Equity, Diversity, & Inclusion

Through my initial graduate assistantship in the Office of Disability Services, I was offered a unique opportunity to develop my proficiency with the Equity, Diversity and Inclusion Competency. Many students go through their entire graduate program, career even, without ever interacting with students with disabilities. My work in that office, created many opportunities for learning and growth around how college campuses can effectively include students with various disabilities, included but not limited to physical, mental, emotional, and intellectual disabilities.

One of my most memorable opportunities to develop this competency throughout my year of work in Disability Services, was helping the office transition to work efficiently following the hire of a woman who is blind as a full-time coordinator. When this individual was hired, the previously paper-reliant office had to develop

creative ways to transition our

services to primarily electronic

while maintaining the quality of

work. Throughout this office

transition, I utilized my surroundings

to enhance in-class learning. When

asked to identify an identity to explore

for my “Voice Project” in CSP 6030:

Theory and Assessment of

Educational Environments, I utilized

the voice of a collegiate woman

with a visual impairment.

Equity, Diversity, & Inclusion

Another opportunity I had while working with Disability Services that enhanced my proficiency in this competency was planning two simultaneous awareness events for students with disabilities. In one week, Disability Services held a showing of the documentary “A Fighting Chance” with a question and answer period with the directors following as well as national disability advocate, Derrick LeHorne come to campus. Through these two every different opportunities, we were able to bring together students with and without disabilities from across the campus. To plan these events, I sought partnerships across campus from groups that may be considered constituents to solicit interest. These events turned out to be more beneficial for me than I anticipated as I listened to the questions, stories, and words of encouragement our students had for the speakers. I learned not to make assumptions of what students need from programming and allow them to take what they need.

Poster above created by BGSU Marketing Department.