The 26th annual Multiple Perspectives Conference, hosted by the ADA Coordinator’s Office, was held April 13-14 at the Blackwell Inn and Conference Center. Rounding out the first day of sessions was an inspiring student panel discussion facilitated by Access Specialists Carter Huber and Lauren Pullins from Student Life Disability Services (SLDS). In Student Perspectives: Compliance and Beyond, seven students with disabilities shared their insights and experiences in the classroom and on campus, touching on belonging, disclosure, finding support and navigating institutional barriers.
Panelists:
- Landry Lies, Computer Science Engineering
- Joe Ailabouni, Actuarial Sciences
- Matthew VanEtten, Electrical and Computer Engineering
- Tyson Spence, Strategic Communication (recent graduate)
- Faith Kirigakure, Master of Social Work
- August Tucker, Earth Sciences
- Salem Gore, Psychology and Human Development and Family Science
Seeing Possibility, Finding Belonging
The first step toward an accessible higher ed experience is a student believing that they can belong and succeed on campus. Several panelists described choosing Ohio State because they knew other students with disabilities who were thriving as Buckeyes. Greater disability representation on campus, they argued, will give prospective students examples of success. And clear information about services and visible pathways to accommodation are crucial for incoming and current students to find the support they need.
Students also reflected on the impact of finding community and connection at Ohio State. Whether through clubs and extracurricular activities, or within their academic programs, strong peer networks reduced isolation and promoted a sense of belonging.
In Their Own Words
“And so the reason why I chose Ohio State—and I actually didn't know the academics or the campus or anything—it was actually because I have a friend who is in a wheelchair, similar to me […] Hearing from her about how she was able to be successful was very impactful for me. I was like, you know, if she can do it here, I can do it here.” – Matthew VanEtten
“And for me, the biggest issue that disabled people face in integrating into a large environment like being in college at Ohio State is finding a sense of belonging […] Having that kind of space where, you know, your disability is not really being cited every day, you’re just a person who’s part of some other social demographic […] That’s really important to me.” – Matthew VanEtten
The Hidden Difficulty of Asking for Help
For students with disabilities, securing accommodations is not simply an administrative process. It requires self-awareness, self-advocacy and vulnerability to disclose disability status—whether to SLDS, an instructor or even to oneself. These are not always easy to muster in the face of stigma, shame around asking for help or fear of being perceived as expecting special treatment. Some panelists recalled working against external messaging or deeply ingrained self-talk that they didn’t need accommodations, which had resulted in minimization of their own needs.
“So before we even discuss disclosing to Access Specialists or disclosing to faculty, the biggest thing is creating an environment and creating a world where disabled people are willing to disclose to themselves.” – Landry Lies
Acknowledging they had developed their self-advocacy strengths over time, several panelists addressed the reality that many students do not disclose their disabilities. As such, they were passionate about their role in advocating not only for themselves, but for fellow and future students who may not be as comfortable seeking help. Kirigakure noted that while disclosing can be “freeing” or “confining” for the individual, depending on the context, it is also “a way to support others.”
In Their Own Words
“We need to convince students that they are entitled to accommodations, that they are, they should ask for what they need. And I think that that is a culture shift […] We need to increase the visibility of services that we offer. We need to increase the visibility of students like us panelists […] We need to increase the visibility of success.” – Matthew VanEtten
What Support Looks Like in Practice
Across the board, panelists shared deep appreciation for the support they received from SLDS and their Access Specialists in particular. Once acquainted with the unit and its processes, they recalled an easy and productive collaboration to obtain individualized accommodations that supported their learning.
But panelists made clear that access is realized through relationships and everyday interactions as much as through formal policy. Their stories revealed small but transformative moments that made them feel seen, welcomed and supported: a T.A. who listens and checks in, a classmate who speaks up on their behalf in class, a coach who recognizes they need time to rest and recover. Perhaps the simplest things educators can do to show support are to pay attention, believe students, honor requests for accommodation and offer flexibility. One panelist highlighted the importance of instructors "being mindful and creating a dialogue” so students are comfortable sharing what they need.
In Their Own Words
“They told me about accommodations that I didn’t even know existed, which probably didn’t exist at my former colleges. And I turned off that Zoom call and cried.” – Faith Kirigakure
“SLDS really does such a great job of supporting its students and making them feel like they matter and that what they're going through is important.” – Landry Lies
“And that experience turned like this massive lecture hall, like course experience into a more intimate, like personal connection with this [T.A.]. And therefore if I needed accommodation, if I needed something like that, I would have been more comfortable talking to him just because he was more present, you know?”
– Matthew VanEtten
Room to Grow: Addressing Accessibility Challenges
“Being different shouldn’t be a disability. Learning differently, needing to have a different way to express yourself shouldn't need a diagnosis.” – Faith Kirigakure
Despite overwhelmingly positive experiences with SLDS, panelists described a range of broader challenges related to coursework, course materials, campus access and more.
- Bureaucratic hurdles to obtaining healthcare documentation
- Inconsistent faculty awareness of accessibility best practices
- Inaccessible course design, digital content or course materials
- Online courses with rigid requirements and limited flexibility
- Ill-equipped learning spaces, including lack of accessible seating
- Social isolation and inaccessible events or activities on campus
A student’s learning experience can also depend heavily on departmental practices or disciplinary conventions. Discussion addressed particular barriers in STEM fields related to labs, introductory “gateway” courses and field work requirements. Tucker remarked that accessibility barriers in early coursework can discourage students with disabilities from pursuing scientific disciplines altogether. They further noted that the instructors and departments who set course and program requirements are often unaware of these challenges, meaning alternatives for participation may never be considered.
In Their Own Words
“It is actually very shocking to see how many professors are not aware of their courses not being accessible [...] It's like, you know, when you're watching the lecture video, are your captions accurate? You know, what about your slides? Can you actually read them? How is this looking, like, color contrast-wise? Things like that.” – Salem Gore
“I think there needs to be a conversation about the sciences and STEM in general and accessibility, because there are so many disabled people who don't get to do their dream job because say Physics 1 completely destroyed their mental health or was completely inaccessible for them.” – August Tucker
Beyond Compliance to Culture Change
A repeated theme throughout discussion was that accessibility is not only about individual accommodations, but about creating a culture where all learners feel welcomed, understood, comfortable speaking up and empowered to participate. As one panelist pointed out, most students will need support at one time or another, whether navigating challenges related to disability, grief, illness, mental health or other stressful circumstances:
“It helps society at large to create a less polarized way of thinking […] Asking for help doesn’t have to hinge on your disability status. Everyone needs help sometimes.”
So how can we, as a university, take steps to help all our students succeed? Panelists agreed that leading with open communication, empathy and flexibility go a long way toward creating positive learning spaces. Consistent understanding and implementation of accessibility best practices by instructors will be key, as will ensuring our classrooms and campus spaces are welcoming to everyone. Some panelists proposed practical ways to reduce barriers for students with disabilities, such as creating a system for scheduling on-site medical appointments to obtain required documentation for accommodations. Panelists also hoped to see university-wide commitment to maintaining centers that promote student belonging, advocacy and community.
A more accessible Ohio State benefits everyone. Through their honesty, vulnerability and insight, these student leaders brought meaningful perspective to the challenges and possibilities of creating a community where all students can thrive.
In Their Own Words
"In this school, there is so much support here and there are so many people who want to help [...] There’s always going to be broken systems. There’s always going to be uphill battles. There's always going to be some reason why it's hard to get the accommodations or the help that we need. But if you have a community of people who are willing to fight that and are willing to help you even in a broken system, who are going to help you learn how to use the system as much to your advantage as possible, there's power in that. And there's beauty in that.” – Faith Kirigakure
More on Accessibility
If you missed this panel discussion, there are always opportunities to learn more and join the conversation.
Visit the SLDS website to learn about accommodations, explore instructional resources or connect with an Access Specialist. Explore Digital Accessibility Support on the Drake Institute website, where we organize resources and learning opportunities on building accessible courses, implementing Universal Design for Learning and more.