What has law school been like as a student with a disability?
Navigating law school with an invisible disability—particularly autism—is like being deaf and denied a hearing aid or written instructions—and then being asked why you can’t follow the lecture; like being nearsighted and denied glasses—and then being asked to follow the instructions for classroom assignments posted far away behind a tall fence. Rather than being offered the accommodations that would make it possible to succeed on equal footing, you’re told by administrators to “just take longer to finish law school." At its worst, it feels like being forced to compete in an ultra-endurance Spartan race while everyone else is running a regular marathon.
What, if any challenges, have you encountered and how have you responded to them?
I’ve faced more challenges than most people would expect someone my age to experience. Each challenge has been a learning experience. I try to understand why it happened and how I can respond better or differently next time. Moving forward, even when the path was littered with obstacles, has taught me persistence, resilience, and determination that comes from being told “you can’t.” Living with a disability is about navigating obstacles.
What advice would you give to law schools about creating a culture of belonging for disabled students?
Law schools should prioritize removing accessibility barriers; ensure that students receive the accommodations they need to thrive; foster an understanding of both visible and invisible disabilities; include disabled students in decision-making— nothing about us without us.
What advice would you give to aspiring or fellow law students with disabilities?
Disabled students must balance two full-time roles: student and self-advocate. It’s exhausting to fight for our rights while keeping pace with academic demands. Advocate for yourself—be visible and loud. Voice your struggles, concerns, and needs and insist on the access and equity you’re entitled to.
What can legal employers do to foster full inclusion and belonging in the legal profession?
Begin by moving beyond performative inclusion—such as listing “disability” in diversity statements but failing to provide the accommodations disabled employees need to thrive. Meaningful inclusion requires action. Large law firms, with their substantial financial resources and extensive teams, are especially well-equipped to support a wide range of disabilities. Flexibility in task assignments—such as having one attorney focus on writing while another leads oral advocacy—not only accommodates different strengths but also enhances team performance, drives innovation, and improves client outcomes.
When HR or leadership is unsure of appropriate accommodations, resources like the Job Accommodation Network (JAN) can offer valuable guidance. Still, accommodations must be individualized; even employees with the same diagnosis may require different supports. The Americans with Disabilities Act (ADA) mandates an interactive process between employer and employee to determine what is reasonable and effective. It’s equally important to avoid making the process overly bureaucratic—especially for individuals with chronic or permanent disabilities. Requiring them to reapply annually for the same accommodations places an unnecessary burden and undermines inclusion.
To build true belonging, employers should also actively support and foster disability affinity groups. Many disabled employees feel isolated or fear disclosing their disability due to stigma and potential discrimination. Affinity groups offer connection, validation, and a sense of community, helping employees feel safe, valued, and empowered. When disabled employees can bring their true selves to work, organizations benefit from increased engagement, collaboration, innovation, productivity, and retention.
Ultimately, employers that embrace authentic disability inclusion unlock access to exceptional talent—bringing creativity, resilience, adaptability, innovation, problem-solving, advocacy, and fresh perspectives that strengthen teams and serve clients more effectively.
Is there anything you would like to add?
Accommodations for students with invisible disabilities are not “wants” but “essential.” Just as no one would question the need for a wheelchair, an interpreter, or a service dog, denying accommodations for individuals with invisible disabilities is equally unjust and discriminatory. We must stop treating invisible needs as less valid. Equity means recognizing that all disabilities—seen or unseen—deserve the same respect, urgency, and support.
