Accessibility, Ableism, and Accommodations — Study Notes

Ableism, Equal Access, and the Campus Framework

• Ableism: discrimination against someone with a disability; highlighted as a pervasive, often unconscious problem in words, judgments, and actions.
• Core goal: ensure equal access to the college environment for everyone, regardless of disability.
• Distinguish disability visibility:
  • Visible disability: you can see the disability.
  • Invisible disability: you cannot tell whether someone has a disability just by looking at them.
• The office’s purpose: provide pathways to equal access across campus (classrooms, dining halls, residence halls, etc.); it does not guarantee success, but ensures access.
• Access vs. success:
  • Access means being able to participate in the same activities; success depends on many factors beyond accommodations.
• Accommodations: modifications to address barriers arising from a disability; tailored to individual needs, not a one-size-fits-all approach.
• Systemic context: the current system has ableist biases; the office works to counteract those biases through accommodations and advocacy.

Disability Services: Roles, Confidentiality, and Access

• The office (Accessibility Services / Disability Support) exists to support equal access; it’s the point of contact for accommodations.
• Registration vs. accommodations:
  • Diagnosis or having a disability qualifies a student to register with the office.
  • The type of accommodations is individualized, based on each student’s needs.
• Confidentiality:
  • Students have the right to confidentiality about their disability.
  • RA/peer staff should not disclose or seek out disability information; only the disability office handles protected information.
  • Students may share information with you; you should listen and direct them to the appropriate office for formal accommodations.
• Role of the RA and staff:
  • Do not ask a student about their disability or specifics of accommodations.
  • If a student mentions accommodations, you can direct them to Accessibility Services.
  • Professors know what accommodations are in place, not the specific disability.
• Soft handoff approach:
  • If a student is open to help, offer to connect them with Jenny (or the disability office) and cc you on an email.
  • You can walk a student to the office or arrange a meeting; this is a supportive handoff.
• Location and contact:
  • Office location: Ground Floor of Bochlin, Student Success Center; near the blue awning and Trio/ tutoring space; contains the testing center for accommodated testing.
• Resources to mention:
  • Accessibility Services Center / Disability Support Services.
  • Campus resources for further support and referrals.

The Concept of Accommodations: Principles and Boundaries

• Accommodations are not about assigning a special favor; they are about removing barriers tied to a disability.
• The accommodations offered are not universal; they must be linked to the disability and tailored to individual needs.
• Examples of concrete accommodations:
  • Physical barriers: curb without a ramp creates a barrier; accommodation could be installing a ramp.
  • Desk modifications for medical needs (temporary) in classes.
  • Extra time on testing (often used for cognitive/learning differences).
  • Dining hall accommodations related to medical or disability needs (in collaboration with nutrition and dining staff).
  • Housing accommodations (e.g., accessible room).
• Broad categories of accommodations:
  • Academic accommodations: testing, seating, note-taking support, etc.
  • Housing accommodations: room type, proximity to services, etc.
  • Dining accommodations: dietary access, medical-related considerations.
• The need-for-link rule:
  • There must be a clear connection between the disability and the requested accommodation (e.g., a math learning disability with a dining preference for steak dinners is not a valid link).
• Collaboration is key:
  • The office works with students and, if needed, with other campus professionals (nutritionists, chefs, housing staff, etc.) to implement accommodations.
• Examples illustrating scope:
  • A student with depression/anxiety might receive accommodations for class access, testing, or housing adjustments.
  • A student with a medical condition might need a desk modification or specific seating in a classroom.
• Unreasonable or inappropriate requests:
  • A request for an individual limo or direct transport for routine needs is not appropriate; campus safety transport or other reasonable options should be explored.
• What counts as an accommodation is not limited to academics:
  • It can involve housing, dining, or any environment on campus where barrier reduction is needed.
• Common misconception: accommodations always imply a visible disability; in reality, many accommodations address invisible disabilities (e.g., mental health, learning differences).

Registration, Documentation, and Accessibility: How It Works

• Not all students with disabilities register with the office; registration is voluntary.
• Why some students don’t register:
  • Fear of ableism or stigma.
  • Lack of knowledge about available resources.
  • Perception that accommodations won’t help.
• Documentation and paperwork:
  • A disability must be documented to qualify for accommodations; renewal and updates may be required over time.
  • 504 Plan and IEP terminology from K–12 can appear in conversations, but college processes are separate; sharing such documents is handled through the disability office.
• Renewal and timelines:
  • Academic accommodations require renewal each semester (since courses and schedules change).
  • Housing accommodations typically renew annually and align with housing applications (often around March for the next academic year).
• Practical point: the office aims to minimize burden on students and avoid unnecessary bureaucracy; outdated paperwork may still be valid if there is ongoing need.
• Confidentiality in practice:
  • Even if a student has disclosed information to you, you should not disclose or infer details to others; refer them to the disability office for formal handling.

Accessibility, Universal Design, and Inclusive Culture

• Universal design: plan events and environments so they are accessible to everyone from the start (not retrofitted later).
• Language and perception:
  • Be mindful of language that could reflect ableism; if you make a mistake, apologize and adjust; ongoing learning is expected.
  • Do not make assumptions about what someone needs based on appearance or stereotypes.
• Inclusive event planning:
  • Consider accessibility when creating flyers, websites, or scheduling events; ensure physical and informational accessibility for all.
• Promoting awareness:
  • Student leaders should model inclusive behavior and support students in seeking accommodations when needed.

Service Animals, Emotional Support Animals, and Campus Access

• Service animals:
  • Service animals are allowed in places where the student can go; analogous to a wheelchair traveling with the student.
• Emotional support animals:
  • Not required to be allowed in classrooms or in all campus spaces; stay within residence areas as guided by policy and accommodations.
• The key point: the accommodation is tied to the student’s documented needs and approved by the disability office; the animal policy is separate and governed by campus guidelines.

How to Support Students: Practical Scenarios for RAs and Staff

• If a student mentions an accommodation need:
  • Validate their experience and acknowledge their disclosure.
  • Inform them about Accessibility Services / Disability Support Services and offer to connect them.
  • Offer to send an email introduction (cc’d to you) to initiate contact with Jenny or the disability office.
• If you’re unsure how to handle a situation:
  • It’s better to ask and connect the student with the right resources than to guess.
• When assisting with referrals:
  • You can accompany a student to the office or tailor a short, supportive handoff for a smooth transition.
• When a student asks about housing or room configurations:
  • Do not pressure for disability disclosure; if there is a disability-related need, direct them to the disability services office.
  • If asked about a single room, explain that single rooms aren’t offered as a blanket solution; refer to Jenny for disability-related needs.

Practical Takeaways for Student Leaders and Staff

• The core message is to promote inclusive practices through language, actions, and universal design.
• Do not pass judgment or rely on assumptions about a student’s needs.
• Always consider accessibility in planning events, materials, and communications.
• Encourage students to explore accommodations and use campus resources when needed.
• If someone discloses a disability or need for accommodations, guide them to the appropriate office rather than handling the information yourself.
• For any uncertain situation, reach out to Accessibility Services / Disability Support Services for guidance and support.

Questions and Resources

• If there are additional questions, you can contact or visit the Accessibility Services Center / Disability Support Services in the Student Success Center (Ground Floor, Bochlin) near the tutoring and TRIO areas.
• Remember: confidentiality protects students, and accommodations are designed to remove barriers while preserving student privacy and dignity.
• Quick recap of key terms:
  • Ableism: discrimination or prejudicial treatment based on disability.
  • Accommodation: a modification or adjustment to remove barriers related to a disability.
  • Universal design: designing environments to be usable by all people, to the greatest extent possible, without the need for adaptation.
  • 504 Plan / IEP: K–12 documentation that may surface in conversations but is handled through college offices; the college determines current accommodations.
  • Service animal vs emotional support animal: different rights and policies; service animals accompany students in most campus spaces; emotional support animals have more restrictions.