits everyone.
The Stars
The King’s College family is an impressive one where lives are transformed and, in turn, prepared to transform the lives of others. Tom Belles ’92, for whom I served as a scribe while we both attended King’s, lives with paraplegia as the result of an ATV accident in his teens. Tom went on to become an educator, a wrestling coach, and an author. Stephanie Jallen ’19 lives with CHILD Syndrome and is a two-time Paralympic bronze medalist who has spoken at the Pennsylvania Senate. Dr. James Post ’92 became quadriplegic at age 14 after a diving accident. Undaunted, Dr. Post was a catalyst to a major improvement in the Pennsylvania Fair Educational Opportunities Act and has practiced medicine in New York for decades. All these alumni live with challenges related to various disabilities but also demonstrate how they live not only “normal” lives, but exceptional ones. I’m now pleased to share some first-hand stories from current and former members of the King’s student community about their own lived experiences.
Samantha Hernadez ’26
“I just want to buy strawberries without people staring at me.”
Vivacious, witty, and wise, Sam Hernandez is a first-generation King’s student who is studying Psychology. At 3’9” tall, she lives with skeletal dysplasia but was undiagnosed until her pre-teen years. Hernandez taught herself how to type in third grade and how to walk on her own as a teen. She also has breathing issues and a hearing impairment but reads lips.
Additionally, Hernandez has battled the stereotypes and stigmas of being Hispanic, female, and having high-functioning anxiety. But through a program in high school, she learned about King’s College, and, since age 14, King’s has been her “dream” school.
Her on-campus housing furnishings are customized to her needs. For the classroom, accommodations include special seating, extra time to get to class, closed captioning for visual learning, and the option to record classes. Hernandez is proactive in arranging her accommodations. She explains that being your own best advocate is an essential skill for people with disabilities and feels she found what she has craved most--to feel like just another student.
Hernandez is tremendously active at King’s within study groups, Hispanic Outreach, volunteerism, work study, and tutoring. Unsurprisingly, according to her, the way to happiness is through relationships. “I feel so much better about myself because of the relationships we have built; it helps keep your talent going,” she said.
Madelyn Donnelly ’27
“If I didn’t have the accessibility, I wouldn’t have the opportunities.”
Sunny, smart, and steadfast, Maddie Donnelly is a current student. At birth, she was not breathing and was diagnosed with Cerebral Palsy. Nevertheless, she persevered and became active in sports, chorus, and marching band.
However, things got more complex over time, and in 2019, she was advised that she would need either amputation or major hip surgery. In 2020, she had the surgery, recovered in the hospital for six weeks, and attended therapy every day for a year. She would also need to use a wheelchair on a regular basis.
In 2022, a month after a COVID-19 diagnosis, she developed serious immobilizing spasms that occurred up to 20 times a day. After numerous visits to the hospital, intensive testing, and medication, she experienced some reduction in the frequency of the episodes.
Donnelly wasn’t sure if she would finish high school, let alone attend college, but graduate she did. After considering three local colleges, including King’s, she decided it was the place for her. “They wanted the best for me before they even met me,” she said.
Perhaps serendipitously, she met Kiel Eigen locally, and the two became friends. Kiel, who became paralyzed in high school, is a 2015 King’s graduate and has made huge impacts throughout the local community and within the assistive products industry.
Donnelly’s life has never been easy, but she is unequivocally unstoppable. An Early Childhood Education major, you can find her buzzing around the theatre and even on retreat with Campus Ministry. With exceptional gratitude, she credits her family, teachers, and so many at King’s for her remarkable achievements thus far.
Amy Gravino ’05
“We aren’t invisible, and we don’t want pity. We aren’t broken.”
Tenacious, passionate, and charismatic, Amy Gravino, who was originally diagnosed with Asperger’s Syndrome (now known as autism spectrum disorder or ASD), is a 2005 King’s graduate. Despite a challenging childhood where she felt suicidal at the tender age of 10, and a high school experience that was laden with bullying and exclusion, college was a new start. She knew she wanted to attend King’s when she set foot on campus.
Her original goal was to write poetry in a cottage in the Alps, alone, by choice. However, her journey of self-awareness began at King’s, and she started to make friends, date, and learn how to advocate for herself. One of her first friends at King’s was a woman whose brother is on the autism spectrum and thus understood and embraced Gravino’s differences. Gay men “adopted” her, as they too felt they didn’t quite fit in some prescribed box.
She was evolving, and while it wasn’t always pretty or perfect, it was truly transformative. All her life, she had people tell her who she was, but now, she was free to explore and discover her own kaleidoscopic identity: brilliant, multifaceted, and beautifully complex.
Gravino earned her B.A. in English. She is an accomplished Certified Autism Specialist and an ardent advocate for sexuality and sexual education among the neurodivergent and autistic communities. In 2020, she won the King’s College Leo Award for outstanding achievement in professional and community activities.
Gravino explained that people on the spectrum are forced to be resilient because the world isn’t built for people on the spectrum. It is important to teach life skills and to provide support groups that include neurodivergent individuals. The goal is to enable others on the spectrum to speak for themselves.
“King’s is a safe place to screw up,” Gravino said. “It is big enough to feel like it is a college, yet small enough to feel homey. You will find your people. Going to King’s was the first time I was able to breathe and find my way in the world.”
The Future
King’s mission is rooted in welcoming all people and to “champion the inherent dignity of every person.” While that mission remains unchanged, its interpretation, impact, and innovation will forever be fluid and will always adapt to best suit all our students.
As we look forward, we collectively remember and are guided by some of the last words of Dr. Alexander shared with senior students in Spring 2021: “I hope you know that there is a God that loves you and expects you to use all the gifts and talents you have been given to make this world better for all of us. I not only hope, but know, that you can and will.”
The future is bright, for all.
Image at Top: Students on campus in the 1980s.