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Disability & Access

During the roundtables, participants shared that students, staff, and faculty of diverse abilities want to partner to increase accessibility within classrooms and across campuses so that ability status does not continue to lead to harm in our community. Specific actions identified by participants include a need for more training on ableism and awareness on the resources available to support all stakeholders. There is also a need to increase support for access, including facilities maintenance and pedagogy.

Challenges Based on Lived Experiences

  • Assumption that students understand their accommodations and needs
  • Assumption that students can advocate for themselves
  • Educating instructors to support students with accommodations
  • Campus facilities to make them more accessible (bathrooms, field trips, websites, doors, etc.)
  • SAC office experience requires improvement in practice and communication
  • Barriers to accommodations (i.e., mental health)
  • Ableism/bias/lack of awareness
  • New health concerns/barriers because of COVID
  • Affinity support groups and advocacy

Positive Engagement to Build Upon

  • People are willing to take action/committed
  • Accommodations are available if we can remove/address barriers/improve communication
  • Dis/ability is part of DEI; OIDEI partnership
  • Virtual learning pivot may have increased capacity for Universal Design for Learning (UDL)
  • Training exists

Actions for Further Progress

Institution Level

  • Provide training and education resources
  • Establish systems change for requesting accommodations and explain request process
  • Build community for all that dis/ability is for everyone/raise awareness
  • Integrate dis/ability as part of infrastructure (I.e., regular facility checks for accessibility; student voice structures-student advisory board for SAC)
  • Use UDL across all campuses to remove the need for accommodations
  • Foster collaboration between offices that impact dis/ability (e.g., study abroad)
  • Increase support for SAC and dis/ability issues more generally

Community Level

  • Share resources/collaborate with colleagues
  • Advocate/be an advocate/be aware
  • Check-in with students who have accommodations

Individual Level

  • Ask questions, reach out for help, and do your own work
  • Advocate for inclusive practices

During the roundtables, participants shared that students, staff, and faculty of diverse abilities want to partner to increase accessibility within classrooms and across campuses so that ability status does not continue to lead to harm in our community. Specific actions identified by participants include a need for more training on ableism and awareness on the resources available to support all stakeholders. There is also a need to increase support for access, including facilities maintenance and pedagogy.

Challenges Based on Lived Experiences

  • Assumption that students understand their accommodations and needs
  • Assumption that students can advocate for themselves
  • Educating instructors to support students with accommodations
  • Campus facilities to make them more accessible (bathrooms, field trips, websites, doors, etc.)
  • SAC office experience requires improvement in practice and communication
  • Barriers to accommodations (i.e., mental health)
  • Ableism/bias/lack of awareness
  • New health concerns/barriers because of COVID
  • Affinity support groups and advocacy

Positive Engagement to Build Upon

  • People are willing to take action/committed
  • Accommodations are available if we can remove/address barriers/improve communication
  • Dis/ability is part of DEI; OIDEI partnership
  • Virtual learning pivot may have increased capacity for Universal Design for Learning (UDL)
  • Training exists