DescriptionDespite the many efforts made by the college community, the possible microaggressions and buzzwords surrounding ableism still persist. Common digs include denying of one’s disability experience, an inability to see someone past their individual disability, or assuming (often negatively) about individuals with disabilities.
Examples -
“I can’t believe that you can do (insert action)!”
“Aren’t we all a little disabled?”
The presence of invisible disabilities also makes it difficult for students with needs to get the support they require, or to be recognised for such support in the first place. Additionally, the geographical limitations of the college makes it difficult to provide barrier-free access for students with mobility needs. Our classroom design, while useful for small group discussions, may be difficult for someone with hearing difficulties to hear the lecturer, due to the background noises. Bright colours and lights at our mixers and school performances, can overstimulate individuals on the autism spectrum. While individuals with access needs may have learnt to adapt to the current environment, how do we create an equitable experience for our peers with access needs?
Hence, facilitating conversations about disabilities help educate, empower others with the knowledge on what it means to make something accessible. These sustained conversations help cultivate a sense of empathy, rather than sympathizing with someone with access needs, which can build an inclusive campus culture in the long run.