iDID are driven to change the way disabled people engage with and access adventure sport, and it is through our work students have told us just how life-changing activities like wakeboarding, canoeing, and surfing are and how far the change spreads. At first, I was tempted to put it down to a lack of opportunities for disabled people but during my short year with iDID I’ve learnt something more. People with disabilities often don’t realise they are entitled to a standard of treatment/adjustment for everyday life and activities. Sadly, it means that they get into the habit of expecting less and people can be afraid to ask for more.
There is a culture that we face which leaves people continually having to weigh up their needs as essential and non-essential, or ‘must’, ‘want’ and ‘can’t afford to want’. This is something disabled people face more than most. For some people, a trip out to a university bar poses so many problems that it becomes a non-essential ‘can’t afford to want.’ This is where iDID University comes in. We are establishing a service which provides an advocacy, where we can work in partnership with Universities, Student Unions, and students to change their experience and find effective ways of creating an inclusive society. When sorting out reasonable adjustments at university, access to lectures is seen as more important than perhaps access to a society, the union club or sports. iDID recognises the importance to students of all these elements – education and recreation, and we exist to help universities provide all students with a wholesome experience, something that makes three years spent at university (or more!) worth it. Recreation and social life are perhaps the most important part of going to university – if it didn’t have an impact we’d all be sat with our parents doing distance learning courses from the comfort of our own bedrooms.
We are living in a world where the impact of an individual on an operating system is seen to be more important than the person themselves, and iDID University brings a person-focussed approach. We find the elements of practice within student unions and universities that unknowingly create additional barriers to university life and education. There are many additional barriers built within university systems – many departments to do not actively create impact assessments when designing their programmes or even in processes such as allocations. This led to a deaf friend of mine getting a personal tutor (a member of staff designated as the first point of call for student problems) who had absolutely no understanding of deaf culture or sign language. Essentially, they couldn’t effectively communicate leading to an almost immediate exclusion from opportunities, welfare support and provision. In a situation like this, how do you go about making the change? I know that a while ago, my first thought would have been – I don’t want to make a fuss. Needing extra changes because something which suits a majority doesn’t suit you feels like making a fuss. Not getting them, or not getting your point across and having to demand a change you’re entitled to feels like playing a disability card. It feels like wanting special treatment and it’s not. Reasonable adjustment in university amounts to equal treatment.
I have come across institutions who believe that disability is ‘dealt with’ by the disability office and is not something which needs to be integrated and inherent within their policies and practices in order to ensure fair access to education, facilities, and social experience. And yes, it was a departmental disability representative who told me that. iDID disagree. Academic success is not dependent on just your access to one side of university life, covers welfare and much more. In some situations, it might be really clear when to start asking for help to succeed, and in others – it’s not. We are taking the Year of No Fear a little further. Think of iDID University as your disability card.
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