Event Recap: Diversability Unplugged: Disability & Student Advocacy
Students are eagerly returning to college and university campuses across the country. During this time, many will engage in campus clubs and student organizations. For disabled students, these spaces open opportunities to create positive change through advocacy and governance.
On Tuesday, September 26 at 7pm ET, in partnership with the Georgetown University Disability Cultural Center, we explored disability and student advocacy. Panelists discussed a variety of topics related to disability issues on college campuses, student involvement, and what you can do to advance disability inclusion.
Panelists included:
Jessica Lopez, Student, Disability Inclusion Consultant, Coastline College
Zach Lee, Georgetown Disability Alliance Treasurer, Georgetown University
Lauren Proby, Student, Disability Justice Advocate, Spelman College
Sean Brady, Political Organizer and Student, Yale University
Diversability’s Katherine Lewis moderated the conversation. She started by asking our panelists to share their backgrounds and involvement in student advocacy:
Sean Brady: A political science student at Yale University, Sean has experience in political campaigns, union organizing, and community action. He became an organizer on his campus to address issues he and his friends were facing.
Lauren Proby: Lauren is an English major at Spelman College in Atlanta, Georgia. She became involved in student advocacy due to her experiences as a disabled person and her awareness of institutional and structural barriers in higher education.
Jessica Lopez: Jessica is studying business economics and communications at Coastline College and will be attending Arizona State University. Her involvement in student government was a dream she pursued after overcoming educational barriers and gaining access to higher education.
Zach Lee: Zach, a student of Georgetown University, joined disability advocacy on campus to explore a different side of the disability mission, having previously engaged in service work for the disabled community.
Jessica mentioned living with chronic illness and being born without hands and feet. She experienced barriers in her education due to her chronic illness and found that online learning during the COVID-19 pandemic helped her excel academically. She realized the importance of accessibility features and advocacy in education.
Lauren discussed her experiences in special education in high school, where underfunded institutions lacked opportunities, extracurricular activities, and support for students with disabilities. The transition to higher education posed challenges, and she highlighted the significance of community and advocacy in overcoming these barriers.
Sean talked about experiencing chronic illness symptoms in high school and facing obstacles in receiving accommodations. He emphasized the importance of accessible technology, such as Zoom, during the pandemic, and the need for self-advocacy and community support.
Zach shared his perspective on accessibility challenges at Georgetown University, including physical accessibility, Zoom options during the pandemic, and the importance of fostering a sense of community for disabled students.
They also expressed concerns about the potential rollback of accessibility measures in a post-pandemic environment.
In discussing the most pressing issues facing disabled students and staff on college campuses, several key points were highlighted:
Healthcare Accessibility: Many disabled students struggle with access to healthcare on campus. The financial burden of healthcare, especially when it's not covered by scholarships or financial aid, can be a significant challenge.
Cultural Attitudes and Assumptions: There is a need to address cultural attitudes and assumptions about disabled students. This includes challenging rigid expectations about what a college student should look like and recognizing that disabled students may have different needs and timelines for their education.
Institutional Policies and Ableism: Institutional policies, including conduct policies and financial aid restrictions, can be ableist and discriminatory against disabled students. These policies may limit the flexibility and support needed by disabled students.
Communication Challenges: Communication can be a significant issue, both in terms of how students communicate with each other and how they communicate with faculty and staff. The need for clear and accessible communication methods was highlighted.
Data Collection and Disability-Inclusive Metrics: Colleges often fail to include disability-related data in their metrics and dashboards for tracking student success. This lack of data can hinder the identification of barriers and the development of solutions for disabled students.
Representation and Hiring Practices: There is a need for greater representation of disabled staff and faculty in colleges and universities. Having disabled leaders, counselors, and professors can provide valuable perspectives and role models for disabled students.
The panelists shared advice on getting started with advocacy:
Start Where You Are: Advocacy can begin with small actions, such as raising questions or introducing disability-related perspectives in everyday conversations, classrooms, or workplaces. Don't underestimate the impact of everyday actions in raising awareness and promoting change.
Community Building: Building connections and fostering a sense of community among disabled individuals and allies is crucial. Engaging in discussions, reaching out to others, and providing support can be a form of advocacy.
Self-Advocacy: Speaking up for your own needs and experiences is a form of advocacy. When you encounter inaccessible or problematic situations, addressing them and sharing your concerns can lead to positive change.
Recognize the Diversity of Advocacy: Advocacy doesn't have a single, fixed definition. It can manifest in various ways, and people should choose the methods that work best for them and the context they are in.
Don't Fear Mistakes: Be open to making mistakes and learning from them. Advocacy is a learning process, and sometimes even well-intentioned allies might make errors. It's essential to create an environment where learning and growth are encouraged.
Community Matters: Recognize that many disability advocates are disabled themselves, and their advocacy efforts are rooted in personal experiences. Building a strong, inclusive, and supportive community is vital for effective advocacy.
During the Q&A, the panelists discussed how to address ableist assumptions among faculty and promote positive change for disabled students on college campuses:
Jessica emphasized the importance of requiring faculty to undergo training on disability accommodations and disability culture when hiring them. This training should not be seen as optional but rather as a requirement to ensure faculty are knowledgeable about supporting disabled students. Additionally, she suggested creating a more inclusive campus culture by making people feel comfortable about sharing their disability identity, thus making professors more aware of the commonality of disability.
Sean recommended being firm and assertive when advocating for accommodations with faculty, reminding them that these accommodations are essential for equitable treatment. He also emphasized the importance of finding allies on campus, including deans, professors, or SAS (Student Accessibility Services) staff members, who can support you and help address any issues. He encouraged speaking openly about disability to raise awareness and promote understanding.
Zach echoed the idea of bringing more people into the conversation to hold individuals accountable. He discussed the importance of empathy and understanding among faculty and non-disabled individuals. Zach suggested that creating a more empathetic and supportive environment involves educating individuals about disabilities early on and promoting curiosity and open dialogue about disability.
On pursuing internships and job searches as students with disabilities:
Lauren discussed her experience with internships in the field of disability advocacy and mentioned the importance of disclosing her disability and being proud of her identity. She emphasized that she would not want to work for an organization that is ableist or where she has to hide her disabilities. Lauren also mentioned that she often discloses her disability, tying it to why she is interested in disability advocacy. She didn't face significant barriers when requesting accommodations, as most of her accommodations were related to breaks. She also shared information about the Workforce Recruitment Program, a platform for individuals with significant disabilities interested in working for the Federal Government.
Jessica emphasized the importance of being comfortable with disclosing your disability to potential employers. She highlighted that sharing your disability with employers allows you to gauge their ability to support you and gives them time to prepare for your needs. Jessica also encouraged students not to hold themselves back during the internship application process and to apply to as many opportunities as possible, even if they feel unqualified.
On community support for disabled students starting as early as elementary school and high school:
Zach emphasized the importance of early education and encouraging curiosity about disabilities among children. Educating kids about disabilities, teaching them not to shy away from curiosity, and emphasizing the importance of getting to know individuals beyond their disabilities can help foster a sense of inclusion and community from an early age.
Sean highlighted the importance of challenging and expanding preconceived notions of disability. He stressed the need to actively fight against stereotypes and imagine disabled individuals in diverse ways. Disability is a broad and intersectional category, and fostering a sense of community means recognizing and respecting the diversity within the disability community.
These insights emphasize the significance of early education, inclusion, and open conversations about disabilities to create a more supportive and inclusive environment for disabled students as they transition to college and beyond. Building a foundation of acceptance and understanding from a young age can contribute to a more inclusive and supportive society overall.
Jessica closed the conversation by sharing her hopes and visions for the next generation of disabled students. She hopes to see universities and institutions celebrating disability pride and fostering a culture of inclusion. She emphasizes the importance of not relying solely on disabled individuals to champion these efforts but having strong allies who continue advocating for disability pride and rights.
This event was also covered in The Hoya.
Watch the recording here: https://youtu.be/emFG3-cBxAU