The Issue of Accessibility
This research investigates the impact of accessibility on the social, educational, occupational, and familial dimensions of disabled individuals’ lives. Focusing on the extent to which accessibility serves as a limiting factor, the study challenges assumptions by critically observing and analyzing the varied nature of accessibility issues. Beyond physical impediments, the research explores societal, institutional, and attitudinal challenges, contending that these intricacies significantly affect the quality of life for disabled individuals. Emphasizing the nuanced interplay between accessibility and social inclusion, the study aims to uncover how barriers can lead to social exclusion, hindering meaningful participation in community life, interpersonal relationships, and cultural activities. This issue has been of growing importance to me after observing the countless disabilities caused by the war on Gaza. Beyond the nature of assumed accessibility limitations making life inconvenient, a critical examination of accessibility reveals the understudied underbelly of the idea of accessibility, and with a focus on accessibility within social spheres and academia this can be observed as a fresh perspective to explore accessibility issues through as ostracizing forces integrated into the foundations of our societies.
Within the realm of disability, communities are often marked by a systemic pattern of marginalization. People with disabilities frequently find themselves on the fringes, grappling with a myriad of challenges that extend far beyond their impairment. The historical backdrop reveals a legacy of societal neglect, perpetuating stereotypes and reinforcing barriers that hinder the full integration of disabled individuals into the broader community. As we delve into the intricate web of issues surrounding accessibility, it becomes imperative to understand the marginalized status of disabled individuals within communities. This introduction sets the stage for a comprehensive exploration into the extent of accessibility as a limiting factor on various facets of disabled individuals’ lives, aiming to unravel the complexities that contribute to their social exclusion and advocating for a more inclusive future.
“The Question of Access: Disability, Space, Meaning” by Tanya Tichkosky examines what access means in our social environment and how it can be examined through the lens of disability. This article is good to examine first as it responds to the question: what is accessibility? “People require access to a general feeling of legitimate participation, meaningfulness, and belonging. A classroom, a policy, or a professor can be perceived through questions of access.” This book did a lot in terms of reframing the issue of accessibility into an issue for all people, but in a world which primarily caters to accessibility for an able bodied person. We also require access. An interesting reflection can be made into the availability of public bathrooms in New York, which becomes a public issue when the accessibility need for able bodied people isn’t met.”To do anything is to have a form of access.” In our society, disabilities are framed as ‘naturally’ an issue and incompatible with spaces, rather than the other way, with spaces being incompatible with different needs within human use.
In “Disability Goes Culture”, we can further examine the idea of what it means to be disabled in our current environment. The article highlights how the academic sphere follows a limited approach when analyzing disabilities, and focusing on access and accommodation while dismissing the other side of the coin also highlighted by “The Question of Access,” that impairment is a common human experience, and that we are all differently able-bodied. This article poses the question; why do our societies feel the need to pose a “deviant” and “normal” as categories for people to fit into? The distance people place between themselves and disability is greater than the reality. This ties into concepts of othering that comes with the marginalization of minority groups.
“Disability, Access to Education and Future Opportunities.” by Rob Kitchen and Frank Mulcahy, tackles the access to education as the name might suggest. When it comes to education, a big advocacy has been for a segregated education system, with special schools catering to disabled children. This has come under fire for reinforcing a gap between disabled and able bodied children, and narrower opportunities within education. An important discussion brought up is access into the labor market. In a capitalistic society, the primary formal method of acquisition is through the labor market. This leaves the disabled person unable to compete, and therefore statistically more likely to lead unfulfilled lives, live in poverty, and have reduced levels of self respect and confidence. 50% of people with disabilities are living below the basic standard of living. ’ An important takeaway is the following, “Ainscow (1991b) details that many involved in special education have slowly come to realize that whilst often well intentioned as a form of positive discrimination, providing a ‘specialized’ environment that concentrates solely on disabled children’s education, ‘special’ schools often limit opportunities and helps perpetuate the discrimination of disabled children”, it also places the blame on the disabled child for being different, rather than the school system for being unsatisfactory and inclusive.
The next article explores graduate school through the lens of someone with a disability “Navigating Graduate School with a Disability” by three authors. As we explored earlier, access to the labor market is not supplemented through the current mode of education for disabled people. A way to access a higher income and break though the limitations of our social classes is through higher education. Disabled people are less likely to request accommodation they may need due to the stigma surrounding disability, a narrow view of disabilities, or that the process itself is inaccessible, which creates an initial gap between disabled people who request accommodations and those who do not. The paper highlights issues of the social and emotional effects of the graduate students with disabilities, through using journals as data sets with which to examine the impacts the accessibility of their environments. Another issue brought up is the spontaneity of sudden issues brought up where accessibility needs are not met. As the abstract highlights, the spontaneity and uncertainty of the graduate experience causes a lot of accessibility issues to arise. This essay highlights the commonality of issues even in spaces that are guaranteed to be accessible. This creates a bigger gap when trying to acquire higher education and progress through life for those with disabilities, and ties into ideas of ostracization present in the thesis and earlier articles discussed.
“Mad at School: Rhetorics of Mental Disability and Academic Life” by Margaret Price delves into the intersection of mental disability and academia, challenging stereotypes and exploring the overall impact of mental diversity on students, faculty, and staff in U.S. higher education. Price questions prevailing narratives about madness and addresses stereotypes associated with violence and creative genius, highlighting the proliferation of stories about mental disability in academia and examining how diagnoses and perceptions shape the experiences of those labeled as mentally disabled. Price advocates for a nuanced understanding of disorderly minds, aligning with disability studies, which views disability as a mode of human difference rather than a medical problem. Beyond assumed limitations of accessibility that make life inconvenient, a critical examination reveals an understudied aspect of accessibility. Focusing on accessibility within social spheres and academia offers a fresh perspective to explore these issues. In “Mad at School: Rhetorics of Mental Disability and Academic Life” Price emphasizes the ostracizing and non-accessible forces integrated into societal foundations, shedding light on the challenges faced by disabled individuals in various dimensions of life. This aligns with Price’s exploration of mental disability within academia, emphasizing the need to reevaluate narratives, challenge stereotypes, and create a more inclusive environment. The intersectionality of accessibility and mental disability shows the importance of recognizing and addressing the complex dynamics that contribute to social exclusion and hinder meaningful participation in community life, interpersonal relationships, and educational pursuit.
In conclusion, the exploration of accessibility issues among disabled individuals has revealed a nuanced and complex landscape that extends far beyond physical barriers. The comprehensive study delves into the social, educational, occupational, and familial dimensions of accessibility, challenging assumptions and shedding light on the systemic patterns of marginalization experienced by disabled communities. Through the lens of various articles, the research highlights the interplay between accessibility and social inclusion, emphasizing how barriers can lead to social exclusion and hinder meaningful participation in community life. The strengths of this research lie in its holistic approach, considering diverse perspectives from academic, cultural, and mental disability contexts. Critical reflections challenge societal norms, offering a fresh perspective on the understudied underbelly of accessibility issues. However, limitations include a focused geographical context and a reliance on existing literature, suggesting avenues for future research to broaden the scope and incorporate primary sources. As we contemplate the pressing issues within this community, questions arise regarding geographical variability, success stories in accessibility initiatives, the intersectionality of disability in education and the workplace, and the long-term impact of improved accessibility on well-being. These questions beckon further exploration and inquiry to deepen our understanding of the complexities surrounding accessibility. In the larger field of disability studies and beyond, this research serves as a crucial contribution, urging a shift in focus from mere physical accessibility to encompass societal attitudes, institutional practices, and cultural perceptions. The findings resonate with broader discussions on diversity, equity, and inclusion, emphasizing the interconnectedness of accessibility issues with the overarching goal of creating a more inclusive and equitable society.In essence, this research not only highlights the challenges faced by disabled individuals but also points towards a transformative path forward—one that involves dismantling barriers, challenging societal norms, and fostering a multidimensional approach to accessibility. It is a call to action for researchers, policymakers, and society at large to recognize the intricacies of accessibility issues and work collaboratively towards a more inclusive future.
References
Moore, K., Shrestha, S., & Gautam, A. (2018). Mad at school. Kate Moore.
Titchkosky, T. (2011). The question of access: Disability, space, meaning. University of Toronto Press.
Kitchin, R., & Mulcahy, F. (1998). Disability, Access to Education, and Future Opportunities. Combat Poverty Agency. http://eprints.maynoothuniversity.ie/7225/
Waldschmidt, A. (2017). Disability Goes Cultural: The Cultural Model of Disability as an Analytical Tool. In A. Waldschmidt, H. Berressem, & M. Ingwersen (Eds.), Culture – Theory – Disability: Encounters between Disability Studies and Cultural Studies (pp. 19–28). Transcript Verlag. http://www.jstor.org/stable/j.ctv1xxs3r.5
Jain, D., Potluri, V., & Sharif, A. (2020). Navigating Graduate School with a Disability. ACM Digital Library. https://doi.org/10.1145/3373625.3416986
