As I go through my master's program, I have become more bold about discussing the barriers I face in the classroom as a disabled student. Barriers are not limited to direct barriers to entry but can also consist of policies that make it harder for disabled students to participate. This week, I want to look at some of the barriers I find in the classroom and offer solutions when I can.
1: Attendance Policies
Some of the attendance policies do not keep disabled people in mind. Examples include policies that do not allow any absences without penalty, points off for absences, large makeup requirements, and an absence of a sick or injury clause. This can be hard for students with weakened immune systems, chronically ill students, and students with inflexible medical appointments. One quick fix would be to include a clause for sickness in every syllabus. In my undergraduate degree, one of my classes had such a strict attendance policy that students apologized in advance and said they would show up with COVID-19 because they did not trust that they could be absent. This sickness clause would help the sick students and keep not-sick students from getting exposed.
2: Seeking Accommodations
Many syllabi have a notice for disabled students to seek accommodations if they have a documented disability. However, the process of seeking accommodations can be costly and time-consuming, and accessibility is not guaranteed if the professor does not agree to the accommodations. First, some nonphysical disabilities need yearly updated notes from mental health professionals, which means the student must be able to afford yearly evaluations. Secondly, I know I have said in other blogs that disabled students must have time to discuss their accommodations at least once a semester and have time to troubleshoot any technical or logistical issues that could arise. Obtaining accessibility is time-consuming in terms of acquiring documentation and maintaining check-ins with the proper channels. I don't have a solution for this because the accommodation-seeking process is a systemic issue.
3: Planning Ahead is Stressful and Distrusted
As a disabled student, I feel as though I have had some sort of emergency every semester. This semester, my emergency has been a week-long flu, where I have been unable to do any work or get out of bed for an extended period of time. One of the ways I try to accommodate myself is to plan ahead, but not all class structures let me do this. When modules are not released ahead of time, I make up there is an assumption that I will be able to operate at 100% at all points in the semester. For me, this has never been true. Not being able to manage my own time makes me become more dependent on my modifications for assignment extensions. I have heard from one of my professors that students who work ahead learn less because they check out, but that has not been my experience. Offering students the ability to manage their time is a great way to give disabled students more autonomy to manage their workload with other obligations and flare-ups.
4: Question Asking
When I was in K-12 school, I struggled with asking too many questions that some teachers found disruptive because they were specific and repetitive, and I could not move on from a topic until I understood it. My main struggle was with unclear directions and expectations. I have empathy for this, but as a student, the message I got was that I was annoying despite my desire to learn. I don't have a perfect solution for this, but I want to help create spaces for disabled students where they feel wanted. One solution for this is to have a Canvas question-asking forum or an open email policy where questions and engagement are encouraged. Another option is to find a time during the day at a K-12 school where students can ask questions so they don't get left behind.
5: I Want to Talk About Disability
Right now, I feel as though I am at a crossroads. I want to talk about disability and my experiences navigating accessibility and be heard. However, I don't want to be seen as disrespectful. There is a burden on me, as the person experiencing the inaccessibility, to be palatable. I am purposefully entering a space about disability as a disabled person, and I want the space to be angry. I want the space to be able to point out that I disagree with a syllabus rule, an assignment structure, or a statement made and be seen as an advocate instead of a problem. I ask that disabled students who are asking for accessibility be seen as advocates instead of problems because that narrative has followed me. The hope is for a collaboration, not an attack.
Thank you for reading about classes and accessibility through my journey as a disabled student in a master's program focusing on disability. If you have any questions or comments, please comment on the blog, reach out at @Anniekrollblog on Instagram or Facebook, or email me at Anniekrollblog@gmail.com. I hope to see you next week!
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