Personal Introductions

1. A Student Led and Student Driven Accessibility Committee: A 'How to' for Other Students and Faculty Stephanie Cragg and Laura Steffler-School of Social Work and Disability Studies Accessibility Planning Committee

2. Personal Introductions • Stephanie Cragg • Committee member since 2010-MSW program • Currently assisting as alumni member • Personal accessibility experiences • Laura Steffler • Committee member since 2012 – MSW Program • Graduate Assistant involved in the committee • Interest in accessibility

3. The Creation of the APC • 2001-Government of Ontario created the Ontarians with Disabilities Act • University of Windsor created an advisory group in order to comply with the new Act • Dr. Donald Leslie-School of Social Work • Proposed the creation of an Accessibility Planning Committee for the School of Social Work • Observed the need for a grassroots initiative with student input (Leslie, 2012).

4. Accessibility at the University of Windsor in 2001 • Disability Services office was providing assistance to students • Faculty members were gaining knowledge regarding accessibility and disability issues and had many questions • Physical accessibility a concern • Many buildings were inaccessible to students utilizing mobility devices (Leslie, 2012).

5. The Original Structure of the APC • No official structure or Terms of reference • Was not yet a student-led and driven committee (Leslie, 2012) • Two student co-chairs were soon enacted, Frank DiPierdomenico and James Malone (Leslie, 2012) • The committee’s focus was on creating change within the School of Social Work • Partnership with the social work field placement and Human Resources offices in order to create student placements (Leslie, 2012) • Weekly radio show on CJAM (DiPierdomenico, 2012). • Presentation to faculty members of the School of Social Work to educate them on disability issues and misperceptions (DiPierdomenico, 2012).

6. The Development of the APC • The APC began to focus on improving accessibility across the wider university campus (Leslie, 2012). • The creation of the Disability Studies program increased the student composition of the committee • The program’s name was officially added to the committee in February, 2011 (The University of Windsor School of Social Work and Disability Studies Accessibility Planning Committee [APC], 2011, p. 1) • Transition in faculty member involvement-2005 (Carter, 2012) • Creation of a Terms of Reference and Accessibility Plan for the School of Social Work and Disability Studies program (APC, 2007, p.4) • -2008-rotating student chairpersons initiated (APC, 2008, p. 1).

7. Discussion Questions • What are some changes that you have noticed since the implementation of the Ontarians with Disabilities Act? • What do you feel still needs to be improved?

8. Current Structure • Student led committee with faculty advisors present at meetings • Standing Committee • Permanent parts of the structure of the organization • within the school of Social work and Disability Studies (APC, 2012)

9. Current Structure Continued • Graduate Assistant • Graduate Student in charge of organization, updating the website, meeting minutes, and planning of meetings • Rotating Chair • Students in the committee take turns leading the meeting • Regular Meetings • Monthly meetings for 1.5 hours (APC, 2012)

10. Mission Statement • Using awareness to turn barriers into bridges. • Vision Statement • To raise awareness about accessibility and discrimination as well as to advocate for the removal of attitudinal and other access barriers for people with disabilities within the School of Social Work, and Disability Studies. The committee’s intent is to support the School of Social Work in being proactive in enhancing inclusiveness, decreasing inequity, and increasing accessibility by promoting a positive culture of sensitivity and responsiveness. (APC, 2012)

11. Goals (APC, 2012) • To ensure the perspectives and concerns of students with disabilities (visible and/or invisible) are heard in the School of Social Work, and Disability Studies • To identify barriers and issues of concern to social work students with disabilities and to advocate within the School of Social Work, and Disability Studies, to remove those barriers and promote inclusion; • To assess the level of accessibility within the School of Social Work, and Disability Studies, and to advocate for change to address areas needing improvement;

12. 4. To identify inequalities related to disabilities within the School of Social Work and Disability Studies, and offer concrete methods for promoting equity • To review and update policies, procedures and programs within the School of Social Work, and Disability Studies, that might affect students with a disability; • To keep faculty, students and staff informed about current information concerning accessibility issues at the University of Windsor; • To offer suggestions on how the School of Social Work and Disability Studies can create a culture that is more sensitive to issues relevant for persons with disabilities.

13. Examples of Past Task Ideas by Members • Adjustable furniture (tables, chairs, in both classrooms and public spaces – library and cafeteria) • Within campus transportation for students (and to and from the parking lot) • Accessible website that is accommodating to individuals with a wide range of disabilities, including visual, motor, and cognitive. • Visual fire alarms, extended library loan periods, public TTY payphones, and video phones. (APC, 2012)

14. Continued Examples of Past Task Ideas by Members • Signs demonstrating accessible routes and entrances, as well as improved outdoor lighting and smoother, wider pathways • Fully accessible podiums • Audio crossing signals are extremely helpful, as well as colour and texture changes at drop-offs, doorways, steps, and other areas. (APC, 2012)

15. Current Goals and Initiatives in Progress by the Committee • Promotion and awareness to other Faculties • Expanding our Committee to include the Psychology department • Ways to make the new building downtown accessible • Strengthen our Community Resources • General exposure to the University Community about accessibility

16. Discussion Questions • How does the structure of the APC compare to the structure of committees that you have been involved? • Are you involved with any student-driven committees? What are their structural similarities and differences?

17. Benefits of Student-run Committees • Application of classroom knowledge to real-world events and situations • Development of leadership, collaboration, organizational, and administrative skills • Research and information distribution skills • Encourages self-advocacy for individuals with disabilities • Student members can be a link between the committee and the wider community • become agents of change and awareness (Carter, 2012; Leslie, 2012)

18. Benefits, Continued • Koulish (2008)-student-driven committees encourage active learning, which is often prevented in the classroom due to time restrictions and often large numbers of students • Peterson, Wittstrom, and Smith (2011)-student-driven committees can provide greater information regarding student experiences of various issues, as well as potential solutions • Mastran (2008)-involvement in the activities of student-driven committees can increase students’ professional networks, which can assist with employment when their education is completed

19. Challenges of Student-run Committees • Maintaining student recruitment • Student turnover each year due to graduation • Conflicts between committee meetings and the schedules of student and faculty members • Maintaining the student-driven structure of the committee • Turnover can impede the committee’s direction and increase faculty input • Obtaining financial resources to enact goals (Carter, 2012; Leslie, 2012)

20. How Challenges have been Managed by the APC • Committee members engage in recruitment by speaking at orientations, classroom presentations, and distributing flyers • Scheduling conflicts • GA posts meeting minutes and agenda’s on the committee’s CLEW website to keep members informed (Carter, 2012) • Student turnover • GA maintains committee binder of meeting activities and resources to assist with transition and turnover (Carter, 2012)

21. Wider Committee Implications • Increasing number of individuals diagnosed with disabilities • In 2006 14.3 per cent of Canadians identified themselves as having a disability (Statistics Canada, 2009) • Individuals with disabilities are at greater risk of poverty, unemployment, and experience more challenges in obtaining higher education (Prince, 2004) • Lack of knowledge in many workplaces regarding disability and accessibility issues (Leslie, 2008)

22. Discussion Questions • Are the challenges that the APC faces similar to challenges faces by committees that you are involved in? • How have the committees that you have been involved with addressed some of the challenges that they have faced?

23. Starting your own Committee 1. Having a sufficient number of students interested in joining the committee 2. There has to be at least one faculty advisor who is available to attend all meetings as an advisor for students 3. Determine how the committee will be structured 4. Creating a terms of reference within the committee in order to receive standing committee status 5. Creation of a department Accessibility Plan 6. Approval of terms of reference from department (APC, 2007)

24. Aspects to be Aware of • Ensuring your committee is following the University-wide Accessibility Plan • Establishing how/what aspects of accessibility the committee will take on, and what is to be brought to the University or to the Student Disabilities Centre • Promotion of the committee to the department students • Organization – will you have a GA who runs the day to day organization?

25. References • Carter, I. (2012, July 20). Interview with Dr. Irene Carter [Transcribed interview]. Copy in possession of author. • DiPierdomenico, F. (2012, July 13). Interview with Mr. Frank DiPierdomenico [Transcribed interview]. Copy in possession of author. • Gomez, A. (2012, June 19). Interview with Mr. Anthony Gomez [Transcribed interview]. Copy in possession of author. • Koulish, R. (1998). Citizenship service learning: Becoming citizens by assisting immigrants. Political Science & Politics, 31, 562-567. • Leslie, D. (2008). One educator’s response to a gap in policy education by offering a social work course on disabilities. Journal of Human Behavior in the Social Environment, 18(1), 15-30. • Leslie, D. (2012, May 18). Interview with Dr. Donald Leslie [Transcribed interview]. Copy in possession of author. • Mastran , T. (2008). Young professionals committee surveys AWWA sections for student activities. American Water Works Association Journal, 100, 52-54.

26. References, Continued • Peterson, S. L., Wittstrom, K. M., & Smith, M. J. (2011). A course assessment process for curricular quality improvement. American Journal of Pharmaceutical Education, 75, 1-7. • Prince, M. J. (2004). Canadian disability policy: Still a hit-and-miss affair. Canadian Journal of Sociology, 29(1), 59-82. • Roland, K. (2012, June 6). Interview with Dr. Karen Roland [Transcribed interview]. Copy in possession of author. • Statistics Canada (2009). Persons with disabilities, by age group and sex (2006). Retrieved from http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/health71a-eng.htm • The University of Windsor School of Social Work Accessibility Planning Committee (2007, February 7). Meeting Minutes. Retrieved August 22, 2012 from the University of Windsor School of Social Work & Disability Studies Accessibility Planning Committee minutes archive.

27. References, Continued • The University of Windsor School of Social Work Accessibility Planning Committee (2008, January 9). Meeting Minutes. Retrieved August 22, 2012 from the UW Accessibility CLEW website: https://clew.uwindsor.ca/xsl-portal/site/de04bcc8-eaa4-401b-0079-eaaf374daa2f/page/7191515f-b079-4e60-809a-07ddba0713b3 • The University of Windsor School of Social Work & Disability Studies Accessibility Planning Committee. (2011, February 16). Meeting Minutes. Retrieved August 22, 2012 from the UW Accessibility CLEW website: https://clew.uwindsor.ca/xsl-portal/site/de04bcc8-eaa4-401b-0079-eaaf374daa2f/page/7191515f-b079-4e60-809a-07ddba0713b3 • The University of Windsor School of Social Work and Disability Studies Accessibility Planning Committee (2012, January 25). Accessibility Plan Draft. Retrieved from the UW Accessibility CLEW website: https://clew.uwindsor.ca/xsl-portal/site/de04bcc8-eaa4-401b-0079-eaaf374daa2f/page/7191515f-b079-4e60-809a-07ddba0713b3