I’ve been doing my best to be reasonably knowledgeable and aware of all things related to disability and accessibility—especially as it relates to teaching and learning—for well over a decade. I’ve availed myself of many workshops and training events offered by Ball State University (my employer) over the years and have served as a Disability Services Faculty Mentor for the last few years. As such, when a message arrived in my email inbox that a Disability & Accessibility Faculty Learning Community (FLC) was going to be held during academic year 2023-2024, my initial reaction was one of discounting it, thinking I likely was already familiar with what would be discussed.
However, after a bit of reflection, I decided to participate in the FLC based on the premise that there is always something to be learned. I also realized there were likely concepts and ideas that I’d once learned, not used, and subsequently forgotten. Having a “refresher course” didn’t seem like a bad thing to do. I also figured hanging around a bunch of like-minded folks could be interesting. And so, I signed up.
It turns out I was right about learning new things. The very first week the FLC met, I was confronted with the fact that there were protests half a century ago in support of making all things accessible to all people of which I was totally unaware. It turns out my knowledge of the “disability movement” was totally lacking. These protests and sit-ins eventually led to the signing of Section 504 of the Rehabilitation Act of 1973.
During week two, we explored the disability laws, specifically as they apply to higher education, and week three we explored student and parent expectations about disability services in higher education, and how they might be different than they were used to in high school. This was a good review for me, with a few new insights along the way.
Later weeks found us exploring a myriad of other topics, including implementing accommodations, things that can go wrong, how to make course content accessible, and physical aids and resources that are used by students, among many other topics. Again, I knew (or had known) about most all of this, but it was good to be reminded. Our visit to the Accessible Technology Lab was particularly interesting. To see and hear about the actual technology was impactful.
So, am I leaving the FLC with any significant new knowledge, understanding, or a change of mind or attitude? No, not really. Very little of the content presented during the FLC was new to me. However, it was very good to hear it again and be reminded of what I need to, and can do for learners. Perhaps I'm leaving with a renewed desire to do all I can to help everyone.One last observation I’ll make is that it is good to have a second person from the CS department who also participated in the FLC. Not to suggest that other faculty in the department aren’t interested in the services/accommodations we could/should provide to our learners, but it is not necessarily a priority for them—at least not enough of one for them to attend training events. To have another department faculty member participate with me means I’m not alone; there are (at least) two of us who are interested enough to put in a bit of extra effort. Perhaps the two of us can start a mini revolution within the department. Stay tuned!
P.S. Since you’ve read to the end, here’s a little treat. For a (slightly irreverent, but largely accurate) video about the “disability movement,” watch this short Comedy Central Drunk History video about how Judy Heumann fought for people with disabilities. I don’t think you’ll be disappointed, and if you are, I'm sorry I suggested it.
Image credits:
Downloaded from the BSU Office of Disability Services Facebook page,
