THE 4 P'S OF ACCESSIBILITY IN POST-SECONDARY EDUCATION: PHILOSOPHY, POLICY,
PROCEDURES AND PROGRAMS
Leah J. Vickery
Adapted Computer Technologies
Robert Bell Building 134A
Ball State University
Muncie, IN 47306
765-285-2286
FAX: 765-285-1797
E-mail:[log in to unmask]
Michael D. McClure
Program Assistant
Disabled Student Development
Student Center 307
Ball State University
Muncie, IN 47306
765-285-5293
TTY: 765-285-2206
FAX: 765-285-5295
E-Mail: [log in to unmask]
Ball State University is located in Muncie, Indiana with a student
population of approximately 18,500 students. Established as Indiana
State Normal School in 1918, this learning environment has grown, both
literally and figuratively through the years. For almost eighty years,
Ball State has established a rich history of providing accommodations
for individuals with disabilities, which includes faculty, staff and
students.
From a legal mandate passed by the Indiana Legislature in 1917 to
provide funding for readers for students who are blind, to the
earliest accounting of accommodating a mobility impairment in the
1920's when members of the football team carried a student using a
wheelchair up stairways to attend classes, Ball State has fostered an
environment of accessibility and opportunity. The Rehabilitation Act
of 1973 and the Americans with Disabilities Act of 1990 served to
strengthen the resolve of this institution in providing a quality
education and work setting for all.
The philosophy of providing access and opportunity is based in
teaching both those with and without disabilities the strategies
necessary to empower and foster the highest level of independence
possible. Even before available tools and resources are utilized, we
address attitudinal barriers and attempt to create an environment
which is inclusive and celebrates diversity on our campus. From the
Board of Trustees to senior administrative staff, faculty, students,
or the cook who works for dining services and the janitor who works
midnights, every individual, whether disabled or temporarily
able-bodied, has had the opportunity to be part of a cultural change
in our society. It is our hope that by conveying this message across
our campus, we will have a positive impact on our community. In turn,
we hope our efforts and attitudes will be replicated in global
communities by those who leave our campus for other academic and
professional pursuits.
Policy is established at Ball State after careful research and
consideration of the people who will be affected by any written
mandates. The Rehabilitation Act of 1973, Section 504, the Americans
with Disabilities Act, and Office of Civil Rights decisions guide the
process of policy development. Ball State consistently requires
individuals with disabilities to self-disclose to the institution if
they will be requesting services or accommodations. Current
documentation is necessary in order to facilitate the process of
providing effective accommodations in a timely manner. Each individual
with a disability is required to make specific requests for
accommodation, yet seldom does one individual at the University make a
final determination of what will be provided. A consensus of several
knowledgeable persons, i.e. the ADA compliance and Adapted Computer
Technologies committees on campus, as well as a wealth of off-campus
resources, can be utilized to provide the best possible solution for
accommodation. It is critical to have written plans of action and
implementation on file concerning how our institution will respond to
disability issues. Likewise, people with disabilities have recourse
through a detailed appellate process.
The embodiment of our institutional spirit in addressing disability
issues is manifested in our various collaborative approaches. The
teamwork approach is evident in our interdisciplinary committees,
shared decision making procedures and the pooling of financial
resources across campus and budgetary codes. The Adaptive Computer
Technology Committee is an example of bringing diverse talents and
perspectives together to achieve the best possible accommodations for
faculty, staff and students with disabilities. The Committee is
comprised of personnel from the Office of the President (Affirmative
Action, Computing Services, University Libraries and the Teleplex),
Academic Affairs (University College Learning Center and various
Faculty members), Student Affairs (Admissions, Disabled Student
Development) and representatives from each of the disability
populations on campus. The committee also invites other knowledgeable
individuals to contribute resources and information on an as needed
basis.
For students with disabilities, a holistic approach is employed, as we
realize they do not spend all of their time in a classroom. The
complete collegiate experience involves living in the residence halls,
studying in the library, using the computer labs, and participating in
extracurricular activities and organizations.
The 1960's brought structural changes to the Ball State Campus with
the Office of Facilities making curb cuts on the sidewalks and the
initial attempt to make a residence hall accessible to wheel chair
users. The University administration began moving toward a higher
level of accessibility in the campus infrastructure. Today, there are
TDD's available throughout campus, electronic doors and security
provisions, accessible emergency stations, strobe lights fire alarms
systems, tactile crossing indications, Braille signage, audible
traffic signals, FM assistive listening systems, and audible backup
signals on University service vehicles. Facilities also provides
accessible transportation with on-call service across campus from 7:00
am until midnight when classes are in session. Accessible restrooms,
elevators, parking. telephones, drinking fountains, By 1978, nearly
ninety percent of the campus' classrooms were accessible.
In the early 1970's, Ball State formed the first ad hod committee to
address campus-wide disability concerns. The Vice-President of Student
Affairs established this coalition to assess needs and provide
services on a more formal basis to a group of individuals who had few
legal rights and were not held in high esteem by the majority of our
society. Even before the Rehabilitation Act of 1973, Ball State was
aware of and acting upon the apparent needs of persons with
disabilities. The inception of the office of Disabled Student
Development in 1972 demonstrated the manifestation of the
institution's commitment to access and opportunity. Ball State began
to move beyond the need for removal of physical barriers and started
to look to accessibility in their programs.
In 1979, a priority system was compiled by DSD and the Physical Plant
office so that each building could be rated as to their need for
renovation. As buildings were remodeled, accommodations were put in
place and within seven years virtually all of campus was physically
accessible. The advent of the Americans with Disabilities Act of 1990
found Ball State close to full compliance with regard to physical
barriers to those with mobility impairments. This era also brought the
publication of "Classroom Adaptations for Physically Handicapped
Students," which assisted faculty in finding positive and workable
solutions in classroom settings.
The 1970's and 80's began the analysis of accessibility in existing
programs and the development of new programs to minimize the effects
of a disability in the academic realm. The Learning Center was
established to provide tutoring for all students in core requirement
courses. They also provided tutoring for all classes for students with
disabilities. This specialized environment of learning became the home
of the adapted test center where readers, scribes and adaptive
technology could be used for testing purposes. A full range adapted
computer system is in place to assist the process of learning and
testing.
With the majority of physical barriers having been addressed,
attention began to turn to an inherent part of DSD's philosophy of
integrating students with disabilities completely into the University
environment. The development of a Speaker's Bureau in 1975 gave
disabled students the opportunity to address small and large audiences
to foster understanding between the able-bodied and those with
physical or sensory limitations. Campus involvement included an
Awareness Week and fund raising activities. In fact, the first
lift-equipped was purchased with moneys raised from a Kenny Loggins
concert on campus. Disabled Students in Action was revived and
sanctioned by the University in the mid-80's as a vehicle for advocacy
and awareness, as well as an outlet for social interaction.
Intramural sports has been an important aspect of disability programs
at Ball State. With wheelchair football and basketball, goal ball,
bowling, backgammon, billiards and swimming, students were able to
participate fully in these events as equipment and rules were
modified. Sanctioned and supported by the Department of Physical
Education, a formal adaptive physical education program was launched
in 1987, and it has grown into a minor in the academic department open
to any student. Ball State's goal ball team has become a top ranked
team in the country. The Physical Education academic department
contributes with accommodations such as a blood pressure cuff with
speech output and requests for tactile graphics of electrocardiograms
for students with vision impairments in their classrooms.
The 80's introduced an infrared sound system in the main University
performing arts auditorium when the national touring company of
"Children of a Lesser God" came to campus. Through the information
gained from a distributor traveling with the troupe and a generous
local benefactor, Ball State began offering an enriched experience for
those with hearing loss. Today, FM listening systems are available
throughout campus and the Speech and Audiology academic department has
become a valued resource to provide an array of services to this same
population of the hearing impaired.
The late '80's found Ball State's Computer Science Department as
recipients of a National Science Foundation Grant to develop a
computer literacy curriculum for students with vision impairment and
purchase the necessary hardware and software to be provided in the
classroom. Working in tandem with University Computing Services, the
first terminal was adapted in a campus access computer lab to provide
visually impaired students a location to complete their homework. This
program has expanded over the last ten years to provide access for all
disability populations in over twenty locations on our campus.
Training for groups and individuals, as well as administration of the
program is the responsibility of a full-time professional position to
coordinate the various aspect involved.
Technology is pervasive throughout the campus of the '90's. From
Braille and large print production for pre-admissions visits, to job
postings from Career Services in electronic media, to access to
information from Disabled Student Development offices, to audio
described and captioned videos in Bracken Library, information
barriers have been considerably diminished, if not eliminated, with
the use of information technology which is accessible.
The offices of Affirmative Action and Human Resources work closely
with the Coordinator of Adaptive Computer Technology to provide
effective and meaningful accommodations for faculty, staff and student
employees. Requests for accommodations are evaluated by a team of
knowledgeable individuals, who contribute information on providing
accessibility and the appropriate means to deliver services and
equipment.
The provision of auxiliary services is strengthened through the use of
technology. The use of email distribution lists for students using
each of the various services and the students employed to provide
these services allows the Disabled Student Development office to
communicate with all students in an efficient and expedient manner.
The use of email creates a system which is accessible to all
disabilities through available technology on campus. The problems of
playing phone tag are eliminated and students can submit requests or
notify of problems even when the office is closed. Documentation is
improved and allows for quick reference to dates and times. Text files
have been created that can be easily modified or edited. Access to the
university mainframe enables class lists to be checked for natural
match notetakers. A list of available readers provides all the
information needed to line up a read from the pool of employees. As
with these examples and all others systems in place, the main
objective is to promote independence and purposefully make students
use technology available to them. It is our belief that both of these
objectives will serve them well in the years to come beyond Ball State
University.
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