Accessibility Matters
Videos and Case Studies
Below you will hear directly from marginalized university students through powerful video testimonials and real-life case studies that bring to life the theme Accessibility Matters including their lived experience navigating campus and workplaces as a person with a disability; invisible challenges they face, their hopes for the future and what they wish others knew about them. As one of the students shared with us, having a disability is like buy 1, get 1000, and it’s important for people to understand what is not seen on the surface.
Need a Door – video
Reflection Questions
- The video highlights how physical spaces either include or exclude. How could you talk with classmates, teachers, or school staff about making things accessible for everyone from the start, instead of only fixing problems after they happen? What specific ways do our shared environments (e.g., classrooms, libraries, public transit) shape who participates and who is left out?
- After watching the clip, what feelings or thoughts did you experience about the challenges presented by inaccessible design? How do you think those emotional reactions can influence your awareness of the needs of individuals with disabilities in daily life?
Disclosing to your Workplace your disability – video
Reflection Questions
- Why do you think people with invisible disabilities, like dyslexia, might hesitate to speak up? How can classmates, instructors, or employers show understanding and support?
- The student says it’s important for leaders to really listen to their staff. What does good listening look like to you and how can you practise that when working with others on group projects or in jobs?
- Have you ever felt nervous about asking for help or sharing a personal challenge (like a disability or mental health concern) at school or work? What would help you feel safe to be honest in those spaces?
Trust – video
Reflection Questions
- How do our assumptions about someone’s abilities affect the way we treat them, especially in work or learning environments?
- Have you ever felt misunderstood or underestimated because of how others see you? How can we create spaces where people feel believed and valued?
Why Would you Pursue Academia? – video
Reflection Questions
- How can well-meaning assumptions about disability unintentionally limit the career goals and academic aspirations of students? Have you seen examples where people were put “in a box” instead of being seen for their full potential?
- How might limiting beliefs or low expectations affect a student’s confidence and opportunities? What actions can you take to challenge these biases in your classroom or community?
Navigation of the Campus space – video
Reflection Questions
- The student shared how hard it was to get to the front of the class to sign up for a presentation and how this led to being stuck with the worst times. Can you think of other “everyday” class practices that might unintentionally exclude some students? How could these be changed to work for everyone?
- They also talked about how meaningful it was when classmates moved a chair or table without being asked. Why do you think small acts like this matter so much? What are some simple ways you could show support and awareness in your own classroom or group?
- What kind of mental or emotional toll might students with disabilities face from constantly navigating barriers -both physical and social -in academic spaces? How can we better recognize and reduce that invisible workload in classrooms and on campus?
Navigation of the work environment – video
Reflection Questions
- How would you feel if you had to ask over and over again for something you need just to do your job? Why do you think the student felt like her request wasn’t taken seriously unless she kept repeating it?
- Even though a chair seems like a simple request, the student never received it. In fact she was told that a chair didn’t go with the aesthetics of the store. What kinds of emotional and mental impact might that kind of dismissal have? How can future employees or managers help ensure all staff feel valued and supported?
No Room to Move: Apeksha’s Struggle for Space and Belonging – Case Study
Written by a Student based on their lived experience
Apeksha is a university student with a physical disability that causes mobility challenges. She uses a walking stick to support her. Excited to pursue her dream of being a writer, she enrolled in a university to study Creative Writing.
After arriving at the university, Apeksha found that some classrooms were rather small and somewhat cramped spaces. This made it difficult for her to squeeze through the tables and chairs and find a seat. She often found that she would have to move chairs out of the way – a near-impossible task if the chairs were heavy or did not have wheels. Even if she did manage to find a seat, she would be “trapped” in that place after the class filled up since she could not move through the narrow spaces. This left her unable to leave the classroom in the middle of class, even to access the washroom.
Also, Apeksha faced many barriers to participating in class activities that required students to move around. When the instructors placed sign-up sheets at the front of the class for presentation slots, she could only get the “leftover” slots since she had to wait till the other students signed and cleared the way before she could walk up to the sheets. During class activities where students had to form groups or write their ideas on the board, she would again have to wait until the other students settled down before she could safely participate.
All of this not only affected Apeksha’s ability to engage with the coursework but also made her feel as though she was an “unwanted” student. This has dwindled her enthusiasm for studying and left her feeling unmotivated and isolated from the rest of her class.
Reflection Questions
For Students
- Consider how these physical barriers impact a student’s academic success and mental health when they face such barriers daily. How might this affect their professional future?
- How can fellow students contribute to a more inclusive and supportive learning environment for peers with disabilities?
- Reflect on a time when you might have been unaware of the challenges faced by peers with disabilities. What could you have done differently
For Educators
- Evaluate the layout of your classroom or any classroom you are familiar with. Is it accessible for someone with a mobility challenge? If not, what changes could be made?
- As a faculty member, how can you modify your teaching practices or classroom management strategies to better accommodate students with physical disabilities
- What proactive steps can faculty take to ensure that all students have equal access to participation opportunities like signing up for presentation slots or engaging in group activities?
When Access Is an Afterthought – Case Study
Written by Jinnie Saran who is a disabled, Canadian, South Asian, and Queer identifying Creative Writing student at KPU. She is currently in her upper level of study, and hopes to pursue a masters in Creative Writing after completing her undergrad.
Amandeep is a blind Creative Writing university student who is in her third year of study. As such, she has successfully completed various creative writing courses with the use of accommodations, and is familiar with a typical workshop structure. Amandeep uses a speech software along with braillewhen available to access her course materials. Therefore, when participating in the workshop component of a creative writing class, Amandeep requires that fellow students upload their workshop submissions and feedback to her in a Microsoft Word document to Canvas so that she can meaningfully participate.
However, in several of Amandeep’s creative writing classes, she has found that a handful of students often forget or simply do not take the time to upload their workshop submissions online when they print out copies for the remainder of the class. Similarly, feedback for Amandeep is often posted late or not at all by some students. This has resulted in workshop submissions being uploaded anywhere from a day before the workshopping is to take place to an hour before the beginning of the workshop class. Thus, this has caused Amandeep to lose out on completing the necessary reading and critiquing preceding the class. Furthermore, and most importantly, these actions have caused Amandeep to miss out on valuable learning that will serve her in future classes and in her vocation. Valuable skills such as developing a keen eye for editing, and learning about areas in which she can improve when revising work are not being utilized to their maximum capacity.
It is also key to mention that Amandeep is paying tuition similar to her sighted counterparts to attend her classes, and is not reaping all the benefits that the course should be offering. Amandeep has talked about this issue with her instructor, who is quite sympathetic to her concerns, and has repeatedly sent out reminders to the class about this issue. However, nothing has really changed, and Amandeep has resorted to picking and choosing who she gives workshop feedback to as a result of this issue with compliance and time.
Reflection Questions
- Reflect on a time when you needed assistance or accommodation. How did the response of others make you feel?
- What are the consequences of her not receiving timely workshop submissions and feedback?
- How might the actions of not uploading documents in a timely manner reflect broader attitudes towards accommodations and inclusivity?
- What measures can instructors take beyond sending reminders to ensure compliance with accommodation requirements?
Navigating Shame and Stigma- Case Study
Maya is a university student living with an invisible disability that affects her processing speed and written expression. Though she struggles with tasks like writing on the board or presenting in front of the class, Maya rarely discloses her disability or asks for accommodations and doesn’t fully understand what campus resources exist to support students like her.
She feels ashamed and worries that her peers or teachers may judge her. She also questions whether she is deserving of help and fears that disclosing her disability will mark her as different or less competent. Everyday classroom activities that seem simple to others such as writing on the board or giving oral presentations cause her significant anxiety and shame.
Maya wishes there were alternative ways to participate and demonstrate her learning, like drawing diagrams instead of writing text, submitting video or audio presentations, or completing assignments in different formats. She hopes for more flexible teaching methods and assessments that recognize diverse ways of knowing and sharing knowledge.
Reflection Questions
This case illustrates how stigma around invisible disabilities can deeply affect a student’s sense of worth and willingness to seek support. What may appear as “easy” or “standard” classroom tasks can be major sources of stress and exclusion for students with disabilities. Educators and peers play a crucial role in creating inclusive environments by offering diverse participation options and openly valuing all students’ contributions.
- How might feelings of shame or fear about disclosing an invisible disability affect a student’s ability to fully participate in class?
- What assumptions do we often make about what is an “easy” task, and how can these assumptions unintentionally exclude students with diverse abilities?
- How can educators create multiple ways for students to show their learning and participate, beyond traditional methods like writing on the board or giving oral presentations?
- What can peers do to support classmates who might be struggling quietly with invisible disabilities or who may feel unsure about asking for accommodations?
It’s Not About Trust – It’s Survival – Case Study
Jasmine, a neurodivergent student, had always felt the pressure to explain her needs in academic spaces. When she disclosed her disability to a new instructor, they responded with, “Thank you for trusting me.” Jasmine paused, then replied, “It’s not about trust—I need you to know this. It’s a necessity for my survival.”
For Jasmine, accommodations weren’t optional or a bonus—they were essential. Generic accessibility letters often missed the mark, listing supports she didn’t need and omitting the ones that mattered most. She found herself constantly advocating, explaining, and re-explaining her needs. The emotional labour was exhausting.
One instructor stood out. On the first day of class, they said: “Welcome to the course, Jasmine. I’m so happy you are here. What do your accommodations mean to you, and how can I support your accessibility on this journey? ” That moment shifted everything. Jasmine felt seen—not just as a student with a diagnosis, but as a whole person.
Reflection Questions
- How might educators reframe their language to better acknowledge the necessity of accommodations?
- What are the limitations of generic accommodation letters, and how can institutions improve them?
- How can instructors create space for students to share their needs without placing the burden of advocacy solely on them?
- What does it mean to move from “compliance” to “connection” in accessibility practices?
When My Superpowers Shut Me Down
Leo describes his neurodivergence as a gift—boundless creativity, vivid sensory experiences, and a drive to push boundaries. He excels at puzzles and problem-solving and brings deep empathy and social justice awareness to his academic work. But when the learning environment isn’t designed with neurodivergent minds in mind, his strengths can become overwhelming.
In one course, rapid-fire lectures with no pauses left Leo mentally flooded. He couldn’t process the information fast enough, and his focus spiraled. He appreciated instructors who paused for 10–15 seconds between ideas, spoke at a steady pace, and rethought participation and attendance policies. One accommodation that helped was flexibility around absences—he wanted to be there, but sometimes his brain said no.
Leo doesn’t want pity or special treatment. He wants access. He wants to thrive. And he wants educators to understand that neurodiversity isn’t a deficit—it’s a different way of experiencing the world.
Reflection Questions
- How can course design better support students with sensory sensitivities and attention differences?
- What assumptions do we make about participation and attendance, and who might they exclude?
- How can instructors balance structure with flexibility in ways that support all learners?
- What strengths might neurodivergent students bring to academic spaces that are often overlooked?
