Hidden disabilities

Globally 1 in 7 people have a disability. 80% of those are hidden/ invisible (Hidden Disabilities Sunflower, 2022).

Hidden disabilities are illness, conditions, impairments etc. that are not immediately apparent or obvious that significantly impair normal activities of daily living. This includes autoimmune disorders, chronic illness, neurological, and visual and auditory disabilities.

Many people choose to stay silent, not disclosing their disabilities. This is due to hidden disabilities are difficult to recognise, understand and acknowledge. Hidden disabilities also may not present physically, leading to people with disabilities to be unfairly judged.

The first article is Erika England’s story. Erika suffers from Chronic pain which fluctuates every day, from being able to do physically demanding tasks (e.g. clean the house by herself) one day to needing help doing basic tasks (e.g. dressing herself) the next day. Erika’s condition is not isolated to pain either, as the pain can cause sensory and cognitive problems. As all her conditions are hidden, she, like many others are negatively judged due to their age and ‘healthy’ physical appearance and get labelled as ‘lazy’ or ‘faking’. Erika describes it as “being stuck between able and disabled” (England, 2020).

Her story and many more can be found on ABC News – ABC partnered with International Day of People with Disability to celebrate the 4.4 million Australians with disability.

We need to become more accommodating to the needs of people with a disability. In the workplace, we talk about inclusivity and diversity, however these talks tend to focus on gender, religion, and caring roles, and tend to exclude disabilities. According to the second article, Abney et al. (2022), many people cannot name a co-worker who is disabled. In our discussion, some members had actually shared their disability, something that was a surprise to some.

When disabilities are talked in the workplace, it tends to be narrow, focusing on the extreme end, or in the study centre focused on course design course design, accessibility of information, and specific paces. We forget the smaller or simpler accommodations that can be made available for individuals or the wider workforce. These include:

  • Specialised/ alternative workspaces/ desks
  • Adjustable working hours/ alternative schedules – These are already available for people in caring roles, so expanding it to include people who have anxiety attacks etc
  • Ergonomic keyboards and mice – These are helpful for people with arm and wrist disabilities. It can also prevent typing related injuries for other employees
  • Providing padding on the floor – To help alleviate back stress
  • Filters for computers, etc. – to help sufferers of migraines
  • Earplugs – to help those who are noise sensitive
  • Installing voice, text-to-speech and/ or speech-to-text software
  • Making meeting recordings available
  • Include closed captions/ transcripts

(Abney et al., 2022)

By making these accommodations available we could create a positive and accepting environment for everyone including people with disability, hidden or not.

Programs/ campaigns

Sydney Trains Hidden Disabilities posterThere are many programs/ campaigns that are raising awareness and advocating for people with disabilities/ hidden disabilities.

The “Hidden Disabilities Sunflower”, for example, uses the sunflower to raise awareness for those with hidden disabilities by discretely identifying themselves to people including staff, colleagues, and health professionals as someone who may need support, assistance or a little more time without having to disclose their invisible disability. This organisation operates in UK, USA, Canada, Australia, New Zealand, Netherlands, Belgium, Denmark, and Ireland and is recognised in over 50 countries world-wide. Many organisations have become part of the hidden disabilities network including airports, museums, shopping centres, councils, and as of 1 December, Sydney Trains.

References:

Abney, A., Denison, V., Tanguay, C., & Ganz, M. (2022). Understanding the unseen: Invisible disabilities in the workplace. The American Archivist, 85(1), 88-103. https://doi.org/10.17723/2327-9702-85.1.88

England, E. (2020). ‘Am I disabled today?’ How Erika finds strength and compassion by embracing her disabilities. ABC News. https://www.abc.net.au/news/2020-11-26/what-it-means-to-have-fluctuating-disability/12871698 

Hidden Disabilities Sunflower. (2022). Invisible disabilities. https://hiddendisabilitiesshop.com.au/au/insights/category/invisible-disabilities

Resources:

Ditching Dewey?

Dewey Decimal Classification System (Dewey/ DDC) is one of the essential tools libraries worlwide use to organise their collection.

DDC uses a series of numbers to describe the discipline/ field of study of an item, book, DVD etc. The system comprises of 10 classes/ disciplines (000-900), which each can be divided into 10 divisions, which each can also be divided into 10 sections, giving 3 whole numbers. Extra numbers, after the decimal point may be added to give greater detail such as topical, geographical or language aspects. For example:

900 History

990 History of other areas

994 Australian History

994.01 Early history to 1788

Like all systems, DDC is not a perfect, and has many issues including: being outdated, no flexibility especially to sensitive topics, not user friendly and productive for browsing, and elements of bias, sexism and racism.

A movement towards ditching DDC altogether (including the non-fiction collection) is one of the ways the libraries are doing to address these issues.

A few libraries such as Maricopa county (Arizona) and Greenwood (Indiana) in America, Markham (Ontario) public libraries in Canada, and Melbourne public libraries in Australia have removed DDC from all their collections, fully or partially and replaced it with a word-based/ subject-based classification system they created, inspired by the bookshops classification system (BISAC) and other libraries, as demonstrated by this week’s “article” (link below).

These libraries found that these changes made the collection user-friendly, made browsing easier and, changed the way borrowers interact with the collection thus increasing borrowing and their confidence.

Of course, as demonstrated by our discussion, not everyone is happy by these changes. Or noticed or cared if Dewey is used, or how it is used.

So does using or not using DDC to organise the library’s collections really matter, especially to borrowers, in the long run?

“Article” – WTHR. (2020, Feburary 5). Ditching the Dewey Decimal System. YouTube.

Zoom recording 19/08/2022

Web and document accessibility

Web accessibility is basically about equal access to the internet to all.

We tend to focus a lot on our students’ inability to access the internet and our online content due to lack of infrastructure (digital divide), environmental factors, the type of device and/ or language barriers. Thus, we overlook the potential factor of our student’s having a form of disability and learning difficulties (low vision, hearing issues, Dyslexia, etc.) and the need to use assistive technologies to content (eg. screen readers).

We also focus mostly on accessibility of the web and do not consider the accessibility of our documents and handouts, in which we, as educators primarily upload and share online.

Over 1 billion (15%) people in the world live with a disability:

  • 56.7 million in the US live with some form of disability in 2010
  • 4.4 million (18%) of people in Australia in 2018
  • Over 27 million (2.1%) of people in India in 2011
  • Approximately 85 million (6.5%) in China in 2018

With such big numbers, somehow this group have slipped through the cracks when it comes to accessibility.

According to the World Health Organisation, disability is higher in developing nations. So, we can assume some of our students or potential future students will have some form of disability, that they do not disclose or shared for many reasons including Visa requirements, discrimination, privacy etc.

Legislation such as Australia’s Disability Discrimination Act, 1992, United States’ Section 508, Rehabilitation Act and UK’s Disability Discrimination Act, 1995, also make it a legal requirement for websites, governments, educators etc. to provide accessible content.

Blackboard, like many Learning Management Systems (LMS) meet the accessibility guidelines. However, due to the documents and content we upload, the use of different components etc., the flexibility, consistency and accessibility it provides are compromised.

This can be linked to various factors including:

  • Lack of commitment, interest and compliancy to provide accessible content
  • Inadequate financial resources
  • Lack of knowledge of standards (WCAG, PDF/AU etc.)
  • Lack of knowledge of technologies and software tools (eg. accessibility checkers in Microsoft Word)

Making online content and documents accessible to those using assistive technologies, are also beneficially to the other students who do not use assistive technologies and/or do not have a disability. These includes:

  • Clear, uncluttered, and readable content for everyone
  • Maintaining standards and consistency of structure and material across all subject sites
  • Quality control, especially when some many teachers and staff interact with a site
  • Minimisation of duplication
  • Knowledge and being ahead of the game, in case Study Group or the study centre’s new partner enforces an accessibility policy as government and many companies, or there is a confirmed case of student needing assistive technology

It may just be a few adjustments to make the content or document to make it accessible.

Some simple guidelines to make the content online accessible are:

  • Using heading tags (h1, h2, h3)
  • Using alt tags correctly for non-decorative images and figures.
    For example: <img src=”library.gif” alt=”a front views of the Library of Congress”> not alt=”library”
  • Not using fixed/ absolute units for sizing fonts and other elements. Use % or em.
  • Not using link text “click here” or “read more”

Some simple guidelines to make documents accessible are:

  • Using Styles for headings
  • Using san serif fonts
  • Using and editing alt tags correctly for images and figures as these can be already generated. Mark image or figure if there are decorative.
  • Not using link text “click here” or “read more”
  • Formatting table correctly
  • Not using tables for page layout
  • Saving the document correctly. The video – Accessible PDF on windows or mac will show you have to save/ export the document as a accessible PDF.
  • Using the accessibility checker

Resources that can help in creating accessible content include:

A PD was suggested to highlight and address these issues and provide guidelines to improve web accessibility.

Article: Kurt, S. (2019). Moving toward a universally accessible web: Web accessibility and education. Assistive technology, 31(4), 199-208.

Zoom recording 21 January 2022

Charles Sturt University Access and Disability Services supports and assists students studying both on campus and online with physical or sensory impairments, medical conditions, learning disabilities or psychological conditions. To find out more and to register for their services, go to Charles Sturt University Access and Disability Services.

Artificial Intelligence in higher education

Artificial intelligence (AI) is increasing becoming part of our everyday lives.

AI is defined as “computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use if data for complex processing tasks” (Popenici & Kerr, 2017). Basically, computing systems that can learn from their own experiences.

Examples of current AI include email spam filters, chatbots, voice assistants, plagiarism checkers (Turnitin), predictive search, recommendations, filtering algorithms (Google, Facebook), and facial recognition.

What does this mean for education?
AI tools have a place and use in education. Turnitin, for example, is a tool used to detect plagiarism in student’s assignments. Through machine learning, it also can learn student’s writing style to detect contract cheating. In PowerPoint, the “Designer” tool can help students create dynamic slideshows while the “Rehearse with coach” tool can help students prepare and practice their presentations by identifying certain oral factors.

However, issues can rise as AI tools become “smarter” or more advanced. AI writing tools have been developed that can potentially write a whole assignment. The potential ramifications of the widespread use can be enormous.

Other issues discussed that may arise include:

  • Validity of sources
  • Authorship
  • Confirmation bias
  • Monopoly and influence by the “tech-lords”
  • Misinformation and disinformation

What can we do?
Suggestions that were discussed include:

  • Changing how we teach students – focus on the fundamentals before using/ introducing the AI tool
  • Be flexible or use other methods to evaluate skills and core competencies – move away from essay writing to reflection tasks, presentations, or other oral tasks.

Article: Popenici, S. & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and practice in technology enhanced learning, 12(22). https://doi.org/10.1186/s41039-017-0062-8.

Extra article: Emerj. (2020). Everyday examples of artificial intelligence and machine learning. https://emerj.com/ai-sector-overviews/everyday-examples-of-ai/

Recording 1st October 2021

Rethinking “international students”

On May 28th, Study Support and the Library discussed the concept of ‘international students’, and the comparison to domestic students in terms of experience and needs, as per article: Jones, E. (2017). Problematising and reimagining the notion of ‘international student experience.’ Studies in Higher Education, 42(5), 933–943.

The article suggests that the over-generalisation and assumptions of international students is problematic as we focus on the student’s shortcomings and ignoring any positive contributions. This, in turn, may reinforce negative stereotyping, and racial behaviour.

These assumptions also “fail to recognize the commonalities between international and domestic students” (Jones 2017, p935). Jones (2017) has categorised a wide range of range of factors, tabulated on pages 937-939, that contribute to the experiences of international students and except a handful, are shared by domestic students.

There is no basis in dividing international students from domestic students. Domestic students come from diverse cultural backgrounds, regardless of whether they were born in Australia or not, as well as various educational background. This does not translate to academic success. If fact, domestic students may struggle more in university as it is assumed they know academic writing and other academic skills, and thus have limited support in these areas.

 

Charles Sturt Study Centre deals with international students only, so these tensions and comparisons tend to be limited. Support, services, and programs are created with the mindset of ‘everyone is equal’, regardless of origins and educational background, which in turn creates a safe learning environment.

However, there seems to be a disconnect, at times, between the Study Centre and Charles Sturt University (main campus), as their main focus, like many universities, is on domestic students. This has resulted in:

  • Inappropriate/ irrelevant messaging
  • Emphasis on certain topics, such as Academic Integrity, and not extending/ further developing it to cover the skills
  • Some materials not translating very well with our students.

 

Recording of the discussion

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