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Access granted

Erin Fischesser

Imagine attending a college you really enjoyed, but you were restricted to enjoy only certain aspects of the campus.

What if you couldn't enter a certain building or participate in an event because of an issue you could not control?

This life is a reality for disabled students at Miami University.

Living with limits

Sophomore Jeff Rhoads, a psychology major, has never seen the red bricks of Miami buildings. He's never watched a football game or seen the busy streets of uptown Oxford.

Blind since birth, Rhoads uses the help of the office of Disability Resources to assist him in daily activities.

"I try to adapt what I do to fight in a sighted world," Rhoads said.

According to Andrew Zeisler, associate director of the office of equity and equal opportunity and director of the office of disability resources, Miami's campuses meet the basic requirements of the 1990 Americans with Disabilities Act (ADA) for all state-assisted public institutions.

According to Zeisler, approximately 600 students with disabilities are registered for services with the office of Disability Resources and Rinella Learning Center. Recognized disabilities include sensory, physical, mental, psychological and neurological disabilities.

These students represent about 4 percent of the student body at Miami's Oxford campus.

Zeisler said his office does face challenges with the amount of student needs.

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"We do have challenges due to student-to-staff ratio, but I think we do exceptional work on behalf of our students and do so with understanding, compassion and respect," Zeisler said.

Rhoads said Zeisler and his colleagues have been extremely flexible and have done their best to meet his requests and needs.

"I don't think there is anything more they could do for me," Rhoads said.

Rhoads said services such as Access Miami, the van service and the translation of his textbooks into an electronic format have improved his educational experience at Miami.

When Rhoads decided to attend summer classes in summer 2008, Rhoads said he lived in Havighurst Hall and was faced with the dilemma of getting to class.

With construction obstacles and the Access Miami service not available during the summer months, Rhoads said he approached Zeisler with his concerns and was helped immediately.

"Andy (Zeisler) told me they would figure something out, even if it meant him coming to pick me up and driving me to class every day," Rhoads said.

Meeting the needs

According to the United States Access Board, the ADA issued new guidelines for the accessible design of buildings in 2004 to ensure the estimated 54 million disabled Americans are able to enter any building that is being renovated or built.

On college campuses, Zeisler said that the ADA requirements also call for all academic and administrative buildings to be handicap accessible.

Zeisler said, however, these requirements do not apply to all residence halls.

"We do have many accessible living options on campus and this keeps us in compliance with ADA, but ideally all buildings should be accessible," Zeisler said. "For example, a student who uses a wheelchair may be accommodated with accessible housing, but he or she may not be able to visit a friend in a neighboring (residence) hall because it is not accessible."

According to Zeisler, long-range plans are in the works to address to issues.

To Kathy McMahon-Klosterman, an associate professor of educational psychology, long-range plans to improve handicap accessibility is in the works.

"Accessibility at MU is improving yearly," McMahon-Klosterman said. "(Zeisler) has his hands full."

Zeisler said his office is currently exploring programs in addition to the many services already offered. Zeisler said current programs include mentoring for students with disabilities, a networking group for alumni with disabilities, improving web presence and developing a more strategic plan to collaborate and prioritize campus access projects.

McMahon-Klosterman and Zeisler both said the office of disability services offers a number of accommodations for disabled students. These services include testing accommodations, interpreter and captioning services, adaptive technology software options, tutoring, academic coaches and signers of American Sign Language.

In addition to disability services, the Rinella Learning Center also offers programs specifically tailored for disabled students, including tutoring, academic coaches and workshops geared toward various studying and time management strategies.

McMahon said Miami, like other universities, has a duty to provide a learning environment that is beneficial for all students.

Susan Mosley-Howard, vice president of student affairs, said she recognizes there is always room for improvements to be made on Miami's handicap accessibility

"Universities need to be able to meet the needs of students, faculty and staff who might require accommodations due to some identified disability," Mosley-Howard said.

"Services can always improve and Miami, like all institutions, can begin to infuse state-of-the-art techniques, accommodation methods and services."

To improve Miami's accessibility, McMahon-Klosterman said she would suggest the university go beyond basic ADA requirements.

McMahon-Klosterman said heavy bathroom doors should be removed, campus maps should indicate all accessible entrances to buildings and buildings with one-step entrances should be gradual.

McMahon-Klosterman said these suggestions are only the beginning.

"Miami prides itself in going the extra mile to make the academic curriculum top notch and the grounds beautiful so I am confident, with awareness, we will do the same with regard to disability access," McMahon-Klosterman said.

Spreading awareness

According to McMahon-Klosterman, instead of focusing solely on physical improvements, faculty and staff training are key to improving accommodations for disabled students.

"What is needed is more education (for) the university, as a whole, about accessibility," McMahon-Klosterman said. "Faculty should have education training in how to make all courses universally designed."

According to McMahon-Klosterman, education about people with disabilities is also vital in bringing about change.

"I would like all faculty and staff (members) educated (so that they) view disability as part of diversity and strive to make the campus fully accessible," McMahon-Klosterman said.

McMahon-Klosterman said a thematic sequence on disability studies has been recently created in the department of American studies.

In response to increased awareness and the new thematic sequence, Mosley-Howard said she recognizes the necessity of individuals in making a difference and bringing the issue of disabilities to the forefront.

"I have noticed signage and building improvements through renovations, but most important I think is the awareness that is increased by colleagues like Dr. Kathy McMahon-Klosterman through some of her courses," Mosley-Howard said.

For McMahon-Klosterman, a continued focus on increasing awareness is pivotal-especially a preparedness for the future.

"We have increased numbers of men and women coming back from Iraq with brain injuries and limb loss, along with the government guarantee of education benefits to these veterans, I expect we will see an increase in students with disabilities on campus," McMahon-Klosterman said. "We need to prepare both the physical environment and attitudes for successful inclusion."

Inclusion is exactly what Rhoads desires.

"Some people emphasize the differences between me and others, but overlook how much I am the same as everyone else," Rhoads said.


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