PSA: When universities (business/event etc) demand disabled individuals jump through hoops, supply numerous private medical documents just to access the most fundamental accommodations, they are far from being accessible. 1/
#Disability #ActuallyAutistic #AuDHD #InclusiveEducation #Accessibility
It is so incredibly frustrating and disheartening to see such #barriers being placed in front of those who simply want the opportunity to participate fully.
Especially, in cases where you are lecturing students or clients on the importance of providing such accommodations!
#UniversalDesignOfLearning #DisabilityRights #SocialJustice #HumanRights #Education
Tomorrow, I am filled with anticipation as I prepare to attend a "listening" session for neurodiverse university students. I will not only be representing myself, but also other clients and members of the ND community. Speaking up in my own defense can be challenging, but I will do it with passion and emotion for all those who have paved the way before me and for all those who will come after. It is a privilege and a responsibility that I take to heart.
Anxiety is building. The university only provided the questions they will be asking yesterday at 3 p.m., and the meeting is at noon.
Considering all students are also working, etc., it is not enough time to prepare for an NT person, let alone the neurodiverse.
The cynic and realist in me feels this must be a deliberate ploy based on historic institutionalised ableism.
That or the OT who "specialises" in disability doesn't really know what they are doing.
Thankfully, they provided a QR code to add to our responses (please comment with your own).
I wrote & spoke about many issues, but there are too many to list here. I hope this wasn't for show or a 'flex' and we are heard and actioned.
Instead, these were my closing words in the following posts.
(Sorry, they have been paraphrased to fit)
I would like to see alternative modes of delivery offered.
While useful, transcripts and captions can cause sensory overload, especially when trying to focus on lecture slides, the lecturer, the tutor, etc., all at once.
A transcript of a lecture/tutorial is also quite different to delivering the same format in writing or oral.
Educators often emphasise or constantly repeat key terms to clarify to students that they are essential to know for content and examination.
So, this needs to be reconciled somehow.
One key missing feature is dealing with #barriers regarding accessible pathways for seeking #support.
A flow chart with contact information would be helpful.
For example, if you have a problem with course material, see the tutor; if that fails, see the student advisor, etc. Preferably with a photo of their faces and contact details for each contact.
Students with #AuDHD and comorbidities like #cPTSD
are very bad at self-advocacy.
As mentioned above, providing a formalised flow chart for support will help. However, on its own, it is not enough.
More importantly, educators should be aware of and enabled to periodically reach out to these students, especially early on, to foster a solid, trusting relationship.
Overall, all involved (top-down including Dean, lecturers, tutors, students, finance, etc.) need to understand that accommodations are not meant to give students an unfair advantage but to provide ND students access on an even level, which the typical system doesn't permit.
Also, and I obviously can't stress this enough, making students who request accommodations feel guilty (by requesting multiple, excessive medical certificates) only serves to create a larger divide, increasing negative symptoms and affecting their mental health, ultimately decreasing the student retention rate.
Yes, it hurts your bottom line!
David Wakeham