During Disability Pride Month, Ruth shares her lived experience as a neurodiverse person working at the iHub. Ruth discusses how her experiences have shaped her understanding of accessibility and how the changes disability brings in both work and school environments are assets.
Written by Ruth Rodrigues, Research Lead, Master of Education, Social Justice Education
In the past I found it difficult to bring up accessibility at work or school. I’m neurodiverse with co-morbidities and I’ve received plenty of accommodation in school, but I felt uncertain of what to do in a workplace setting. It took a lot of trial-and-error to figure out what worked best for me, so I was worried I would have to start all over again to advocate for my access needs. It was by working at the iHub that I realized there were ways to empower people to address their access needs by expecting and welcoming them ahead of time.
Research at the iHub
During Disability Pride Month, I’ve been reflecting on my various workplace experiences. In the past it was a challenge to have my unique ways of working accepted at work, so I am thankful for experiences where my strengths are recognized. The work I do at iHub is especially important to me because it allows me to use my strengths while being open about my neurodiversity. iHub feels like one of the few places on campus that invites disability into its work.
I was not always vocal about being neurodiverse out of fear that people would judge me or be dismissive, but I began to be more open to discussing it while working at the iHub. I noticed how iHub leaders do accessibility checks and encouraged team members to email if further accommodations were needed. Later, while working on the Brave Choices – Student Journeys in Mental Health project, I understood how my requesting support can benefit students who don’t yet have the courage to do the same. Working on the Engagement and Belonging for Students with Disabilities report, I realized how important it is to be vocal about accessibility to demonstrate that disability is welcomed and anticipated. The work we were doing for students felt meaningful because it inspired readers to exercise their power and inspire social change.
Equity Designer vs Designer Ally
The iHub uses the Equity Design Collaborative’s concept of “Equity Designers” and “Designer Allies” to describe how design projects benefit from having a balance of people who identify with a community and those who can use power to support them, respectively. In the case of a report based on disability or mental health, the idea is to have people with connections to the issue play a supportive role (Equity Design Allies) and include people who belong to the community (Equity Designers) for their perspective. In the case of the Engagement and Belonging for Students with Disabilities project, the balance allowed Equity Designers to ensure the experiences of disabled students were properly represented while Equity Design Allies used their privilege to uplift the team.
The concept of having both Equity Designers and Equity Design Allies on a team meant a lot to me because it was the first time I felt that my unique experiences and perspective could be an asset, not a detriment, to the team I worked with. The concept of Equity Designers also meant that openly disclosing, when comfortable, that I was neurodiverse could be a strength that was important to share for the benefit of the project. Instead of contemplating whether or not I should self-identify for accommodation, I began seeing neurodiversity as a strength on a team.
Neurodiverse at the iHub
Since I’ve continued to work at the iHub, I’ve thought about what makes a workplace or school welcoming. What is it like to work and learn in neurodiverse-friendly places? Here is what I’ve learned I appreciate the most:
- Explicitly stating that disability is welcome in a workplace environment is impactful because it tells people you welcome the changes disability brings to the space.
- Taking time to discuss what is accessible or inaccessible in your space allows for taking action to be prioritized rather than putting it off for later.
- For example, when meetings start with where to find elevators or bathrooms, making sure there is a clear path for mobility aids, and where to find a quiet space nearby creates a welcoming and inclusive space.
- Taking proactive steps to anticipate both visible and invisible disabilities allows workplaces to build accommodations that don’t require people to disclose their disabilities.
- For example, providing printed copies of digital resources, incorporating alternative ways to participate in activities, and being mindful of noise and light are all common practices.
- Anticipating and valuing disability in the workplace as valuable demonstrates a dedication to accessibility that goes beyond words, evidence that the space is inclusive.
Once I started seeing my neurodiversity as a unique strength, I was more motivated to start a dialogue surrounding accommodations. I see making spaces accessible as more than a moral obligation because it highlights unique perspectives and strengths in the workplace that may otherwise be excluded. Because of my experiences, I’ve been more vocal and hope to create spaces where others feel like they are safe to disclose their disability or push for accessibility. I urge workplaces and community organizations to think about the points above. What do you imagine would be a way of improving accessibility in your own space? What role can you envision yourself taking on in creating more accessible spaces?
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