Providing Access in Student Organizations and Activities

Tracey Forman, Assistant DirectorDisability Resources, Texas A&M University

Overview

Providing access to individuals with disabilities is a university-wide responsibility.

Even student organizations need to consider accessibility for people with disabilities (PWD) and should be prepared to respond to requests for disability accommodations.

Plan for today’s discussion: Brief review of Accessibility Requirements Common Disability Barriers & Accessibility Needs Accessibility Best Practices, Planning Ahead Examples of Student Organization Accommodation Needs/Requests Campus and Community Resources

Accessibility Requirements

Texas A&M University is a public university and recognized student organizations are expected to follow accessibility requirements for public and federally funded entities as defined by:

Americans with Disabilities Act (ADA) - a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else.(Fact Sheet from the ADA National Network)

Section 504 & Section 508 of the Rehabilitation Act - forbids organizations and employers from excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services. Defines the concept of “reasonable accommodation”. Section 508 addresses access to technology.(Fact Sheet from U.S. Department of Health and Human Services)

Types of Disabilities

An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.

What are “Major Life Activities”? Caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing lifting,

bending, speaking, breathing, learning, reading, concentrating, communicating, and working.

Most common types of disabilities reported at Texas A&M University by students (DR Statistics page)? ADHD Mental Health Learning Disabilities Health Related

Examples of Potential Disability Barriers

Physical Space/Mobility• Wheelchair accessible paths• Signage at venue

(readability)• Transportation

options/availability• Access to accessible parking• Lighting of meeting space• Large crowds/noise

Communication Access• Poor Acoustics

• Lack of amplification or not using microphone in large rooms

• Background noise -difficulty communicating

• No opportunity to request:• Sign Language Interpreters• Live Transcription

Inaccessible Materials• Materials that are not

accessible to individuals with visual or hearing disabilities

• Poor website accessibility• Emails and social media

graphics without alternative text or picture descriptions

• Videos not captioned• Paper handouts only

Other Barriers• Difficulty with large crowds,

loud noises• May not be comfortable

with eye contact, hugs• Individuals with food

allergies, dietary needs• Attention/Processing -

distracting location, too much information, long applications

• Service Animals

Attitudinal Barriers

People with disabilities also encounter many different forms of attitudinal barriers:

Inferiority – treated poorly, “second class citizen” Pity – feel sorry for the person, patronizing Hero Worship - PWDs are brave or special for overcoming or managing their disability Recommended Ted Talk: Stella Young “I’m Not Your Inspiration”

Ignorance – automatically deemed incapable The Spread Effect – assume disability affects other senses Stereotypes – positive and negative generalizations Backlash – believe PWD are given unfair advantages Denial – not believing that accommodations are needed, i.e. hidden disabilities Fear – avoid individual to avoid their own discomfort

National Collaborative on Workforce and Disability

How can student organizations and student leaders meet the needs of individuals with disabilities?

Consider ways to be inclusive & welcoming Plan for common needs - Respond to requests

Compliance vs. Inclusion

Compliance Usually Reactive – to satisfy a

requirement

Meeting the “letter of the law”, the “required minimum” to meet risk management expectations.

Usually requires the person with a disability to make to request for an accommodation that was not already considered or planned for.

Inclusion Proactive – sets a positive example

Aims to make sure all can participate equitable with little or no need for an “accommodation”.

Recognizes the variety of abilities of participants, provides options and alternatives.

Makes people feel welcome, respected and valued when others consider needs without needing to make a specific request.

Best Practices – Apply Universal Design

Universal design means that rather than designing a facility, services or programs for the average user, you design them for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics.

Keep in mind that individuals may have learning disabilities or visual, speech, hearing, and mobility impairments. Preparing your program/activity to be accessible to them will minimize the need for last-minute, unexpected changes. Make sure everyone can get to the facility and maneuver within it, access materials and electronic resources, and participate in events and other activities.

Equal Access: Universal Design of Student Organizations from DO-IT, University of Washington

Things to consider when planning an activity

Potential Mobility & Dietary Needs

Options for Communication

Access

Providing Materials and Marketing in

Accessible Formats

Training leaders and members to

be aware of potential

accommodation needs

Give participants/members an opportunity to make accommodation requests.

Student Organization Examples - Part 1

Sorority Recruitment Blind student with guide dog

Assistance with navigating daily recruitment activities Alternative ways to complete daily journal and preference process (computer access) Awareness building for Rho Gammas

Wheelchair user Accessible routes to sorority houses (some did not have ramp access) Space for mobility device in meeting areas Accessible transportation (past third party provider didn’t have accessible buses, contracted with TS)

Fish Camp Dietary accommodations requests Sign Language Interpreter request

Cost of covering expenses Captioning of videos (lots and lots of videos) Wheelchair access and personal attendant request (cabins, restroom access, camp placement) Challenges with group activities and loud environments for some participants Awareness & Training for Fish Camp Counselors, Chairs and Directors

Student Organization Examples - Part 2

Midnight Yell Publicizing access points for people with mobility needs (ramp and elevator access) Request by student group (Deaf Aggies and Friends) to have a sign language interpreter

Worked through logistics (scheduling and costs) Identified special seating section for ASL users, communication plan Year Two Signing Midnight Yell, Battalion Story/Video

Bonfire Remembrance Ceremony (Traditions Council) & Memorial Tours (MSC Hospitality) Inquired about how to plan for a sign language interpreter

Reviewed options for physical placement, lighting needs How to ensure deaf students can access location near interpreter Promoting interpreter plan to local D/HH population

Talked about limitations for physical access at site (gravel path was not accessible) TAMU Today Article about upgrades made to walkways in Fall 2019

Future goals: Have talked about making accessible versions of Bonfire Memorial materials and tours (captioned videos, audio tour with transcript)

Student Organization Examples - Part 3

Fish Fest Event Planning/Brainstorming Reviewed space plan

Discussed plan to use Simpson Drill Field (possible wheelchair / physical access concerns) and brainstormed alternatives / options

Review food plan - will there be options for students with dietary & other needs? Review marketing and how to let participants know they can inquire about or

request disability accommodations on marketing materials or at event

Howdy Week Self Defense workshop sponsored by Student Organization Late request for Sign Language Interpreter

Reflect on your organization(s) – how can you be more inclusive and better respond to requests?

How do you advertise/market your meetings and activities? Social Media & Emails (are graphics and videos accessible)? Flyers – are there also accessible digital versions available? Website – is the website accessible

How accessible is the space you use (from regular meetings to large events)? Are there any barriers for people with mobility needs? How are the acoustics?

For virtual meetings – suggest enabling automatic captioning Would the environment cause barriers/challenges for some individuals?

Reflect on your organizations

How do or would you handle potential accommodation needs/requests? Is this a responsibility for an officer – maybe the risk management coordinator? Do you explicitly let members know who to contact with potential accessibility questions

or accommodation requests? When promoting events and activities how should participants inquire about and request

accommodations? What would you do it there might be a cost to provide accommodations? How would

you fund the request?

Awareness and Training Are your organization leaders aware of possible disability needs and how to respond? Does your web/social media coordinator know how to make accessible content? What types of additional training might be needed?

Other Tips and Resources

When choosing an event venue consider the physical accessibility of the space

Checklist for Existing Facilities from ADA.gov:https://www.ada.gov/racheck.pdf

Incorporate accessibility into your websites and other digital media

Tips and “How To”s for website, document and video accessibility:https://itaccessibility.tamu.edu/

Let people know how to make inquiries or request accommodations

When planning an event always include a statement and instructions for how a participant can inquire about and request disability accommodations

Maybe also mention this at a first organization meeting for members (similar to how instructors do for classes)

Campus & Community Resources - DR

Disability Resources (DR)https://disability.tamu.edu/

DR staff can consult on planning for accessibility and advise on how to address specific accommodation requests.

Advisor Training Module Video: “Supporting and Including Students with Disabilities” https://studentactivities.tamu.edu/manage-your-organization/training-opportunities/

DR has helped Student Activities brainstorm resources for their Event planning guide to include disability-related questions (Maroon Link Pre-Event Planning Form).

Campus & Community Resources - OREC

ADA/Section 504 Coordinator for TAMU College StationOffice of Risk, Ethics and Compliance (OREC)https://orec.tamu.edu/ada

Can consult on legal /compliance questions and help with identifying resources

Primary contact for questions about individuals requesting accommodations who are visitors to campus. Students Disability Resources Faculty & Staff Employee Relations

Resource page for Hosting Events:https://orec.tamu.edu/ada/hosting-events/

Resource page on Service Animals:https://orec.tamu.edu/ada/service-animals/

Campus & Community Resources - StuAct

Student Activitieshttps://studentactivities.tamu.edu/

Student Organization Development & Administration (SODA)Oversees the recognition and risk management of student organizations and their activities, but they also provide valuable education, consultation, and partnerships that help organizations be successful. Reviews Pre-Event Planning Forms

Risk Initiative FundingProvides funding for costs associated with risk management. Can submit request for a unique, unforeseen expense related to risk management such as unanticipated and/or new expectations that your organization did not include in the budgeting process.

Student Organization Funding Assistance Board (SOFAB)Provide supplemental funding opportunities to recognized student organizations through the allocation of funds provided by The Association of Former Students.

Campus & Community Resources – DO-IT

Disabilities, Opportunities, Internetworking and Technology (DO-IT)University of Washington

Checklist for making student organizations welcoming and accessible to everyonehttps://www.washington.edu/doit/equal-access-universal-design-student-organizations Planning, Policies, and Evaluation Physical Environments and Products Paid or Volunteer Staff Information Resources and Technology Communication Hints

Thank You for Joining Us

Contact Information:

Tracey Forman, Assistant DirectorDisability ResourcesTexas A&M UniversityStudent Services Building, Ste 122979-845-1637traceyf@disability.tamu.edu