Module Overview: Accessibility Assessment & Logistics

Exam Preparation and Class Logistics

Literature Reviews: No current questions were raised about literature reviews. Students are expected to have a note card prepared.
Upcoming Schedule:
- Today (Current Class): Building accessibility assessment, followed by in-class work session for literature reviews.
- Tuesday (Next Class): Class will not be held due to the instructor's prelims. The space remains open for groups to meet or work on assignments. This is considered a free day.
- Thursday (After Next Class): Class resumes, focusing on cognitive aging.
Hypotheses Due Date: Hypotheses are due next Thursday before class. A $24$ -hour grace period applies to all assignments.

Building Accessibility Assessment Activity

Purpose: To assess the accessibility of the current building, specifically considering the perspective of individuals with limited mobility or balance, similar to those participating in "Ollie days" events.
Duration: Approximately $10$ minutes for the outdoor assessment, followed by a discussion back inside due to heat.
Materials: Students can bring paper or phones to take notes during the assessment.
Mindset: Students are encouraged to think from the perspective of an "Ollie person" or their grandparents, identifying potential structural challenges or amplifications of struggles related to disabilities.
Website Resource: The instructor referenced the "UI Access and Facilities" website (found by searching "accessibility checklist for facilities") as a guide for what to look for. This website also provides potential solutions for identified issues, mimicking the approach of a grad student group working on campus accessibility.
Key Assessment Areas (from Website Checklist):
- Travel Routes:
  - Presence of routes without stairs.
  - Stability, firmness, and slip-resistance of routes. (Note: Slip-resistance is often an issue, especially at NC State).
  - Route width: At least $36$ inches wide for comfortable navigation.
- Curbs: Assessment of curb cuts and transitions.
- Ramps: Evaluation of steepness (e.g., the notably steep ramp leading to the $1911$ Building) and accessibility.
- Railings: Checking for sturdiness.
- Parking: Accessibility of parking, especially around Hillsborough Street, and proximity to the building.
- Elevators: Location and functionality.
- Doors: Functionality of accessible buttons, as these are often unreliable.
- Desks: Floating desks with wheels are identified as potentially non-ideal for accessibility.
- Restrooms: Although not fully detailed in the current checklist view, restrooms are also a key area for accessibility assessment.

Discussion on Campus Accessibility Issues

Building-Specific Observations:
- Steep Routes: One side of the building has a very steep route.
- Locked Accessible Doors: Several doors marked with accessibility signs were found to be locked, including a side entrance with a doorbell. The purpose of the doorbell and who responds to it remains ambiguous.
- Limited Entrances: Only the front and one very back door were open, with one of the two side doors being locked.
Campus Tour Routes (Old vs. New):
- Old Tour Route: Described as not truly accessible, making it difficult for individuals using wheelchairs. Examples:
  - Free Expression Tunnel: Requires a detour around Dabney through a garden, and a wheelchair cannot pass through the tunnel on one side.
  - Mann Hall: Inaccessible directly; requires going all the way down and back through the Free Expression Tunnel.
  - 1911 Building: Requires using a specific ramp to the left and going down to avoid stairs.
  - Consequences: The old route added about $10$ extra minutes to the tour, potentially leading to embarrassment for students requiring accessible routes or missed stops.
- New Tour Route: Significantly improved and almost completely accessible, with minor workarounds for construction (e.g., around Mann Hall).
  - Improvements: The new route takes only about $2$ extra minutes for accessible travel compared to $10-15$ minutes previously.
  - Benefits: This demonstrates an effort to make conditions better and accommodate all students.
Emergency Preparedness and Elevators:
- Power Outages: Concern about elevators not operating during power outages, potentially trapping individuals who cannot use stairs (e.g., a freshman year experience in Bowen Hall).
- Fire Drills: A recent incident in Lee Hall involved a student in a wheelchair being carried out during a fire drill, highlighting severe safety gaps.
- Recent Improvements: Some fire drills now explicitly instruct individuals not to use elevators to ensure they are available for those who need them.
Parking Deck Hazards (Coliseum Parking Deck Example):
- Lack of Elevators: This parking deck reportedly lacks an elevator entirely in certain sections.
- Uneven Steps: Steps in the Coliseum Parking Deck have inconsistent height differences.
- Missing Storm Drain Grates: An incident where a student stepped into a missing storm drain grate, causing injury.
- Maintenance Delays: Such hazards (e.g., missing grates, loose bricks) are often left unfixed for weeks or months despite being reported.
General Awareness and Advocacy:
- Encouragement: Students are encouraged to continue noticing accessibility issues on campus and in the broader community (grocery stores, coffee shops, Target).
- Impact of Collective Voice: Raising awareness and voicing concerns (even if not directly affected) can lead to changes and improvements.
- Benefits: Noticing these issues fosters awareness, appreciation for the environment and one's body, and consideration for others.

In-Class Work Session

Purpose: Dedicated time for students to work on their papers (literature reviews), utilizing the class time, instructor support, and peer collaboration for questions and feedback.
Benefits: Helps manage busy schedules and allows for significant progress on assignments.
Instructor Availability: The instructor will be available for questions and group discussions during this time.