Disability Access at WWC: Some Student Perspectives and a Brief Accommodations How-To
Charlie McFaul | January 27, 2022
Special to The Echo | Charlie McFaul
WWC student reviews accommodations forms online.
Disability access at Warren Wilson College (WWC) is a subject of contention among many students, faculty and staff. Student interviews revealed a lack of clear information on this topic, making it difficult for some to feel heard.
Students report that, in general, working directly with faculty and work crew supervisors is a positive experience. However, they often don’t feel heard by the administration when requesting certain universal resources to make school more accessible. For example, students asked that clear masks be distributed to faculty to better accommodate hard of hearing students in class. As no clear plan has been presented for this and similar requests, some students said this makes them hesitant to work with the system again, fearing their needs won’t be honored.
Haylee Ziegler, a sophomore at WWC, spoke on some difficulties navigating accommodations despite them being easy to acquire.
“The only thing I hear about disability access is to contact Deb Braden to get accommodations, but there doesn’t seem to be anything else,” said Ziegler. “And overall there is really no staff member advocating for students.”
Braden, brought to WWC in 2006 to develop the Disability Access program, is director of disability access and Americans with Disabilities Act (ADA) consult for the school. Since Braden arrived at WWC, the percentage of the student body that receives accommodations has increased from under 10% to 18.4%. She hopes this indicates less stigma and greater student comfort with reaching out. She also believes that the structure of the Disability Access program helps students now entering the adult world develop self-advocacy and proactive communication skills. Her initial goal with all students is to assist with the transition from high school to college and work accommodations.
“Students with accommodations tend to do better overall because they know what they need in order to succeed,” said Braden.
Braden reports that accommodations are based on the functional limitations, or how the disability affects a student’s ability to work in various conditions, rather than any particular diagnosis.
“Each student is different and the accommodations reflect that. The process for obtaining accommodations is identical for all students regardless of diagnosis,” said Braden.
The student must initiate the process for several reasons, including privacy and avoiding discriminating. The office of Disability Access cannot make first contact.
Students must meet with Braden and present documentation of a disability to obtain accommodations. Since WWC uses a non-standardized system for Disability Access, students can bring whatever type of documentation they have. This could include medical or school records, or sometimes an explanation of their history and functional limitations. Braden works with them individually to make a plan based on the functional limitations of their disability. One thing Braden said she runs into with some professors and supervisors is the misconception that accommodations alter what a student actually has to do.
“Accommodations alter how something is done, not what’s done,” Braden said. “They’re an alteration in the environment so that it works better with how the student works best.”
Some students expressed frustration that the school did not inform professors of their disability prior to the start of class. Informing professors of a disability and accommodation plan is the responsibility of individual students at their own discretion. Faculty and staff are required to honor students’ needs and accommodations. Students are not required to give faculty and staff details regarding their disability. According to Braden, not only does this honor HIPAA and privacy laws, but this also allows students to develop communication and self-advocacy skills.
The most positive aspect of accessibility at WWC, according to some students, is the ease of the accommodation process and working with Braden. Braden and students, however, also consistently reported two aspects of accessibility that need improvement: education and inclusion.
“Faculty, staff, students and families need more education about accommodations and mental health,” said Braden.
Additionally, Zoe Gimbel, a sophomore, talks about Diversity, Equity and Inclusion (DEI) on campus and how it’s not as all-encompassing as it should be.
“... I have found that in every single one of my classes, DEI conversations will only talk about inclusivity in terms of race and ignore people with disabilities completely,” Gimbel said.
Braden expressed similar views.
“This group of students (people with disabilities) should be recognized in those conversations as a diversity group,” Braden said. “After all, isn’t that the definition of DEI — making the space more equitable and inclusive for those who aren’t given the opportunity to succeed as much as others? People with disabilities span all races, ages and socioeconomic circumstances, and we need to make the culture more inclusive for them.”
To work with the office of Disability Access, contact Deb Braden via phone at (828)771-3791 or email at dbraden@warren-wilson.edu, or schedule a meeting with her here.
