Running head: STUDENTS WITH DISABILITIES VOICE PROJECT

Students with Disabilities Voice Project

Tyler Sanders
Western Michigan University
EDLD 6545-Environments

STUDENTS WITH DISABILITIES VOICE PROJECT

Students with Disabilities Voice Project

When thinking of a voice to represent, I want wanted to choose one that I personally have
had a connection with. I wanted a student population I would like to work with in the future, but
one that I had not researched in great detail. Thoughts of the various marginalized students and
residents started to enter my mind, but the one I thought most of was that of students with
physical, orthopedic, mobility disabilities. According the United States Department of Education,
29.4 percent of 1999-2000 undergraduates students with disabilities had an orthopedic or
mobility disability (as cited in Wolanin & Steele, 2004). During my sophomore year of college I
lived in the building with accommodations for this subculture. In developing the characteristics
of my voice, I was a female who grew up in a middle class family in the Midwest. She is a white,
heterosexual freshmen who will be living on her own for the first time and will require an
attendant to assist her in being put to bed, showering, using the bathroom, and additional tasks
she will not be able to complete due to her limited mobility.
While I have had friends who used power chairs, this voice analysis will discuss how I
took on the role of my voice this semester. Starting from research on the history of students with
disabilities in higher education, this analysis will discuss the progress this student population has
made in education. This analysis will also include my account of various experiences that were
gathered over the semester and how this changed my lens of focus. Finally, some practices and
strategies that should be used to provide students with disabilities the best service in their college
experience will be explored.
Students with Disabilities in Higher Education
Although today students with disabilities have the right to attend college, the position of
this population in education has progressed greatly during the last century. Prior to 1975, a

STUDENTS WITH DISABILITIES VOICE PROJECT

million or more young people with disabilities per year were simply refused entry into public
schools (Wolanin & Steele, 2004). During the same year two federal court cases would be
pushed through the federal legal system due to the civil rights movement. Section 504 of the
Rehabilitation Act of 1973 and the Education for All Handicapped Children Act focused on
ending discrimination in the work place and in education for individuals with disabilities. This
granted access to higher education that these individuals did not have previously.
As students with disabilities started to attend these institutions, student affairs
professionals and faculty had trouble recognizing what resources needed provided. In 1990, the
Individuals with Disabilities Education Act was amended to state that transitional services must
be provided to lead them (students with disabilities) to life beyond secondary school including
higher education, independent living, and employment (Wolanin & Steele, 2004, p. xiii). Along
with these requirements, the legal system has continued to create policy to provide opportunities
for these students to be successful. These efforts include but are not limited to the legality behind
fair housing and the use of service animals. Students with disabilities continue to have advocates
for change assisting in providing services at institutions as seen in policies changes last year for
residence life at Western Michigan University and other institutions.
Students with physical disabilities are represented on a majority of campuses, but to
understand the size of this population one should look at the size of the student population of
those with disabilities as a whole. According to Wagner, Newman, Cameto, Garz, and Levine
(2005), 25% of students with a disability exiting high school will participate in postsecondary
education (Getzel & Thoma, 2008). Although this is not the entirety of the population, the
transition to higher education causes this number to be only a quarter of the population.
According to the United States Department of Education, in the 2007 academic school year,

STUDENTS WITH DISABILITIES VOICE PROJECT

approximately 10.9 percent of students enrolled in postsecondary institutions reported having a

disability (2013). While students with orthopedic disabilities only represent part of this
population, students with disabilities are often serviced from one office for disabilities services.
Overall, higher education must understand the differences and similarities associated with the
various types of students with different disabilities.
Voice Field Work and Activities
To maintain the voice of my student with a physical disability, I engaged in activities and
discussions in the field and written in my journal. To expose myself to this voice I attended a
power soccer tournament, interviewed a professional who works in disabled student development
and students with disabilities, participated in campus tours with my voice in mind, and spent a
day in the life of a student using a wheel chair. Each of these experiences gave insight to my
voice, but also allowed me to recognize how this population effects my current position in
residence life. While it is easy to say that not all marginalized populations could be
accommodated, this work allowed me to experience life as a different person.
After discussing the experience of a student with a physical disability with a professional
and students with disabilities, one will recognize how different the college experience can be for
them. For institutions with disability services for students, there is a strategic plan to assist these
students to be successful in the transition to college. First, a student must identify that they have
a disability that will require accommodations in this setting. This is often difficult for students
who must firstly self-identify their disability. From there, some departments will meet with these
individuals to develop a plan to meet their needs. For these students, college is the first time
where they do not have an individual education plan (IEP). Thus, the office must be an advocate

STUDENTS WITH DISABILITIES VOICE PROJECT

to assist the student in the classroom without modifying the curriculum that changes the class in
a fundamental or substantial way (Wolanin & Steele, 2004).
According to Wolanin and Steele (2004), 55.6% of students with orthopedic disabilities
see delay in graduating with an undergraduate degree. While I did not know this before this
project, I found that the student with disabilities that I interviewed knew of several others who
were entering their fifth year or more of college. These students discussed of the struggles that
they faced that create the need to stay on campus for a longer period of time. Students with
physical disabilities often rely on the schedule availability of other individuals. Interviewees told
stories of having to miss class or stay in bed until afternoon because the attendant company did
not schedule anyone for their personal care. Exam and class accommodations were not always
given in a timely manner because of facultys response time and the bureaucratic tape required to
provide this service.
While the interviews with students did give insight to the struggle that is faced with
students, attending a power soccer tournament gave some hope in gaining a positive experience.
At this event, students in power chairs were able to be a part of an athletic activity. The
tournament consisted of teams from around the area including students who had graduated and
those who had not. Graduated and upperclass role models from other teams were able to support
those who were transitioning into their first year of college. At this event students, staff, and
family of all demographics came out to support these students in a space that is not always
available of access for them.
One of the most valuable field experiences was that of living in the life of student who
used a power chair. This experience was about living parallel to an individual who assisted with
this experience and let them guide me through the day. Similar to the campus tours, I started to

STUDENTS WITH DISABILITIES VOICE PROJECT

recognize how parts of campuses are not accessible and that there are no efforts to correct this.
Without curb cuts, additional time had to be given to navigating the environment. Not having the
option of when to use the restroom or do other tasks, we were required to wait for an attendant to
arrive. I felt the oppression that these students felt. Looking up at able bodied individuals there
was a constant reminder of what was holding me back from the privilege around me. While I had
friends who were chair users, I had never actively thought about the privilege that I had every
day.
Environment for Students with Disabilities
According to Strange and Banning, an environment promotes student success when each
factor (physical, human aggregate, organization, constructed) is tailored to promote safety,
inclusion, and community (2001). After taking on the voice of a student with a physical disability
during this class, it seemed that every day I was thinking from their perspective in the
environment. Whether it was in my job, working with student organizations, or just talking to
friends and family, I recognized issues for students with physical disabilities being successful at
Western Michigan University.
Every college and university has socially constructed environments that are created from
the long traditions and heritage of the campus (Strange & Banning, 2001). As one of the factors
of the environment, the constructed environment often times creates exclusive environments that
does not include students with physical disability. Rituals and behavioral artifacts are traditions
that allow students to become a part of a subculture or to remain active within the community
(Strange & Banning, 2001). While these concepts improve the community on campus, students
with disabilities are often not included in planning or accommodations are not given to these
individuals. Even at a smaller level, one can observe icebreakers where students are asked to do

STUDENTS WITH DISABILITIES VOICE PROJECT

physical things that cannot be completed by students with disabilities. These exclusions do not
promote safety or community within the environment.
For students with disabilities, there are often times when administration, faculty, and staff
must be the advocates for change and to provide services for students. With this being said,
Strange and Banning (2001) recognized how an organizational environment can be effected by
the difference in a dynamic or static campus. This can directly affect the safety and success of
students with disabilities. During this project, the Burnhams was working with a returning
resident who felt like the department was not being accommodating. The problem was that
students must keep all of their furniture in their respective room, but for a chair user this does not
allow the space they needed to be comfortable. Several phone calls had to be made about
whether a policy could be changed and after a day of work, the accommodations were made.
This is reflective of how quickly things can change according the organizational structure. This
observation was very disheartening because it is important that these students receive
accommodations as soon as possible.
Finally, for students with disabilities, the physical factor of the environment in highly
important. Looking over the brick and mortar of a university gives light to how successful a
student can be if they have mobility restrictions. Campuses that promote inclusion for students
with disabilities are constantly taking efforts to make sure that every space on campus is
available to all students. While not every institution is as active, nonverbal communication can
be seen when universities do not see the needs of these students (Strange & Banning, 2001).
When sidewalks are in disrepair, buildings do not have elevators, or when flexibility is not an
option; students with disabilities are given the cue that their needs are not as valued as other
students on campus.

STUDENTS WITH DISABILITIES VOICE PROJECT

When completing an environmental scan through this voice, it is apparent that there are
issues that arise. With decisions being delayed due to the organizational structure of an
institution, and inclusion effecting the community that is being built, students with disabilities
can be genuinely effected by the environment. This student population is not given the same
right in parts of the environment where the experience requires individuals to be able bodied.
Recognizing that advocates for students with disabilities are needed within your campus
environment can assist in removing privilege and providing services to these students.
Implications for Practice
After completing this voice project, I have recognized, more than ever, the oppression
that still exists for these students. As student affairs professionals, we have to recognize that
while students with disabilities have been given the right the access college, they are still having
a battle at being included within the community. Wolanin and Steele (2004) recommend that
training programs and in-service trainings for faculty and staff include advocacy skills for
students with disabilities along with marginalized groups. Faculty and staff are working with
these students on a daily basis, but to be inclusive these parties must recognize individual student
needs and concerns.
While students with mobility disabilities are lumped with students with disabilities, it is
important to recognize that there is an immense amount of reason why a student may be
disabled. As a society and especially as campus employees, it is important that there are
individual conversations with these students that include being open with students in discussing
the limitations they have and the accommodations they will need to be successful. For these
students to be able to discuss this issue with professional staff, they must be self-aware of their
own disability. (Getzel & Thoma, 2008). By students being educated about their own disability,

STUDENTS WITH DISABILITIES VOICE PROJECT

they are able to have this conversation with professors and staff. With this individualized
approach, student affairs professionals are able to provide the best service that they can and
advocate for student success.
Similarly to the role modeling observed at the power soccer event, colleges and
universities have established a variety of programs to help students in these areas. This includes
having professionals work with students or through peer-based coaching models (Bartlett, 2004;
Duffy & Gugerty, 2005; Getzel & McManus, 2005; Zwart & Kallemeyn, 2001 as cited in Getzel,
2008). Like other marginalized groups, students with disabilities benefit from others who are
similar to them or who become a part of their support system. This support system helps the
individuals in becoming self-aware of their disability and then allows for mentors to work
alongside the student in tackling the challenges that they face on a daily basis. When I lived in
the community with student with disabilities, I recognized the struggles that are faced and how
important the community that lives around them can be on their success.
Conclusion
Becoming the voice of someone else can be very difficult, and changed the way that I
think on a daily basis. Every day there is an issue that arises that affect students with disabilities.
Whether this is creating programming efforts that are inclusive of the population or adjusting
policy to be fit for accommodations, each day it is important to think about how decisions that
are made could affect the students that we are working with. From this project I identified that
while I will never be fully knowledgeable about each student population, we have to actively
engage in being an advocate for every voice and support the needs for every student.

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10

References
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Schuh, J. H., Jones, S. R., Harper, S. R., & Associates. (2011). Student services: A handbook for
the profession (5th ed.). San Francisco: Jossey-Bass.
Strange, C. & Banning, J. (2001). Educating by design: Creating campus learning environments
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U.S. Department of Education, National Center for Education Statistics. (2013). Digest of
Education Statistics, 2012 (2014-015), Chapter 3.
U.S. Department of Education, NCES, Statistical Analysis Reports. Profile of Undergraduates in
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