As someone who wears many hats – student, instructor, and researcher, I have seen and experienced first-hand, the social and physical barriers in the education system for students with disabilities. Highlighting these barriers can help to develop a well-rounded and constructive idea of where gaps lie, to devise a plan in overcoming and avoiding these barriers for you as a student, instructor, or professional in the field of education.
Because, what’s the best way to overcome a barrier? Identify where it starts!
It’s my opinion that these barriers can be categorized into four components under this guide umbrella: 1) physical accessibility, 2) accommodations, 3) stereotypes, and 4) funding.
Physical Room Inaccessibility – refers to the actual location and design of the learning space. Many post-secondary classrooms are in rooms requiring stair access, have small corridors, heavy doors, or have set seats that are not adjustable. Although institutions have implemented accessible construction on many classrooms, not all classrooms remain fully accessible due to their age and the original design of the space.
Accommodations – Accessibility services have become a mainstream component in many educational institutions, allowing students to identify potential issues with course design, curriculum, and institutional issues they believe impacts their ability to successfully complete courses, and create a plan to overcome these obstacles. However, actually attaining accommodations can be a lengthy and time-consuming process with an often-delayed start in the semester. This can lead many students to not self-identify, stop the process due to frustration, or end up retaking courses due to the total length of time required to gain accommodation, therefore impacting their grade.
Stereotypes – The term Disability has always been clouded by stereotypes and negative attitudes. The fear associated with these negative attitudes and experiences can also lead students to not self-identify and seek accommodation. The fear of bullying, isolation, and stigma has created an atmosphere of mistrust in the education system.
Funding – For students in elementary and secondary school, provincial and federal government funding for institutions to support students with disabilities is heavily lacking. All provinces are seeing a critical need for additional support workers, educators, and grants to implement new technology to benefit students and educators.
If you are a student or educator who wants to make their classroom accessible, make sure you are paying attention to these components. You might not have control over everything, but little adjustments can make a huge difference to a student experiencing a disability, and the experience they have in your class.
Photo by Emilee Fackelmann
