Author: Paweł Zdybel
Translator: Urszula Lis
Student initiatives are an integral part of student life. Most students not only change their places of residence but also transition from the environment where they were once students and could rely on direct assistance from parents or long-time friends. Suddenly, they become independent adults relying solely on themselves. Currently, student initiatives play their most crucial adaptive and integrative role on campus. Unfortunately, the organisers of such initiatives, typically members of student councils, sometimes forget to ensure suitable conditions for all potential participants in these initiatives.
When organising a student initiative, we should remember to make it accessible to people with disabilities. Accessibility, in this context, refers to the ability of individuals with specific needs to use our initiative fully, undisturbed, and on an equal footing with other participants. However, before addressing accessibility, we need to carefully consider the types of disabilities that individuals participating in the event may have.
The most apparent type of disability we may encounter is physical disability, manifesting as difficulty in mobility or using specialised equipment, such as a wheelchair. Events may also involve individuals with visual and hearing impairments, both partial and complete. Another type of disability could be intellectual disability at various levels of severity or individuals across the autism spectrum. While these are not exhaustive representations of all possible disabilities, we focus on them due to their frequency on campuses.
In the case of individuals with physical disabilities, when preparing invitations for the event, we should include accurate information about potential architectural barriers and available solutions. It is also crucial to inform individuals about strobe lights, which may increase the risk of seizures in those with neurological conditions. Providing such information helps individuals with disabilities make an informed decision about participating in our initiative.
When adapting our event to the needs of individuals with visual and hearing impairments, we should diversify our communication. Utilise subtitles, audio materials, audio descriptions, and sign language interpreters to the extent possible. For blind individuals, preparing tactile materials, such as models, can be a valuable solution.
For initiatives accessible to individuals with varying levels of intellectual disability, we should ensure a simple and understandable form of invitation communication. If possible, consider alternative forms of communication, such as pictogram-based materials or boards.
To ensure a comfortable experience for individuals on the autism spectrum, consider providing a “guide” to familiarise them with the event venue and proceedings. Designating “safe spaces” or providing noise-cancelling headphones is also beneficial.
Regardless of the student initiative type organised, the event venue should be the first aspect to consider. When choosing a venue, consider its accessibility (elevators, ramps, bathroom facilities adapted for special needs), distance to accessible bathrooms, and the ease of finding the event space.
Having assistants trained in communication and handling individuals with special needs is crucial during the initiative. These individuals can support those with disabilities in situations where our organisational preparations may not eliminate all barriers they may encounter. An additional advantage of having assistants is their ability to use Polish Sign Language (PJM), a language and communication system (SJM), or communication methods for individuals who are deaf-blind (SKONG). The availability of assistants is often possible through disability support centres operating on campuses (be sure to explore the possibility of utilising assistance from such individuals and the availability of specialised equipment at your institution).
Organising a student initiative that considers the reception of individuals with special needs is a significant challenge. However, achieving this goal brings unparalleled satisfaction with each subsequent event.
Sources:
- Guide for the cultural sector on ensuring accessibility, Warsaw 2021.
- Accessibility Plus Program [https://www.funduszeeuropejskie.gov.pl/media/97063/Program_Dostepnosc_Plus.pdf]
- Bulletin of the Ombudsman for Citizens’ Rights 2015, No. 5, Principle of Equal Treatment – Law and Practice, No. 16.
- Act on Ensuring Accessibility for Persons with Specific Needs of July 19, 2019.
- Supreme Audit Office, Information on the control results “Implementation by academic and professional institutions of the obligation to create conditions for full participation of disabled students and doctoral students in the education process and scientific research,” registration number 78/2018/p/18/087/LOL.