What does your institution consider to be a “disability?” While we may automatically defer to the standard definition, which states that someone qualifies as being disabled when they have a mental or physical impairment that substantially limits one or more major life activities, that definition has since been expanded. The Americans with Disabilities Act Amendments Act (ADAAA) of 2008 made important changes to the definition of the term “disability,” thus making it easier for an individual seeking protection under the ADA to establish that he or she has a disability (US Equal Employment Opportunity Commission website). Under the new law, the definition of a disability has been expanded to include items like reading, concentrating, thinking, and communication.
According to the Department of Education, 11 percent of college students identified themselves as having a disability. In reality, however, those numbers are significantly higher. Based on these figures, schools and their administration should consider disability as an aspect of diversity and also provide reasonable accommodations without compromising the academic integrity of the program/institution.
At AACRAO’s Annual Meeting, held April 12-15, presenter Carlie Andrews, Director of the Office of Disability Services at Rutgers University, discussed barriers to inclusion and possible remedies along with a “PLAN” for collaboration that can help lead to a more inclusive learning environment.
Barriers to inclusion
Without a thorough campus audit, schools may inadvertently have barriers in place that impact students with disabilities.
- Policy Barriers: This cohort of students is just as likely to graduate, but may need extra time and support. If the request for accommodations is deemed reasonable by the school/program, the university can allow students to reduce their course load, take a leave of absence, or take an alternate course.
- Environmental Barriers: The terms “useable” and “accessible” are not necessarily interchangeable. Andrews mentioned improving access to the physical environment and access to online resources. At Rutgers, students can get a panoramic view of the classroom and see what accommodations are available via Digital Classroom Services technology. For the online accessibility, Andrews suggested having websites and forms available in non-traditional ways (hearing only, keyboard only). These options put the power back in students’ hands.
- Attitudinal Barriers: Andrews stressed that all students belong to the institution as a whole, and that students with disabilities are not the sole responsibility of a Disability Services Office or a caseworker. The entire campus community should assume responsibility for all students, regardless of their needs.
The PLAN
To help others move towards an inclusive campus, Andrews laid out a “PLAN” for collaboration.
- Prepare your foundation
- List the players – Who on campus is working with disability services?
- Act on your findings – Take small steps towards your goals. Look at your diversity statement. Look at accessibility on your campus and determine what needs to be changed.
- Note your results – By documenting your findings and actions, you can demonstrate how you were a catalyst for change.
Andrews aptly stated that, “Disability is the one minority category that anyone can join at any time. Disability does not discriminate.” Most often, the person directly impacted had no choice in the matter. When schools work towards providing an environment that supports the needs of students with disabilities, they can end up with a more welcoming and diverse campus.