When students and I talk about why disabled people may or may not choose to undergo formal evaluative testing, we often focus on financial access. But as I process my practically free ADHD assessment I'm most distraught by the linguistic violence in these deficit-based reports. I expected joy--or at least validation--when I received my long-suspected diagnosis. But this process was dehumanizing, exhausting, and entirely rooted in narratives of normalcy. I shouldn't be surprised by this. The medical model is nothing new. And yet the report shook me.

My institution is moving to #onlinecourses. In preparation, my students had the following suggestions. Not every strategy is going to work for every class, but here goes. 100 percent of credit goes to my Disability Memoir students (for context, we're a 15 person class): Zoom is amazing for synchronous engagement. There's a whiteboard function and a share screen for PPTs. This service is great for 1:1 and group meetings as well. (IMO, moving forward any institution using Zoom should prioritize training).