Invisible Disability, or Hidden Disability, means exactly what it sounds like - a disability that is hidden. This umbrella term is used to describe any disability that is not immediately apparent to another person. An invisible disability most commonly refers to a person who does not use an assistive device (such as a cochlear implant) or other support (such as a white cane for the blind), though it can also include people who occasionally use an assistive device/support. For example, a person with lupus may only use a wheelchair during a flare up to relieve joint pain.

Invisible disabilities make up 90% of all disabilities and it is estimated that approximately 10% of people in the United States has an invisible disability - that’s over 30 million people! Needless to say, invisible disabilities are very prevalent in our society, yet rarely talked about. In this new series, I will be exploring 3 invisible disabilities in each blog post and sharing a little bit more about how they affect the daily lives of those living with them.

1. Lupus

   • Since I mentioned lupus as an example of an invisible disability earlier in this post, I think it’s a great place to start. According to the Lupus Foundation of America, lupus is a chronic disease that can cause inflammation and pain in any part of the body. It’s an autoimmune disease, which means that the immune system (which usually fights infections) attacks healthy tissue instead.

   • Lupus can be very difficult to diagnose, primarily because it presents differently for every person. The diagnosis process has been compared to putting together puzzle pieces until everything fits and the big picture (lupus) becomes clear. Doctors often administer a blood/urine test, along with taking patient and family history reports. Anyone can be diagnosed with lupus at any age, however it is most common in women ages 15-44. People who have family members with lupus are also at an increased risk. There is no cure for lupus, but there are several treatment options available to help manage symptoms.

   • One of the greatest challenges associated with lupus is its unpredictable nature, meaning it is hard to discern or anticipate when it will flare up. There are also a variety of factors to manage, including reaction to medication, stress, and exhaustion. You can learn more about how lupus affects adults in the work environment here, how lupus affects children during school years here, and the effect lupus has on family members of the person with lupus here.

2. Epilepsy

   • Epilepsy refers to any type of seizure disorder and there is no known cause. A seizure is an electrical disturbance in the brain and there are two main types of seizures: generalized seizures and focal/partial seizures. Here is a general overview of the different types of seizures, as explained by the CDC.

     NOTE: This list does not include every type of seizure, just the most common types

     • Generalized Seizures - affect both hemispheres of the brain

       • 1. Petit Mal (also called absence seizures) - cause a lapse in awareness; begin and end quickly and can be easy to miss ; may appear as if a person is “staring off” or “daydreaming”

       • 2. Grand Mal (also called tonic-clonic seizures) - causes unconsciousness; can last 1-3 minutes, but if lasting over 5 minutes, it is considered an emergency (call 911); this is the type of seizure most people think of when they hear the word “seizure” (tonic means stiff muscles and clonic means jerking/shaking, so this is often how seizures are portrayed in the media)

     • Focal/Partial Seizures - affect one part of the brain

       • 1. Simple Focal - the most common type of seizure experienced by people with epilepsy; does not cause loss of awareness; can last a few seconds to 2 minutes; can cause twitching/change in sensation

       • 2. Complex Focal - causes confusion and lack of ability to respond; can last a few seconds to a few minutes

       • 3. Secondary Generalized - begin in one part of the brain, but then spread to both sides of the brain ; in other words, the person first has a focal seizure, followed by a generalized seizure

   • To be diagnosed with epilepsy, a person must have two unprovoked seizures (meaning not caused by a medical condition) that are separated by at least 24 hours. Doctors will conduct an EEG, or electroencephalogram, to detect abnormalities in brain activity. This is done by placing electrodes on the scalp that record brain patterns. Additionally, some doctors conduct an MRI or PET scan.

   • Epilepsy has a heavy impact on daily life. Depending on the severity of a person’s epilepsy, they may not be able to drive a car, live alone, or take a bath due to the unpredictable nature of seizures. Conversely, many people with epilepsy have a treatment plan that allows them to lead an independent life. It is usually crucial for family and friends to be aware of a person’s epilepsy so they can learn seizure first aid and help develop a seizure action plan. To learn more about epilepsy, visit The Epilepsy Foundation.

3. Learning Disability

   • NOTE: The term “learning disability” is the same as “specific learning disorder,” but they are used in different settings. The term “learning disability” is used in educational settings and the term “specific learning disorder” is used in medical settings. I will be using the term “learning disability” as it is the term I use most often during my work in the educational system.

   • A learning disability occurs when the parts of the brain that control the learning centers are altered. In simple terms, a learning disability occurs when a person’s brain is “wired” differently, making learning difficult, but a learning disability is not due to a lack of intelligence. According to the National Institute of Health, approximately 15% of Americans have a learning disability.

   • To be diagnosed with a learning disability, a child must be of school age and have difficulty in at least one of the three foundational areas: reading (dyslexia), writing (dysgraphia) or math (dyscalculia). Learning disabilities also include nonverbal learning disabilities (difficulty reading body language/social cues), language processing disorder (difficulty interpreting spoken language) and auditory processing disorder (difficulty processing individual sounds). Although people may not experience significant difficulties until adulthood, a history of difficulty during childhood must be present to be diagnosed with a learning disability. A school psychologist or clinical psychologist are qualified to diagnose a learning disability.

   • A learning disability can affect nearly every facet of life, most obviously because we read and write on a daily basis. However, there are also many other ways learning disabilities affect people, including understanding and processing conversational speech and difficulty with higher cognitive processes, such as time management, organization, and attention.

If you have one of these disabilities, I hope you found this information to be accurate and something you would share with family and friends to help them better understand your disability. If you do not have one of these disabilities, I hope this helped you gain greater perspective and understanding of invisible disabilities and how they affect people living with them.

As I mentioned earlier, I will be continuing this series in the coming weeks and sharing three more invisible disabilities in my next post, so if you’d like me to share about something specific, make sure to leave a comment below!