Margaret Ling, NOD’s Senior Manager of Partnerships, reflects on what it means to provide educational experiences that allow all students to thrive. To find an upcoming Virtual Career Fair, explore events here.
When people ask me why I have spent the last ten years of my career at the National Organization on Disability (NOD), the answer is deeply personal. As a child, school was a fearful place for me – one of frustration, exhaustion, and embarrassment.
As early as day one, I felt different when I stepped into the classroom. There was an immediate understanding that I was not like the other kids who were smiling, screaming, and playing. In the fourth grade, the workload became more complex, and I found myself working twice as hard as my peers, only to earn average grades. Classroom assignments that seemed easy for others took me significantly longer, becoming work I had to finish at home. And though I struggled to keep up, teachers had no choice but to move on with the lesson. My classmates grew impatient…some called me “slow.” Others used the even more hurtful r-word. At an age when most children are building their confidence up, I was clawing to survive: I would wake up with fear and anxiety that manifested into heart palpitations and gastrointestinal issues, which led to me missing school.
Looking back, I realize my experience stemmed from a disability that no one recognized. To put this in perspective, I am a later Generation Xer. At this time, society’s understanding of disability was narrower than it is today. If someone said, “student with a disability,” people pictured a wheelchair user, a student who was blind, or a child accompanied by a special education assistant. Broadened learning disabilities, neurodiversity, and many non-apparent disabilities were rarely discussed or understood.
As a result, I fell through the cracks.
For years, I carried the belief that I was dumb or wasn’t trying hard enough, when in reality, I was working harder than most people to keep up. I just didn’t know why everything seemed more difficult and took more effort.
It wasn’t until I returned to college in my late thirties to complete the last two years of my bachelor’s degree that I finally received answers. As part of the enrollment process, I underwent a series of evaluations with a neuropsychologist. After reviewing the results, he told me that if I returned to school, I would benefit from extra time on exams and assignments. It was code that I had a learning disability. And that recommendation changed my life.
This was the first time I heard that I might have a learning disability (now referred to as neurodivergent) and that getting a school accommodation could help level the playing field. Suddenly, decades of struggles made sense. My shortcomings and slowness were barriers that could be addressed, as well as the other physical and mental health diagnoses I faced at the same time.
I became a regular face at the Disability Services Office at Baruch College, part of the City University of New York system. There, I accessed accommodations, developed strategies, advocated for myself, and built confidence. More importantly, the CUNY system helped me recognize that needing support was not a weakness, but a pathway to success.
My time as a nontraditional aged adult returning to school changed how I view disability and disability inclusion. Without the guidance I received, I would not have earned my degree. I would not have developed the skills to navigate the workplace. The transformative impact that a single person, office, or organization can have on someone’s future would not have been demonstrated to me, and I would not have the career I have today.
Talent is everywhere, but opportunity is not. When individuals receive the support they need, they can thrive. Over the last decade I have worked on our Campus to Careers program, hiring engagements, and ongoing discussions with our Leadership Council members to expand their inclusiveness of people with disabilities. Through NOD’s Virtual Career Fair, I have connected students, recent graduates, and experienced professionals with employers committed to inclusive hiring. I have worked alongside campuses including Beacon College, Gallaudet University, Rochester Institute of Technology (RIT), the City University of New York (CUNY), among many others that all share a commitment to empowering their students.
Every time I speak with a student who is unsure of their future, I see pieces of my younger self: the student who spent years believing they are not good enough; who is afraid to disclose their disability; the student who does not know accommodation exists; the student who has yet to meet a successful professional with a disability and cannot see what is possible.
I also think about the countless adults who acquire disabilities later in life and suddenly find themselves navigating unfamiliar challenges in the workplace or figuring out how to own their disability. Their stories remind me that disability is not a niche issue, but a natural part of our human experience –one that many of us will encounter, whether at birth, through illness, injury, aging, or life circumstances.
My work at NOD means more than a job; it’s my opportunity to support my community. I’m proud I can help others discover their resources, accommodations, opportunities, and confidence. This is why I chose NOD, and why I remain committed to creating a world where every person with disabilities can grow, work, contribute, and thrive.
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About the National Organization on Disability (NOD)
The National Organization on Disability (NOD) is committed to increasing employment opportunities and fostering inclusive work environments for the millions of Americans with disabilities. NOD offers a suite of employment solutions tailored to anticipate and meet leading companies’ workforce needs and has helped some of the world’s most recognized brands be more competitive in today’s global economy by building or enriching their disability inclusion programs.
For more information about NOD, visit www.nod.org.