The View from Where I Sit

Tag: ability

  • Web accessibility, what does it all mean?

    Web accessibility, or e-Accessibility, is the inclusive practice of ensuring there are no barriers that prevent interaction with, or access to, websites on the World Wide Web by people with physical disabilities, situational disabilities, and socio-economic restrictions on bandwidth and speed.

    Misconception #1: web accessibility is about disability.

    It’s not. Web accessibility is about universality. It’s about making something that can be used by as many people as possible. Different environments, different devices, elderly, different cultural backgrounds, non-English speakers and impaired abilities. 11.2 million people in the UK, are registered as having a disability. Eighty-three percent of disabled people acquire a disability during their working life.

    Disabled people in the UK are estimated to have the spending power of at least eighty billion per year. The majority of disabilities are not visible. Less than eight percent of disabled people use a wheelchair. We need to make our websites easy to use for everyone, including the hearing impaired, those with limited mobility, those with reading difficulties and anyone using hand-held devices.

    So why do we do it?

    By making your content more accessible more people in more locations can read your information and they will understand it more easily.

    After all, you want everyone to get your message, right?

    Accessibility is also a legal requirement under the Equality Act of 2010.

    Misconception #2: web accessibility is not my problem.

    It is. Web accessibility is everyone’s responsibility. We’re all in this together what you do makes a difference.

    So what do people need?

    People need information that is easy to read that works on different devices and that is easy to navigate. It also needs good design and colour contrast, images and graphs that are described well, has video captions or transcriptions, has documents and attachments in a format that can be used by everyone everywhere. Remember what you do at the start makes it easier at the end and your content gets published faster.

    Misconception #3: web accessibility is hard.

    It’s not. Web accessibility is easy to learn.

    For more information about accessibility visit http://www.abilitynet.org.uk.

  • What does Independence mean to me?

    All throughout life, I’ve been encouraged and trained to be independent despite being diagnosed with Spina Bifida and Hydrocephalus at birth. Independence is important to me. This pandemic has actually caused me to live at a higher level of independence, especially, in relation to self care and health care.

    Some wheelchair users prefer their own independence because receiving help makes them feel more disabled than they already are. It’s partly about dignity and respect. Other times it can be about disability pride. Their disability pride can be fuelled by entitlement, and identity. Wheelchair accessibility is one right that wheelchair users are entitled to.

    Wheelchair inaccessibility causes one to be co-dependent. I experienced this in Bermuda. I also cannot claim benefits at all in addition to relying on family. Fortunately, wheelchair accessibility enhanced my Independent Living. I experienced this in England. Wheelchair accessibility causes one to be independent because you can access things without relying on someone. I also cannot claim benefits while living with family.

    For example, when I was eight years old, I got my first manual wheelchair. From that age, I was always encouraged to push myself instead of allowing anyone to push me. This reinforced my independence.

    Another level of independence that I’ve experienced was high school. During my first year of high school, the building was nowhere near wheelchair accessible so I required hands on support. However, while in my second year of high school, it was taken away from me. I did everything on my own without a Paraeducator, because, when I transferred to the new wheelchair accessible building, it was assumed that I no longer needed support. This wasn’t a smart move because I struggled under pressure, failed two subjects and had to do Summer School to catch up on credits. This also affected my G.P.A when I graduated. This was quite stressful and frustrating for me. I cried and complained to my parents so they met with the school to sort it it out.

    However, it made me more self aware and helped me improve time management. Having an extra pair of hands helped me to navigate the school faster.

    The next example was during the first semester of my first year in college. I took classes without learning support for fear that I’d have to pay for it, because I was being treated as an international student instead of a home student. Before my January exams, lecturers raised concerns about my grades and overall progress. When this was realised, I was given assistance from learning support without paying for it. But I must admit, that it made me more organised and it improved my study skills and habit.

    Another aspect of independence that I learned, especially in college, is speaking up for myself while living independently. I had to move to another country to further my studies due to wheelchair accessibility issues.

    During my first year of college, meeting with the learning support department was very frustrating. Communication between my lecturers and the learning support department always seemed disconnected. The week or day before my exams, lecturers always asked me what was the learning support plan for my exams. This stressed me out because after every meeting, they assured me that they would share our discussion with the staff members. This almost never happened and I found myself repeating all of the information just to ensure my needs were met. This took away from my personal study time.

    However, all of these experiences taught me how to advocate for myself and cultivated the desire to advocate for others with disabilities.

    Unfortunately, due to struggling to balance studies, personal care and health I got help from disability services. This came in the form of a social worker, carers, district nurses, and a GP, after my first year of college. I received these services because I started losing weight and getting pressure ulcers. This means I had to rely on people more to help me cope with the demands of life. They helped me with cooking, cleaning, laundry and sometimes shopping. It helped me to set my priorities straight and enhanced my independence.

    Independence means taking ownership, taking responsibility, and taking action. It’s all part of maturity and putting on my ‘big girl panties.’ This is what independence means to me!

  • DANNY TURNS DOWN THE….

    DANNY TURNS DOWN THE….

    By: Daniella Jade Lowe

    Danny was a young Para-Superhero. Nobody had seen or even heard of a neurodiverse superhero. He had an adaptive costume for all occasions. His wheelchair was faster than the speed of lightning.

    Being born as a Para-Superhero, made Danny quite the ‘oddball.’ He was birthmarked to defy genetic dispositions. He demanded respect wherever he went.

    As a Para-Superhero he always wanted to prove people wrong which made him ambitious.

    ‘A superhero is supposed to save the day,’ he thought.

    ‘How can I save the day as a Para-Superhero?’ Danny thought to himself.

    Unfortunately he inherited the nickname, ‘supercrip.’

    As Danny got older he could not tolerate the stigma that came with being a Para-Superhero. Too many titles from society caused him to lose who he was. As a result, he suffered an ‘identity crisis.’

    Danny already dealt with physical limitations. He didn’t want people’s labels too. It brought intersectionality to his personality.

    The mainstream world saw Danny as ‘privileged’ but ‘abnormal’ when all he wanted was ‘acceptance’ which often led to discrimination.

    ‘What is normal?’ Danny would think to himself.

    ‘Normal is the setting on a dryer!’ he concluded.

    This one stereotype has repeated itself so much that it resounds like a broken record to Danny.

    His mother reminded him, ‘It’s not about what they call you, it’s what you answer to!’

    Stereotypes were his handicap. Danny had two options, either take life lying down or be motivated to live up to his own goals and expectations. So he started a war on stereotypes with archetypes.

    This war included fighting against exploitation of disabilities, deformities, misconceptions, and negative portrayal of disabilities. ‘Disability is not a taboo!’ he said. Inclusion is not a delusion.
    • Heroes don’t need to overcome their disabilities.
    • Wheelchairs aren’t exclusively for older people.
    • We are not “inspiration porn”.
    • Who said you need to walk in order to be a hero?
    ‘Let’s have a ‘big conversation’ on stereotypes,’ Danny exclaimed!
    ‘Stereotypes exist, definitely, but that’s why we should listen to the individual voices of disabled people over non-disabled charity voices’ Danny said!
    Danny says, ‘Let me tell you how to deal with the terrible power of stereotypes.’ ‘Disable the label!’ Assumptions are lazy. Statistics should not affect status.
    • Change the stereotypes. Challenge the ‘status quo.’ Upset the fruit basket. Walk a mile in someone else’s shoes.
    • Buffer the stereotype threat through shifting self perception to positive self affirmation.
    • Reframe the stereotype threatening task as a challenge. See a stereotype as a chance to prove people wrong instead of getting offended over it.
    • Reinterpret the anxiety that comes with stereotype threats. In other words, ‘don’t take it personal’ and make bold steps to overcome them.
    And that’s how Danny turned down the stereotypes!
  • Models of Disability

    Models of Disability

    By: Daniella Jade Lowe

    What is Disability?

    Over the years, classifying and defining disability has become quite tedious. There are various examples to describe disability.

    Disability is seen as a ‘social construct.’ It is the idea that society and its’ institutions have the authority to construct disability around social expectations. In medieval times, disability was constructed around a person’s moral behaviour.

    Disability is defined as a physical or mental condition that limits a person’s movements, senses, or activities. According to an article I read from meriahnichols.com, ‘dis’ is another way of doing and being. The term disability is an ability to do or be in another way. The term disabled is an ability to do or be something, in another way-https://www.meriahnichols.com/3-reasons-say-disability-instead-special-needs/.

    Even though, I’ve only identified three models of disability, according to research there seems to be loads more.

    Models of Disability are tools for defining impairment and for providing a basis upon which government and society can devise strategies for meeting the needs of disabled people.

    Medical Model of Disability

    The medical model describes disability as a consequence of a health condition, disease or caused by a trauma that can disrupt the functioning of a person in a physiological or cognitive way.

    This model is a conceptualization of disability as a condition a person has and focuses on the prevention, treatment or curing of the disabling condition.

    Functional Model of Disability

    This model is similar to the medical model because it conceptualizes disability as an impairment or deficit. Disability is caused by physical, medical or cognitive deficits. The disability itself limits a person’s functioning or the ability to perform functional activities.

    Social Model of Disability

    The Social Model of Disability includes people’s views, opinions and attitudes. It has been the prominent approach to disability over the last 30+ years.

    It was developed by disabled people based on real life experience of discrimination, inclusion and challenging disabling barriers. It is outward looking and focused on the things in society that can be changed or improved, like, the environment, information, communications and people’s attitudes.

    It’s a problem solving approach which gives disabled people greater control over vital, even basic decisions, like, from what time to get out of bed on a morning to employability and education choices.

    This approach enables you to better understand how reasonable adjustments can be implemented. It also focuses on the things you can influence or change and promotes valued skills.

    In conclusion, the purpose behind the models of disability is to highlight the political struggle of disability. It analyzes the ‘problem of disability.’ It also affects policy making, so that we can make positive change in our society for people with disabilities.

    Since laws are already created to discriminate against disabled people by default, we need to make sure that the Social Model of Disability is pushed to ensure equality.

    For more information on the various models of disability, check out this website: https://www.disabled-world.com/definitions/disability-models.php.