Making the Invisible Visible
Many people living with a disability do not show outward signs of having one, though they may experience symptoms that render everyday life activities more challenging. These “invisible disabilities” include chronic diseases like diabetes, neurodevelopmental disorders like autism, mental health conditions like depression, and learning disabilities like dyslexia.
Deja Stockdale, OTD ‘24, spent the summer of 2023 considering the needs of this often overlooked population as part of the implementation of her doctoral experiential component (DEC) project. Following a year of research and project proposal development, the 14-week DEC project implementation is designed to support OTD students’ learning by linking occupational therapy scholarship with practical, hands-on experience and mentorship.
“The idea for my DEC project came about when I was reviewing survey results describing Tufts fieldwork educators’ experiences providing fieldwork placements,” says Stockdale. “It became clear that educators may not have the resources they need to fully support students with invisible disabilities, so my DEC project examined the relationship between fieldwork students living with invisible disabilities and their fieldwork mentors.”
Stockdale worked in the Fieldwork Education Office under Academic Fieldwork Coordinator and Lecturer Ryan Whitney, PP-OTD ‘19. The Fieldwork Office coordinates a host of short- and long-term experiential learning opportunities for Tufts OT students, which culminate in two 12-week full-time fieldwork placements for OTD students. Stockdale’s research focused on the needs and experiences of students in these long-term placements.
Stockdale sent out surveys and ran focus groups with individuals who self-identified as fieldwork educators. Her project resulted in the first stage of a needs assessment aiming to better understand fieldwork educators’ experiences with student disclosure of invisible disabilities. From this data, she recommended training and resources to support fieldwork educators with navigating fieldwork accommodations.
“We’re seeing a rise in higher education broadly of college students presenting with a range of needs,” says Lecturer Ryan Whitney. “Sometimes these students need accommodations, which are adjustments to aspects of their role or the physical environment that make it possible for them to complete certain tasks. Deja was exploring what accommodations look like in a fieldwork setting and how much fieldwork educators know about them. The results of Deja’s research demonstrate a need for greater awareness around invisible disabilities and accommodations.”
Stockdale shared her work in a poster session at the Massachusetts Association for Occupational Therapy (MAOT) conference. Then, she presented her findings to over 300 members of the occupational therapy community at a New England Occupational Therapy Education Council (NEOTEC) virtual lunch and learn conference. “The feedback from Deja’s presentation was outstanding,” says Whitney. “Her project provided a framework for understanding how we can support our fieldwork partners and advance inclusivity in fieldwork settings.”
“I was so nervous to present my research,” says Stockdale. “But I had so much practice beforehand and Ryan was supporting me every step of the way. I was proud of how it turned out, and I gained so much confidence from sharing my work with stakeholders who have lots of experience in the field. Tufts has given me so many opportunities for personal and professional growth that I don’t think I would have gotten anywhere else.”
Stockdale came to Tufts after graduating from UCLA with degrees in anthropology and psychology. She worked as a behavioral therapist supporting children with autism before being introduced to occupational therapy through her clients’ care teams, which often included OTs. “I researched the field and loved everything about it,” Stockdale recalls. “OT aligns with so many of my interests, particularly in terms of applying an anthropological lens to how people act in different environments.”
At Tufts, Stockdale completed fieldwork placements at a community-based day program for adults with disabilities, an elementary school, and a middle school. She particularly enjoyed her courses taught by Lecturer Sarah Skeels as well as her courses on management and administration and school-based pediatrics. She also earned a certificate in assistive technology, and is envisioning a career that blends occupational therapy practice, teaching, and leadership roles.
Discussing what motivates her most, Stockdale reflects: “I’m drawn to helping people on an individual level and working to effect change on a systemic level. I think advocacy is a natural extension of occupational therapy. OTs have so much empathy and we’re always considering the client in relation to their environment, so it follows that we would advocate for the well-being of larger communities.”
