Archives for April 2019

By Christina Papaleo, Staff Assistant to the Chief Diversity Officer

In her TED talk, “When we design for disability, we all benefit,” Elise Roy emphasizes the importance of “design thinking” as a way to creatively and intentionally shift our mindset in how we perceive accommodating disability. Instead of it being a specialized practice, Roy encourages considering principles of universal design which is “a framework for the design of living and working spaces and products benefiting the widest possible range of people in the widest range of situations without special or separate design.” There are several principles, including “1.) Equitable use, 2.) Flexibility in Use, 3.) Simple and Intuitive Use, 4.) Perceptible Information, 5.) Tolerance for Error, 6.) Low Physical Effort, 7.) Size and Space for Approach and Use.”

As an institution, we too can design for disability. Although accessibility is an ongoing process and sometimes may not come as easily due to existing infrastructures, there are programmatic barriers we can remove. Here are a few suggestions to incorporate Universal Design into campus events and programs:

• Host programs in an accessible location with minimal barriers (i.e. first floor spaces in campus buildings, outside main entrances weather permitting, conducting mobile programming)
• Clearly indicate allergens and gluten-free, vegan, vegetarian, or other options. If ordering from an outside vendor, consider communicating with them to label food items with allergens. If purchasing food from a grocery store, lean towards pre-packaged foods that are clearly labeled with allergens and dietary needs.
  • *Note of language use: Using the phrase “dietary needs” instead of “dietary restrictions” conveys a more positive message that a particular dietary lifestyle provides accessibility rather than restriction*
• If your program includes an activity, provide multiple methods for participants to engage in the activity. This also accommodates different styles of learning (visual, auditory, tactile, etc.)
• Consider multiple ways of presenting content:
  • Utilizing social media (i.e. Facebook Live, Instagram Live) and/or smart device apps
  • Zoom (a video conferencing site) provides accessibility options and can be used for students who are unable to physically access your event/program
  • Showing video clips from YouTube (they have an option to include closed captioning)
  • Providing printed materials of content (consider larger print for those with low vision and always save as a PDF for those who use screen readers)
  • Verbally describe any visual aids, including slides and handouts, used during presentations.

If you have questions regarding accessibility and program planning, please do not hesitate to contact the Disability Resources Office at 607-753-2967.

By Jeremy Zhe-Heimerman, Assistant Director of Disability Resources

Feedback has been positive on the first semester of AccessCortland, the Disability Resource Office’s new online system for requesting accommodations, scheduling appointments, and releasing access plans to faculty. Students report an appreciation of the ease of disclosing their accommodations to faculty while faculty have noted the system has worked smoothly.

Students on the Disability Resources Advisory Committee like how easy it is to release their access plans. “What would normally take a week or two weeks now just takes a click of a button,” said one upper class student. Additionally, video tutorials have made learning the system quite easy.

Disclosing through AccessCortland is valuable for more than convenience. It can also help students be stronger self-advocates. Last year, DRO hosted a program with students and faculty talking about best practices during “the moment of disclosure” when students identify to faculty that they require accommodations. Students shared that they feel particularly vulnerable during such discussions. Additionally, research indicates that students often back down from asserting their rights when faculty ask relatively innocuous questions during such meetings.  On the other hand, students on the Advisory Committee indicated that AccessCortland helped them feel more comfortable identifying to faculty. They felt better prepared to discuss their accommodations with faculty face-to-face once they’ve already notified them electronically in advance.

While early anecdotal feedback on AccessCortland has been encouraging, we are surveying faculty and students to learn more about how AccessCortland is succeeding and how it can be improved. Please complete the one to three minute survey by visiting AccessCortland and going to the Surveys tab.