Disability is Diversity

Peyton Lab Group Meeting

Carey Dougan

2/21/22

Site Index

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1. Disability is Diversity
2. Site Index
3. Disability Statistics
4. Intersectionality Matters
5. Definitions
6. Terminology and Language
7. Preferred Language
8. Steps to Be Inclusive to Those with Disabilities
9. Identify Potential Issues in the Laboratory
10. Universal Design
11. Disability Services and Accommodations
12. Steps We Can Take As Science Communicators
13. Emergency Assistance for Physically Disabled
14. Conclusive Thoughts
15. Resources

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Disability Statistics

• Centers for Disease Control and Prevention, 26 percent of people in the United States have a disability (61 millions adults)
• In 2019, the Department of Labor reported that 7.3% of people with disabilities were unemployed — about twice as high as the rate for those without a disability.
• The poverty rate for adults with disabilities (27%) is more than twice the rate of adults with no disability (12%).
• Adults with a disability are more than twice as likely to be poor than adults with no disability.
• Those with disabilities have a higher cumulative probability of arrest (c = 42.65) than those without (c = 29.68)¹

¹Erin J. McCauley, American Journal of Public Health, 2017

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Intersectionality Matters

“Disability” includes people with any significant physical, cognitive, mental health, learning, hearing, seeing, or communication impairments. Invisible disabilities, aka Hidden Disabilities or Non-visible Disabilities, are disabilities that are not immediately apparent, are typically chronic illnesses and conditions that significantly impair normal activities of daily living. People of all races, genders, sexual orientations, nationalities, religions, incomes, and social classes have disabilities.

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Definitions

• Ableism - This can refer to either individual or institutional actions and language that disadvantage or disempower people with disabilities, people experiencing disabilities, or disabled people.
• Accessibility -  A proactive solution to providing equal access for all, pursuing accessibility means starting the design process with accessibility in mind. Provided by following an easy to implement set of standards and practices that make "adaptation" unnecessary. One can benefit from accessibility without announcing or explaining their disabilities.
• Accommodation - Adaptations that can't be anticipated or standardized. They are different for each individual.
• Americans with Disabilities Act (ADA) - Legislation that prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications and access to state and local government’ programs and services.
• Assistive technology (AT) - Any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.
• Universal design - the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. �

"Americans with Disabilities Act (ADA)," United States Department of Justice---Civil Rights Division. 

"Diversity, Equity & Inclusion Vocabulary," The Avarna Group. 

Lagrow, Martin. "From Accommodation to Accessibility: Creating a Culture of Inclusitivity," EDUCAUSE Review.

"Respectful Disability Language," Association of University Centers on Disability.

"What is AT?," Assistive Technology Industry Association. 

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Terminology and Language

• Person-first vs. Identity-first Language. Typically use “person-first language,” which respects human beings and their strengths, rather than defining them by their disabilities. Exceptions “Deaf person,” “Blind,” ”Autistic person.” Just as you may ask people for their gender pronoun preferences, you should ask people with disabilities how they prefer to be identified.
• Use the word “disability.” Terms like “physically challenged,” “special” and “differently-abled” are seen by some as patronizing.
• Think about other language you use. Similar to terminology used with regard to race and sexuality, what is considered acceptable language about disability has changed over time. Avoid such words as “handicapped,” “suffers from,” “crippled,” or “wheelchair-bound.”
• People without disabilities are not “normal.” Saying “normal” implies that people with disabilities are “abnormal.” While people without disabilities often are referred to as “able-bodied,” some members of the disability community oppose that usage because it implies that all people living with disabilities lack “able bodies.” Instead, use the term “nondisabled,” “does not have a disability” or “is not living with a disability.” In some cases, the word “typical” can be used to describe a nondisabled condition.
• People with disabilities should not be described as “inspirational” or “courageous” just because they have a disability. Using those words can lead to what some refer to as “inspiration porn,” which assumes that disability itself is so terrible that the mere act of living a normal life with a disability is inspirational.
• Even the most aware of us still thoughtlessly use “lame,” “crazy,” “morons,” “insane,” “OCD,” “schizophrenic,” etc. Saying things like “I have ADHD” when you really don’t, trivializes these serious conditions.

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Preferred Language

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Steps to Be Inclusive to Those with Disabilities

1. Identify and change processes that support unconscious bias.

Challenge current practices

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• Help employees understand the challenges that persons with disabilities face and contribute to solutions.

Everyone should also know about tools and accommodations that are available to persons with disabilities

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• Create a mutually supportive community

Kennedy, Harvard Business Review, 2019

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Identify Potential Issues in the Laboratory

• Aisle width
• Bench/hood height
• Reading measurements
• Fine motor accommodations
• Handles
• Glass vs. plastic
• Pipettes

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https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities

Academia’s ableist mindset needs to change

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Universal Design

https://universaldesign.ie/

Center for Universal Design, NC State. 2011

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Disability Services and Accommodations

• Campus leaders rely on disability support services and counseling offices on campus to build a comprehensive approach to access and accommodations.
• Additional time, alternate formats for course materials, assistive technology, audio descriptions, captioning, classroom access assistants, lab assistants, note taking, materials before class, interpreters
• Getting a diagnosis or access to accommodation is a privilege
• Not a single image on the UMass Disability Services website has alt text

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Steps We Can Take As Scientists

• Ensure your communications are accessible
• Use captions on all audio and video files
• Make websites that work with screen readers
• Add text descriptions, often called “alt text” to charts, graphs, images and maps so they are discernible by assistive technology
• Include using a site index and add descriptions for materials presented visually. 
• Check accessibility in presentations
• Add audio descriptions
• Plan inclusive events
• Create accessibility maps prior to events
• List of resources
• Interpreters
• Share slides beforehand for those using screen readers
• Make assistive technology available

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Emergency Assistance for Physically Disabled

• In the event of an evacuation from a campus building that is not your residence, you should proceed to the nearest stairwell and wait for an officer to help you get out of the building.

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• Emergency personnel are instructed to check all exit corridors and stairwells first for any stranded persons. If an evacuation is required, alert your professor or a co-worker/classmate who can tell others that you are going to the stairwell to await assistance. If possible, ask another person if they are willing to accompany you to the stairwell and to ensure that an officer is aware of your exact location. You should also call UMass Police at 413-545-2121 using your cell phone and tell the dispatcher where you are and what assistance you will need to get out of the building.

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Conclusive Thoughts

• "It is a lot easier to put a ramp in front of a building than to get people to change the culture of a workplace. Yet it is the culture, not the [unbuilt] ramp, that will drive people away," says Shanahan.
• Most importantly, and in service to the culture, she says, make all of these opportunities available to everyone, even for people who don't have an official accommodation.

https://www.science.org/content/article/inclusivity-all-how-make-your-research-group-accessible

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Resources

• National Center for College Students with Disabilities
• Disabled in Higher Ed (@DisInHigherEd)
• Disabled Academic Collective (@DisabledAcadem)

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Key text: "Be an Ally. Learn. Eliminate ableism."

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