ERIC EJ1026885: Transforming Barriers into Bridges: The Benefits of a Student-Driven Accessibility Planning Committee. Practice Brief

2013·0.11 MB·English

by  ERIC

Journal of Postsecondary Education and Disability, 26(3), 273 - 277 273
PRACTICE BRIEF
Transforming Barriers into Bridges:
The Benefi ts of a Student-Driven
Accessibility Planning Committee
Stephanie J. Cragg
Irene Carter
University of Windsor
Kristina Nikolova
University of Toronto
Abstract
The School of Social Work and Disability Studies Accessibility Planning Committee (APC) is a student-driven
initiative that has been in existence for over 10 years. This practice brief looked at the committee through inter-
views with faculty and student members. The investigation aimed to determine whether the benefits of having
a student-driven committee outweighed the challenges for the students, the faculty, the university, and the wider
community. Outcomes indicate that student-driven committees, though faced with issues of recruitment, low mem-
bership, and reduced retention, also provide students with leadership and citizenship skills, promote dissemination
of accessibility issues on campus, encourage personal growth, and serve as a tool for the consolidation of material
learned in class to applications in the non-academic world. These outcomes indicate that continued support of
student-driven committees on campuses has the potential of benefiting not only students, but also the university
and the wider community.
Keywords: Accessibility, disability, post-secondary education, student-led committees
While other Accessibility Planning Committees ment of skills in project development, problem solving,
have not been the focus of published literature, simi- activity planning, task delegation, communication with
larities might be extrapolated from research on student- peers and the media, community outreach, critical
driven committees in general. The literature notes that thinking, leadership, and team work. These skills are
student-driven committees have benefi ts that impact a not always well developed in the traditional classroom
wide range of people, including the students themselves, for a variety of reasons, including class size and time
the faculty associated with the committee, the university, constraints. Student-driven committees provide students
and the wider community. One of the major advantages with the ability to practice a “learn by doing” approach
of student-driven committees is their potential in help- (Koulish, 1998, p. 563).
ing students link what they have learned academically Universities can also benefi t from student-driven
to a practical, real world setting. Koulish (1998) notes committees through the feedback they offer. Peterson,
that student-driven committees demand students be Wittstrom, and Smith (2011) found that involving
proactively involved rather than just engaged in passive sub-committees of students in curricular assessment
learning because the students become stakeholders in the led to increased quality improvement due to the
process. Such active involvement requires the improve- availability of ongoing feedback of student experi-
274 Journal of Postsecondary Education and Disability, 26(3)
ences. Student involvement through the student-led Disabilities Act, 2001. Since its inception in 2001, the
sub-committees enhanced the university’s ability to APC has grown into a student-driven committee that
identify and implement necessary changes to the cur- meets once a month and focuses on raising awareness
riculum as students were more likely to communicate about accessibility and discrimination and advocating
with each other than with the faculty. for the removal of barriers for persons with disabilities
A further noted benefi t to students is that the par- within the School of Social Work and Disability Studies
ticipation in student-driven committees allows them (The University of Windsor School of Social Work and
to develop and expand their own identities through Disability Studies Accessibility Planning Committee
personal growth and education (Koulish, 1998). Public [APC], 2012a). During his interview, Leslie stated
involvement allows students to expand their horizons that he noticed a need for such a committee when as-
and deconstruct their own stereotypes and biases of sisting the University of Windsor in preparing to meet
their committee/community partners. The commu- the mandates of the Ontarians with Disabilities Act,
nity also benefi ts as it “bridges the gulf between self 2001. He also mentioned that while the University of
and other” through a process of “mutual teaching and Windsor at the time had the Student Disability Services
learning” that empowers the community telling its story offi ce, it remained diffi cult to encourage faculty and
(Koulish, 1998, p. 563). A connection to the wider staff to engage in accommodation changes.
community is especially important to students as it As one can imagine, there are many challenges in
allows them to build on their social and professional having students run a committee, however, there are also
networks. Mastran (2008) noted that student-driven many benefi ts. This paper seeks to trace the history and
committees can provide professional connections for progression of the committee through an informal quali-
students. These networks are particularly important as tative analysis of committee members’ experiences with
students leave school and enter the work environment the committee in order to determine the practical social
because they provide students with additional experi- work implications of student-driven committees.
ence regarding employment opportunities.
As outlined above, there are many benefi ts to Participant Demographics and Institutional
student-driven committees; however, there are also Partners/Resources
many challenges. One of the biggest challenges is In order to examine the specifi c benefi ts and chal-
that such committees are hampered more by limited lenges of the APC since its implementation, we employed
university resources than committees with faculty one-on-one interviews to collect data. The results of seven
chairs who are able to promote the committee’s needs interviews with three women and four men are outlined
to fi nancial decision makers (Mastran, 2008). Other in the next section. Individuals interviewed included Dr.
challenges include a lack of effi ciency and direction in Donald Leslie, a faculty member involved in founding the
student-driven committees, particularly if meetings are committee; Dr. Karen Roland, a co-chair with Dr. Leslie
not held regularly or lack good attendance by members on the University of Windsor’s campus-wide accessibility
(Koulish, 1998). Mastran (2008), in conducting a sur- committee; Mr. Frank DiPierdomenico, a former member
vey of student committees, found that the best ways of the APC; Mr. Anthony Gomez, a staff member of the
to move beyond the challenges noted above were to University of Windsor’s Student Disability Services who
have regular committee meetings and a “clear path has assisted as a consultant to the APC; Dr. Irene Carter, a
for student participation and recognition” within the current faculty chair of the APC; Mr. Cameron Wells, who
committee and the university (p. 53). Thus, regular hosts a radio program on accessibility and disability is-
meetings and clear guidelines about student involve- sues for the University of Windsor’s radio station CJAM;
ment encourage participation and address problems and a member of Students for Barrier-free Access at the
with attendance and retention. University of Toronto.
All participants who have been quoted here con-
Depiction of the Problem sented to the use of their real names in the article;
The School of Social Work and Disability Studies those who wished to remain anonymous have had
Accessibility Planning Committee (APC) is a grass- their names withheld. These fi ndings will be used to
roots committee developed by Dr. Donald Leslie in promote the continued support of student-driven com-
conjunction with the emergence of the Ontarians with mittees by universities.
Cragg, Nikolova, & Carter; Transforming Barriers into Bridges 275
Description of Practice wide accessibility plans and committees, they could not
The Accessibility Planning Committee was cre- fi nd evidence of any accessibility plans or committees
ated through the input and participation from students rooted solely in a specifi c department or school at any
in the School of Social Work. The APC focuses on institution, further indicating to them the importance
raising awareness of issues concerning disability of their work. The accessibility plan was approved by
and accessibility throughout the university campus the School of Social Work in 2012 (APC, 2012b).
through monthly meetings. A brief presentation on
the committee is given at orientations for incoming Evaluation of Observed Outcomes
undergraduate and graduate students, and also in Participants frequently mentioned that the APC
School of Social Work and Disability Studies courses allows students to gain experience as social workers
during the fi rst month of classes. Students have been and hone their skills in a safe environment. During
members from anywhere between one semester to the his interview, Leslie stated that he found that the com-
length of their undergraduate and graduate programs. mittee offered real life development of leadership,
Leslie mentioned during his interview that student administrative, organizational, and capacity building
members of the APC collaborated with the social work skills while also offering experienced faculty support
fi eld placement offi ce and the Department of Human should it become necessary, and through this experi-
Resources to create student placements in what is ence students developed high standards around acces-
currently the Student Disability Services offi ce and sibility and began to raise these issues with faculty and
the Employment Equity offi ce. Leslie stated that dur- staff. Carter noted during her interview that some of
ing these placements students engaged in attending the skills and material students developed resulted in
meetings, counselling students, and program develop- publishable research that students had gathered in a
ment research. When interviewed, DiPierdomenico systematic and scholarly method and disseminated to
mentioned that students involved with the APC also the wider university. As well, Carter mentioned that
initiated a weekly radio program called Accessible the students are now learning to support their advocacy
Communities to raise awareness of accessibility is- work with hard data that they have collected, allowing
sues and various disabilities. He also mentioned that them to be more successful in promoting their message
in order to address knowledge and attitudinal barriers to stakeholders.
towards disability issues, the students also conducted a Another positive change brought about by the com-
presentation for the faculty members of the School of mittee was the voice it gave students. DiPierdomenico
Social Work to educate them on various disabilities as noted during his interview that a “PhD doesn’t transcend
well as barriers and misconceptions faced by individu- or give you an understanding of everything” and that
als with disabilities. having committee members with a disability advocate
Committee members meet once a month during for themselves and discuss their needs and personal
the school year and the agenda is formed through col- experiences is necessary in removing some of the bar-
laboration between committee members, the graduate riers faced by students with disabilities. In the area of
assistant and the faculty advisors (APC, 2012a). While accessibility, Leslie stated that he found the committee
discussing the committee, Carter mentioned that the to have helped raise awareness of the issues on campus
APC does not receive any direct funding to operate, but and in the wider community that impede accessibility.
the Graduate Assistant is paid by the School of Social Gomez found that the student committee members were
Work and faculty members contribute their time as part demonstrating civic engagement with the issue of ac-
of their service. At the same time, Carter mentioned cessibility, something that he fi nds is often not present
that members of the committee have worked towards in most students’ experiences at university.
the creation and implementation of an accessibility As the APC has grown and evolved over the years,
plan for the School of Social Work and the Disability Carter and Leslie have noted that student recruitment
Studies program by researching accessibility plans and has proven to be a challenge. Leslie stated that low
committees at postsecondary institutions throughout recruitment may have resulted from the fact that
Canada and the United States. Carter stated that as many of the students involved with the committee
students conducted the research, they realized that had personal experiences in the area of disabilities,
while other postsecondary institutions had campus- either experiencing a disability themselves or having
276 Journal of Postsecondary Education and Disability, 26(3)
a close connection with an individual diagnosed with the APC and various departments of the university
a disability, and were very close-knit and passionate that focus on disability and accessibility policies and
about disability and accessibility issues. As a result, he services. During their interview, a member of Students
theorizes that it may have been diffi cult for new mem- for Barrier-free Access discussed supporting other ac-
bers to become integrated into the committee. When cessibility groups to create a greater support network.
asked about student recruitment during his time as a Another essential factor for the APC to consider
student member on the committee, DiPierdomenico as it moves forward is determining the implementation
stated that there were enough students engaged in the and measurement of the goals stated in the recently
committee that recruitment was not necessary. completed accessibility plan. One way to accomplish
Scheduling confl icts among members is also a this, as mentioned by Dr. Roland, would be to have a
challenge that the committee faces, as mentioned by student representative on the University of Windsor
Carter during her interview. In order to counteract campus accessibility committee. Roland stated that this
this challenge, Carter stated that meeting agendas and would allow the APC to become more involved with the
minutes are compiled by the graduate assistant assigned entire university campus and would encourage members
to assist the committee and placed on the committee’s to make reports regarding their progress to educate the
members-only website which also includes resources on wider university about the developments occurring
accessibility and disability issues and a discussion board within the APC. Gomez also stated that involvement in
for members to communicate with each other between the wider committee would allow the APC to align their
meetings. This allows absent faculty and student mem- goals with the goals of the university.
bers to remain informed of the work of the committee. The need to increase funding is also a consideration
Another challenge faced by the APC noted by both for the APC. Mastran (2008) wrote that although fund-
Carter and Leslie was the effort to keep the committee ing is often an issue for student-driven committees,
student-driven. The high turnover caused by gradua- the presence of faculty on the committee can increase
tion made it diffi cult to maintain a sense of direction the chances of receiving university funding. Gomez
for the committee without increased faculty guidance discussed creating a proposal and meeting with the
during times of change in leadership. During her in- University of Windsor Student Alliance to obtain fund-
terview, Carter mentioned that the graduate assistant ing, as a portion of tuition fees are allocated through
hired to handle the administrative aspect of the com- the alliance for accessibility concerns and initiatives.
mittee has been noted to be helpful in ensuring some A project which could be implemented to increase
continuity. Roland also noted during her interview that funding was suggested by Wells, who hosts the radio
the presence of faculty liaisons can help to keep the program Handi-Link, funded by the University of
committee on track and that faculty and staff members Windsor. He suggested creating a survey that focuses
increase the network of supports that students have to on disability satisfaction and recommendations which
rely on and allow the committee’s issues to be raised could be distributed among faculty, staff, and students
with university decision makers to whom students of the School of Social Work and Disability Studies
would not otherwise have access. For example, the program and used as a measure of the effectiveness of
committee members could ask for funding to place the implementation of the accessibility plan.
Braille signs on all doors in the School of Social Work A fi nal future direction that was mentioned by a
and Disability Studies locations. number of participants was assisting students with
disabilities to access resources and supports to gain
Implications and Portability employment. The member of Students for Barrier-free
The participants interviewed offered a broad range Access who was interviewed stated that transitions for
of experience in disability and accessibility initiatives graduating students are often neglected by postsecond-
and were able to provide a variety of suggestions to assist ary institutions, and relationships should be formed
the APC as it looks towards the future. One suggestion with organizations and agencies that work with and
that was frequently mentioned in the interviews was the assist individuals of various abilities. DiPierdomenico
need to further network and form partnerships within the discussed his work with individuals with disabilities
university and the wider community. Roland suggested and stated that, while individuals with visual impair-
that the APC select a member to act as a liaison between ments have an extremely high unemployment rate,
Cragg, Nikolova, & Carter; Transforming Barriers into Bridges 277
employment is seen as a challenge for any individual About the Authors
diagnosed with a disability.
Formal research is needed to develop a more
Stephanie J. Cragg received her Honours BA in
complete understanding of the committee and its work.
Developmental Psychology and her MSW from the
More interviews with current and past student members
University of Windsor. She has been working as a
of the committee are needed to better understand the
research assistant for the Department of Psychology
experiences of student members and whether or not the
at the University of Windsor since 2011. Her research
committee has helped them. A quantitative survey of
interests include Turner Syndrome, disability and
all current and past members of the committee could
accessibility advocacy, and bystander intervention. She
provide useful data for determining how satisfi ed stu-
can be contacted by email at [email protected].
dents were with their involvement in the committee and
areas where the committee can continue to improve.
Kristina Nikolova received her BSc degree in
In conclusion, as supported by the literature, the
psychology from Western University and her MSW at
interviews revealed that the APC has many benefi ts to
the University of Windsor. Her experience includes
offer not only to its student members, but also to the
working as a policy analyst for the Ontario Association
faculty, university, and wider community. The individu-
of Children’s Aid Societies. She is currently a PhD
als interviewed expressed pride in their involvement.
student at Factor Inwentash Faculty of Social Work
They believed their efforts have helped raise awareness
at the University of Toronto. Her research interests
of accessibility issues and challenges and fostered hope
include child welfare, intimate partner violence, and
in a future where accessibility becomes an automatic
social policy. She can be reached by email at: kristina.
consideration. Though it has faced challenges, the APC
[email protected]
remains in existence and can, through the steps men-
tioned above, continue to grow and spread its message
Dr. Irene Carter, is an Associate Professor, University
of accessibility by giving students a voice.
of Windsor, Ontario, who teaches in the School of
Social Work and the Disability Studies Program. Her
References
scholarship focuses on intellectual and developmental
disabilities, and her current research projects include
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Mastran, T. (2008). Young professionals committee work curriculum in the US, UK, and Australia. Dr.
surveys AWWA sections for student activities. Carter can be reached at [email protected]
American Water Works Association Journal,
100, 52-54.
Peterson, S. L., Wittstrom, K. M., & Smith, M. J.
(2011). A course assessment process for curricular
quality improvement. American Journal of
Pharmaceutical Education, 75, 1-7.
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Retrieved from the University of Windsor School
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Planning Committee document archive.
The University of Windsor School of Social Work &
Disability Studies Accessibility Planning Committee
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Retrieved from the University of Windsor School
of Social Work & Disability Studies Accessibility
Planning Committee document archive.
278