Asides

From Challenges to Change: Resilience and Innovation in Disability Inclusion

Living with a disability often means navigating a world ill-equipped for diverse needs. As someone with Spastic Cerebral Palsy, I have faced numerous challenges, both physical and social, from inaccessible buildings to societal misconceptions. These experiences highlight the importance of resilience—not just enduring difficulties but transforming adversity into empowerment and using fear to fuel proactive changes.

Understanding the Push-Pull Phenomenon in Disability and Mobility

The “Push-Pull” phenomenon describes how external challenges (“push”) and personal goals (“pull”) shape our actions. In the context of disability and mobility, obstacles like inaccessible environments compel individuals to seek better solutions, motivated by their desire for independence.

For example, consider someone with limited mobility who encounters stairs without an accompanying ramp. This barrier (“push”) prompts them to request the installation of a ramp. Their goal to move freely and independently (“pull”) motivates them to advocate for these necessary changes, improving accessibility for both themselves and the broader community.

Similarly, a wheelchair user facing a building without ramps experiences a “push” due to the lack of accessibility. This situation drives them to seek alternatives, such as advocating for the installation of ramps. Their desire for independence and inclusion acts as the “pull,” motivating them to overcome these barriers and promote wider accessibility improvements.

Proposed Solutions to Mobility Barriers

Addressing mobility barriers necessitates the improvement of infrastructure, the adoption of new technologies, and community involvement. For example, investing in accessible transportation, such as buses with low entry points and wheelchair-friendly taxis, significantly boosts the independence of people with disabilities. This is supported by a study by Jones & Brown (2020), which found that enhanced transport options facilitate greater community involvement.

Employing universal design in city planning and building design can create inclusive spaces usable by everyone, regardless of their mobility needs. Williams et al. (2021) noted that such inclusive design benefits all and enhances the functionality of public spaces.

Enhancing Mobility through Innovation

The drive for independence fuels innovation, particularly in the development of mobility aids, which enhances both functionality and comfort. Traditional walking aids have evolved into ergonomically designed models with improved grips and better weight distribution. These improvements not only reduce wrist strain but also increase comfort, significantly enhancing mobility.

Technological advancements have also played a crucial role in supporting these improvements. For instance, smart glasses equipped with cameras and sensors are now essential tools for people with visual or spatial impairments. These devices provide audio cues and real-time navigation, simplifying navigation in previously challenging environments and enhancing independence and safety.

Supporting this trend, research by Smith & Jones (2020) and Anderson et al. (2018) shows that practical challenges often drive the adoption of more effective mobility aids. These innovations are key components of broader efforts to create an accessible and inclusive environment, showcasing how technological advances and collaborative initiatives can dramatically improve accessibility for those with disabilities.

Education and Lifelong Learning

Education is crucial in equipping individuals with disabilities with the skills to overcome obstacles. Educational institutions are integrating assistive technologies into classrooms to meet diverse needs. For instance, screen reader software and speech-to-text applications enhance accessibility for students with visual impairments or dyslexia (Jones & Brown, 2020). Similarly, tactile diagrams and 3D models simplify complex concepts for those with cognitive or sensory disabilities (Lee & Park, 2021).

Lifelong learning programs, such as “Tech for All” workshops, offer practical training in assistive technologies, empowering individuals to manage daily tasks independently and boosting confidence, which facilitates increased participation in social activities and employment opportunities (Johnson, 2019).

True Inclusion and Its Impact

True inclusion transcends physical integration; it’s about feeling valued and capable within one’s community. Fully inclusive environments, like barrier-free public spaces and sensory-friendly venues, significantly enhance the well-being of individuals with disabilities (Lee & Park, 2021). For instance, consider a bustling city park equipped with wheelchair-accessible paths, braille signage, and quiet areas for sensory-sensitive individuals. These accommodations not only facilitate physical access but also promote a sense of belonging and acceptance, fostering social connection and mental well-being among people with disabilities.

Similarly, accessible public transport systems allow those with mobility impairments to commute independently, fostering empowerment and social inclusion. Imagine a city where buses feature automated announcements and ramps, and train stations are equipped with tactile paving and elevators. These accessibility features not only facilitate seamless travel for individuals with disabilities but also break down barriers to employment, education, and social participation, ultimately enriching the fabric of community life.

Advocacy for Systemic Change

Advocacy plays a crucial role in bringing about systemic change. By advocating for policy reforms, individuals with disabilities can tackle barriers to accessibility and promote inclusion across various aspects of life. Initiatives like the Disability Rights Education & Defense Fund (DREDF) have been instrumental in advocating for accessible transportation options, enhancing mobility and independence for people with disabilities (Garcia et al., 2020). The Americans with Disabilities Act (ADA) was the culmination of sustained advocacy efforts by individuals and organizations advocating for the rights of people with disabilities. The legislation mandates accessibility standards not only in public places but also in transportation and communication services. For example, it requires buildings to have ramps for wheelchair access, ensures that public transportation is accessible to all, and mandates the provision of communication aids for people with hearing or speech impairments. The law says that public places, transportation, and communication services must be accessible to everyone. Examples of this include wheelchair ramps in buildings, lifts on buses, and captions on TV for those who are deaf or hard of hearing. These changes didn’t happen overnight.

Building Resilience

Resilience involves more than merely overcoming challenges; it leverages them as opportunities for personal growth and development. For example, consider a person with a mobility impairment navigating a city with limited accessibility.

Despite facing barriers such as inaccessible buildings and lack of transportation options, they actively engage in advocacy efforts. They may collaborate with local authorities to implement ramps, elevators, and accessible transportation services. Through their perseverance, they not only overcome immediate obstacles but also foster a more inclusive environment for themselves and others with disabilities.

Similarly, imagine an individual with a visual impairment striving for equal access to digital information. Despite encountering barriers in online platforms and technological interfaces, they take proactive steps. They may advocate for the integration of screen reader compatibility or the development of alternative formats like audio descriptions. By pushing for change and embracing innovative solutions, they not only enhance their own access but also pave the way for more inclusive digital spaces.

Final Thoughts

Navigating life with a disability presents unique challenges that demand both personal resilience and systemic change. Through advocacy, education, and embracing innovative solutions, individuals with disabilities can not only overcome barriers but also serve as catalysts for change within their communities. This journey towards resilience and empowerment requires continuous effort and advocacy to achieve genuine inclusion and accessibility for all.

References

Anderson, A., et al. (2018). Innovations in Mobility Aids for Individuals with Disabilities. Journal of Assistive Technologies, 12(4), 212-225.

Chen, L., & Wang, S. (2023). Online Learning Platforms and Accessibility: Customizable Features for Diverse Disabilities. Journal of Educational Technology, 45(2), 87-101.

Davis, R., & Wong, K. (2019). Building Resilience in Individuals with Disabilities: Challenges and Opportunities. Journal of Rehabilitation Psychology, 55(3), 148-162.

Garcia, M., et al. (2020). Advocacy and Systemic Change: The Role of Disability Rights Organizations. Journal of Social Policy and Advocacy, 25(1), 42-57.

Johnson, P. (2019). Tech for All: Lifelong Learning Initiatives for Individuals with Disabilities. Educational Innovations, 36(4), 78-91.

Jones, E., & Brown, R. (2020). Enhancing Accessibility in Education: Assistive Technologies for Diverse Needs. Journal of Inclusive Education, 15(3), 102-115.

Lee, H., & Park, J. (2021). True Inclusion: Beyond Physical Accessibility. Journal of Disability Studies, 30(2), 189-204.

Smith, T., et al. (2022). Vocational Training and Virtual Reality: Enhancements for Individuals with Disabilities. Journal of Vocational Rehabilitation, 45(1), 32-45.

Exploring Participation and Access as Foundations for Inclusion

I recently read two articles that inspired me enough to return to blogging.

Peter Downs developed a framework to support the inclusion of people with disabilities in sports and recreation called the “7 Pillars of Inclusion” as part of Play by the Rules. [1] The “7 Pillars” extend far beyond inclusive recreation, sports, and physical activity. Key concepts promoted by the pillars include access, choice, and communication. [2]

Timothy R. Clark wrote an article in Forbes Magazine titled “Diversity Is A Fact, Inclusion Is A Choice.”  One of the themes identified in Clark’s article is the idea that ‘innovation is the process of connecting people and connecting things’. [3]

My personal insertion and view is that inclusion is more than bringing ideas and people in. Inclusion is about supporting engagement and participation. Participation is about getting people with multiple disabilities represented, included and involved. People with a variety of disabilities and a range of needs can provide critical input and support to resolve physical, programmatic, and communication barriers that exist and negatively affect programs and service delivery. The foundations of inclusion begin with representation, participation, and access. This piece will touch upon key definitions and examples.

The challenge in trying to espouse and support the foundations of inclusion is that a lot of work remains to debunk myths and misperceptions about people with disabilities. In my own circumstance, people can sometimes “feel sorry” for me or perceive my disability as a personal tragedy or as something that needs to be cured. The reality is that my walking differences do not translate into a lower quality of life.

Integrating the principles of access, choice, and communication as part of inclusion involves examining the physical, programmatic, and communication barriers that exist for people with disabilities. Examples of physical access barriers include having steps without ramp access, lacking automatic or push-button doors, or facing narrow sidewalks, doorways, and aisles.

I suspect many people without disabilities navigate throughout their communities without having to consider the height of stairs and curb cuts.  Most don’t think about the width of hallways. I suspect that most people do not think twice about opening a door to enter or exit a building.  

Physical access in its simplest form means having the ability to get in, out, and around a physical space. Physical access includes elements like accessible routes, ramps, elevators, signage, entrances, restroom accessibility, and parking.  

Programmatic access means that a person with a disability can equally participate in a program or service. [4]  Modifying  procedures or systems to support participation and use of services in the same way as a person without a disability is called an accommodation. Examples of accommodations include providing assistive listening systems, sign language interpretation, and presenting informational materials in braille, audio, and large print formats.

Communication access means that communication is made possible through “auxiliary aids and services” such as sign language interpreters or real-time captioning services, so that people who are deaf, hard-of-hearing, deaf-blind, or speech-impaired can equally participate in programs, services, and activities. [5]   Communication access also covers environmental accessibility. For example, visual fire alarms are one form of communication access. [6]

For the principles of inclusion to be truly recognized and embraced,

  1. People with all types of disabilities must be represented and engaged as active participants and partners for their input and experience to resolve critical access barriers;
  2. Stereotypes and misconceptions about people with disabilities must be evaluated, questioned, and discredited; and
  3. Physical, Programmatic, and Communication access needs to be continually weighed and measured.

Accessibility Resources:

Community Toolbox: “Tactics for Modifying Access, Barriers, and Opportunities”  

https://cutt.ly/GZd70s7

Community Toolbox: “Ensuring Access for People with Disabilities” https://cutt.ly/VZd5zec

Works Cited

[1] https://cutt.ly/mZdNNmT

[2] https://cutt.ly/mZdNNmT

[3] https://cutt.ly/pZdNZvI

[4] https://cutt.ly/iZd00Ln

[5] https://nwadacenter.org/topics/ada-title-ii-state-and-local-government

[6] https://nwadacenter.org/topics/ada-title-ii-state-and-local-government

Resilience: Continuity, Connections, & Adapting

I have read several articles about resilience over the last few months.  Dennis Rensel defines resilience as “continuity and recovery in the face of change”.[1]  In March of 2020 our lives irrevocably changed. Lockdown was imposed to limit the spread of COVID-19.  New York like many other states went into lockdown and “on pause”.  Our daily lives and routines were disrupted. City streets that were typically bustling with people became silent.  Businesses closed. Personally, I only ventured outside to go to my mailbox.  At the start of the Pandemic, I felt like I was living in the frame of a paused movie. 

Continuity is defined as maintaining an uninterrupted state of activity.  As days and then weeks passed after the initial lockdown, I found I maintained continuity by having a schedule and a routine. I woke up at a certain time.  I was fortunate that I could work from home.  I had phone calls to make and assignments to complete. I found myself applying principles from an article I read by Wendy C. Hildenbrand entitled “Let’s Start Here: Relationships, Resilience, Relevance.”  The article offers principles for adapting to change in personal and professional contexts. Ms. Hildenbrad’s article suggests that effective adaption includes developing and preserving social connections and relationships.[2]  Relationships in this context refer to family relationships, friendships, and acquaintances.

I had a list of people that I would contact and connect with on a regular basis. The connections could happen over the phone or over the computer.  I found that a simple ten-minute conversation provided me with a sense of relief, reassurance, and comfort. The topic of conversation was not as important as the connection.  In crises like the Pandemic social connections can help us to navigate through times of uncertainty and through fear of the unknown by offering mutual outlets of support and encouragement.

When the lockdown occurred, the healthy lifestyle I was trying to implement also went on pause.  I lost my resolve to eat healthy and exercise.  I felt a strong sense of apathy and indifference.  I needed time to recover my sense of purpose, focus, and determination. Staying connected to the people closest to me helped me to regain my sense of motivation to pursue my goals again. 

The experience of the Pandemic has brought up feelings of confusion, frustration, loss, and uncertainty.  Many of us are still trying to process the long-term effects and consequences that have resulted from the Pandemic. 

Ms. Hildenbrand’s definition of resilience includes the idea of “Persisting, adapting, and moving forward.”[3]  Resilience is about learning to positively adapt and respond to permanent changes including earth-shattering disaster, illness, separation, and death—but what do the principles resilience look like in practice?

The foundation of effective resilience and coping skills includes allowing for the space and time to process the breadth of changes that have occurred.  It includes developing and implementing positive strategies to take care of the mind and body.  Examples of positive coping strategies include practicing meditation, engaging in some form of exercise, and developing a network of social support.  

Continuity, connections, and relationships are important components of resilience.  There is a final component of resilience that I would like to introduce and emphasize.  Adapting to massive and permanent change means embracing a sense of hope despite facing adversity.  Hope emerges after a time of suffering.[4]  From hope, motivation is born. The combination of hope and motivation will support us to persist in times of doubt and uncertainty.

[1] Rensel, D. J. (2015). Resilience-a concept. Defense A R Journal, 22(3), 294+.

[2] Hildenbrand, W. C. (2019). Let’s Start Here: Relationships, Resilience, Relevance. AJOT: American Journal of Occupational Therapy, 73(6), NA.

[3] Hildenbrand, W. C. (2019). Let’s Start Here: Relationships, Resilience, Relevance. AJOT: American Journal of Occupational Therapy, 73(6), NA.

[4] Subandi, M. A., Achmad, T., Kurniati, H., & Febri, R. (2014). Spirituality, gratitude, hope and post-traumatic growth among the survivors of the 2010 eruption of Mount Merapi in Java, Indonesia. Australasian Journal of Disaster and Trauma Studies, 18(1), 19+