WEBVTT 1 00:00:55.980 --> 00:00:56.940 Daniel Nuss: Welcome everybody. 2 00:00:58.410 --> 00:01:13.650 Daniel Nuss: So happy to have you join us here today. My name is Danny us and it is an absolute pleasure to have this opportunity to host this exciting panel discussion on the topic of invisible disabilities erasing the stigma. 3 00:01:14.940 --> 00:01:22.290 Daniel Nuss: A little about myself here quickly. I am the Director of the Office of services for students with disabilities here at University of the Pacific. 4 00:01:22.710 --> 00:01:34.770 Daniel Nuss: I'm I've been fortunate enough to be in this role for the last 15 years and working with students in an educational setting is one of the most rewarding things I've got to experience in my life up to this point. 5 00:01:35.700 --> 00:01:47.160 Daniel Nuss: Today you are getting hear from some expert panelists and we hope to advance the discussion of diversity, equity, and inclusion on the topic of disabilities invisible disabilities. 6 00:01:47.670 --> 00:01:54.960 Daniel Nuss: And for those of you who know me. And those of you don't. It's always important to have a learning objective. So I want to start off 7 00:01:55.500 --> 00:02:01.500 Daniel Nuss: With kind of given a little outline of what the the learning objective of this panel discussion is here for today. 8 00:02:02.460 --> 00:02:19.890 Daniel Nuss: So as a result of this panel discussion participants will gain knowledge of the ways students or people with disabilities experienced inclusive it or lack thereof, and will learn specific ways to create a more inclusive environment. 9 00:02:22.500 --> 00:02:30.480 Daniel Nuss: Again, thank you for being here today and I would like to take a moment and introduce our expert panelists who have joined us here today to share some 10 00:02:30.870 --> 00:02:39.240 Daniel Nuss: Of their experiences professional development and words of wisdom that should help us all gain those skills to develop a more inclusive environment. 11 00:02:40.230 --> 00:02:59.220 Daniel Nuss: First, I like to introduce Maureen Elias Maureen is the Associate legislative director at Paralyzed Veterans of America, Maureen is also a veteran and a mental health provider who graduated from Bowie State and john hopkins University Maureen. Would you like to say hello to everybody. 12 00:03:01.530 --> 00:03:09.180 Maureen Elias (she/her): Hey everyone, it's a pleasure to have your time and attention tonight, and I look forward to learning with you and sharing some of my lived experiences. 13 00:03:11.430 --> 00:03:22.530 Daniel Nuss: Great. Thank you. Our next panelist Jillian Hall Julian as a 2013 graduate of University of the Pacific in speech language pathology. 14 00:03:23.610 --> 00:03:36.930 Daniel Nuss: And is also a current member on the Alumni Association Board and works for twin Rivers Unified School District as a program specialist in special education based in Sacramento, California, Jillian, would you like to say hello. 15 00:03:38.160 --> 00:03:50.070 Jillian Hall '13 (she/her): Everybody, I'm happy to be here today. And I love this topic and I love sharing things that I've learned in working with lots of my students who have invisible disabilities. 16 00:03:51.510 --> 00:03:52.440 Great, thank you. Julian. 17 00:03:53.670 --> 00:04:10.800 Daniel Nuss: And next up is Rachel Miyazaki also a 2013 graduate of University of the Pacific Rachel works for rooted in rights as the managing director based in Sacramento, California. Welcome, Rachel. And would you like to say hello. 18 00:04:12.240 --> 00:04:14.670 Rachel Miyazaki, '13 (she/her): Everyone. This is Rachel. We're actually based in 19 00:04:15.030 --> 00:04:18.690 Daniel Nuss: Seattle, Washington. Washington, that's my first mess up. 20 00:04:19.980 --> 00:04:26.820 Rachel Miyazaki, '13 (she/her): But I'm excited to be here, too. So it's a connect with folks from Pacific and share my lived experience. Thank you. 21 00:04:27.990 --> 00:04:28.920 Daniel Nuss: Great. Thank you, Rachel. 22 00:04:29.580 --> 00:04:37.980 Daniel Nuss: Um, I'd like to start off with just sharing a few statistics and definitions that will help guide this discussion, I feel a little better here today. 23 00:04:39.270 --> 00:04:44.220 Daniel Nuss: I like to start off and and share a little information about University of the Pacific. 24 00:04:45.000 --> 00:04:53.220 Daniel Nuss: As you saw from those wonderful slides at the beginning of the show, we do have three campuses, look at it in Stockton San Francisco and Sacramento. 25 00:04:53.880 --> 00:05:04.710 Daniel Nuss: Um, we have many graduate students, undergraduate programs. And it's important that I acknowledge here at the University of the Pacific. We have more than 600 students 26 00:05:05.040 --> 00:05:11.370 Daniel Nuss: Who have identified as having a disability, and I've reached out to register with the opposite Disability Services for support. 27 00:05:12.090 --> 00:05:25.980 Daniel Nuss: Now, many people I've talked to who are on campus, you do not see 600 people with disabilities. And the reason for that is most disabilities are actually invisible, not something that you can easily see or observe 28 00:05:27.900 --> 00:05:41.580 Daniel Nuss: And that will be an important part of today's discussion, because we want to bring attention to those disabilities and often unspoken challenges that arise without having them fully embracing the community. 29 00:05:43.110 --> 00:05:49.110 Daniel Nuss: So now I want to move on to just a few definitions that I think will help guide the discussion as well first 30 00:05:50.400 --> 00:05:58.950 Daniel Nuss: I want to talk about the medical model of disability. This might be a term that many of you have not heard before, but a medical model. 31 00:06:00.000 --> 00:06:18.630 Daniel Nuss: Essentially, is the idea that people with disabilities need to engage in some type of medical treatment, whether it's take a pill go through physical therapy counseling, whatever it might be to overcome the disability. So many people hold a medical model viewpoint, when it comes to disability. 32 00:06:19.650 --> 00:06:30.180 Daniel Nuss: I'd also like to just briefly mentioned the term able list or able his viewpoint and what enable his viewpoint really is is a form of discrimination or prejudice. 33 00:06:31.170 --> 00:06:43.830 Daniel Nuss: Against people with disabilities, and more specifically that in culture and bigger communities for it's the idea that people with disabilities are inferior to those without disabilities. 34 00:06:45.720 --> 00:06:53.970 Daniel Nuss: So that is just a little bit of a framework and and I'm going to hope that our panelists today share more information about their specific experiences. 35 00:06:54.420 --> 00:07:12.840 Daniel Nuss: Statistics that might be relevant in the work that they do, whether that be within education or nationally and but to help guide this discussion, we have a series of questions. And now I would like to turn these questions over to our panelists and and begin the discussion. 36 00:07:14.100 --> 00:07:15.720 Daniel Nuss: So here's your first question panelists. 37 00:07:17.520 --> 00:07:30.660 Daniel Nuss: As a disability service provider. I have witnessed disability related stereotypes in my day to day interactions. What are some common stereotypes or misconceptions about people with disabilities. 38 00:07:33.660 --> 00:07:35.370 Daniel Nuss: All right, Rachel. Would you like to start off 39 00:07:36.810 --> 00:07:44.610 Rachel Miyazaki, '13 (she/her): Sure. This is Rachel so you know as Daniel mentioned there's the medical model of viewing disability, which is 40 00:07:45.330 --> 00:08:01.380 Rachel Miyazaki, '13 (she/her): You know, the typical version where you see this is where people see disability as something to be fixed or cured. Something that disability itself is what causes people to be isolated. But what causes people to face barriers opportunities. 41 00:08:03.150 --> 00:08:16.230 Rachel Miyazaki, '13 (she/her): And another model that not many folks don't have is the social model, which, you know, just use disability as a natural part of the human experience. It's. It can be an identity and it can be something that's just part of your identity. 42 00:08:17.430 --> 00:08:36.600 Rachel Miyazaki, '13 (she/her): You know the barriers that disabled folks face. Aren't because of the disability itself, but because of the physical and socially constructed barriers that exists in our society because of able to see plants. So I think, you know, someone with invisible disabilities medical model is something 43 00:08:37.830 --> 00:08:48.180 Rachel Miyazaki, '13 (she/her): Interesting because, you know, for my conditions. There are things that impact my independence and my ability to do the things I wanted to do in life you know 44 00:08:48.930 --> 00:08:54.480 Rachel Miyazaki, '13 (she/her): And you know obviously for people with mental health disabilities. That's not something that you necessarily would 45 00:08:55.170 --> 00:09:04.230 Rachel Miyazaki, '13 (she/her): Like if you could fix that you would most likely want to fix it. But, you know, that doesn't necessarily mean that all folks with disabilities are ashamed of their just and, you know, 46 00:09:04.740 --> 00:09:13.740 Rachel Miyazaki, '13 (she/her): Even though I would like my disability CB fix. I'm not ashamed of having them. I'm not ashamed of identifying as someone with a disability. And I don't think that 47 00:09:14.730 --> 00:09:28.440 Rachel Miyazaki, '13 (she/her): You know, I think there's a misconception that people if you have a disability. People should pay you. And you know people say like, Oh, I don't know how you live like that like I couldn't do it. And, like, how is that supposed to make disabled people feel not not great. 48 00:09:29.520 --> 00:09:37.350 Rachel Miyazaki, '13 (she/her): You know, things like, oh, disabled people. You're so brave for doing something like going to the grocery store. If you use a wheelchair like 49 00:09:38.700 --> 00:09:57.390 Rachel Miyazaki, '13 (she/her): I, you know, the misconception that accommodations are special treatment, you know, especially for folks with disabilities that aren't apparent or aren't commonly known accommodations are just to let folks, you know, just to even the playing field or not something that is special for people 50 00:09:59.070 --> 00:10:04.650 Rachel Miyazaki, '13 (she/her): And I think the biggest thing for me is that, you know, even before I got involved in disability rights work. 51 00:10:05.400 --> 00:10:17.460 Rachel Miyazaki, '13 (she/her): The misconception that disabilities are kind of this either or, so you know someone that stuff. May you sign language, or may not, you know, someone that's blind may have some 52 00:10:18.150 --> 00:10:25.980 Rachel Miyazaki, '13 (she/her): Sort of vision or they may not, you know, and there's just such this huge diversity and spectrum of disabilities within the Community. 53 00:10:27.330 --> 00:10:37.650 Rachel Miyazaki, '13 (she/her): So for example, I have a friend who's low vision you she uses a white cane to navigate. But she also uses her phone and is clearly looking at her phone to use it. So, 54 00:10:38.160 --> 00:10:44.760 Rachel Miyazaki, '13 (she/her): You know, just because she has some vision doesn't make you any less flat part of the blind community or the disabled community. 55 00:10:45.420 --> 00:10:53.970 Rachel Miyazaki, '13 (she/her): And for myself, you know, I'm ambulatory I can walk, but I can't stand for long periods of time. And, you know, walking floors difficult for me so 56 00:10:54.480 --> 00:11:05.640 Rachel Miyazaki, '13 (she/her): So there's some times that I need to use a wheelchair and, you know, just because I get up and walk doesn't mean that I'm faking it or doesn't mean whatever you know we use these things because we need them. It's not 57 00:11:06.690 --> 00:11:09.690 Rachel Miyazaki, '13 (she/her): You know, it's not just people trying to use the system or whatever. 58 00:11:10.710 --> 00:11:11.610 Rachel Miyazaki, '13 (she/her): Yeah, excellent. 59 00:11:11.880 --> 00:11:14.040 Daniel Nuss: Um, Julian, would you like to add anything to that. 60 00:11:15.150 --> 00:11:34.500 Jillian Hall '13 (she/her): Yeah, Rachel. Thank you. I think that that really hits a lot of it. I was thinking some of the, some of them are wild misconceptions that I hear in my work with with teachers and other students that, well, you know, people with autism. They don't feel empathy. They can't feel people's emotions. 61 00:11:35.610 --> 00:11:38.730 Jillian Hall '13 (she/her): Because we we see in media sometimes 62 00:11:40.020 --> 00:11:51.330 Jillian Hall '13 (she/her): stereotypes of people with disabilities and that kind of bleeds into social conscience and so it's interesting to hear what average people might 63 00:11:51.810 --> 00:12:03.270 Jillian Hall '13 (she/her): Who don't work in the disability field might might truly believe or, oh, well, this student has ADHD. So they're not going to be able to ever sit still. Right. Are there. Yeah, so 64 00:12:04.560 --> 00:12:16.500 Jillian Hall '13 (she/her): Yeah, there's a lot of misconceptions out there. And I think that with invisible disabilities in particular it's easy for people to make assumptions that 65 00:12:18.390 --> 00:12:35.850 Jillian Hall '13 (she/her): People should be doing something based on how they look right. You should be able to to sit for the hour long class, you should be able to stand for that amount of time because they might look, whatever that means, like they should be able to do something. 66 00:12:36.990 --> 00:12:50.250 Jillian Hall '13 (she/her): And that's a big misconception that we need to fight that each person is an individual, and we need to we need to figure out what they as the individual need and what they what they can do. 67 00:12:52.650 --> 00:12:53.100 Daniel Nuss: Well, so 68 00:12:55.680 --> 00:12:59.400 Daniel Nuss: You're saying appreciate that Maureen. I'd like to give you an opportunity if you'd like to share anything as well. 69 00:13:00.210 --> 00:13:11.400 Maureen Elias (she/her): Thank you. I want a second what Rachel and Julian have already said, I also just want to make one clarifying point list I perjury myself. I'm not a graduate of Johns Hopkins, I did my clinical internship there. 70 00:13:11.910 --> 00:13:22.710 Maureen Elias (she/her): I would love to graduated from there. But, uh, I did not. So a lot of times when people look at me because I don't use any assistive devices. It's assumed that I'm physically typical 71 00:13:23.490 --> 00:13:29.730 Maureen Elias (she/her): In my personal life because of the extent of the injuries. I received when I was in the military. I actually have a handicap placard 72 00:13:30.240 --> 00:13:40.710 Maureen Elias (she/her): And when I use it. I get either these nasty notes on my car, like, you know, stop using your grandmother's plaque card or I get people who are bold enough to come up to me and yell at me. 73 00:13:41.070 --> 00:13:54.000 Maureen Elias (she/her): You know, how dare you fake your way into a plaque card and then even if I take the time to explain like Well, actually I'm a you can't see it, but I'm actually quite disabled and this is very difficult for me what I get, as 74 00:13:54.540 --> 00:14:08.430 Maureen Elias (she/her): We sure don't look disabled to me and I've had to actually kind of temper. My response to that because I used to get quite angry and offended and now I just, you know, try to assume positive intent and use it as a learning moment but 75 00:14:09.570 --> 00:14:21.330 Maureen Elias (she/her): Other times you know if I'm participating in a in a physical event, the assumption of other people. Could be that I'm lazy. So for example, we had a service project through a leadership program at my college 76 00:14:21.720 --> 00:14:30.780 Maureen Elias (she/her): And I had let them know ahead of time. I'm a person with a disability. Here's what I'm capable of doing. And here's the accommodations. I need if I'm going to do something else and 77 00:14:31.560 --> 00:14:39.600 Maureen Elias (she/her): When I showed up. They were moving 35 pounds cinder blocks from one side of the parking lot to the other, which, due to the nature of my disabilities was a no go. 78 00:14:40.080 --> 00:14:47.010 Maureen Elias (she/her): And so when I went up to the leader and said, Hey, here's what's going on. I was told, we'll just go stand over there and supervise 79 00:14:47.400 --> 00:14:53.730 Maureen Elias (she/her): You know how demoralizing was that for me, who wanted to participate with with my peers, because that's part of the bonding. Right. 80 00:14:54.390 --> 00:15:04.080 Maureen Elias (she/her): And interestingly enough, among the veteran community while we are people with disabilities. We don't always identify as a person with a disability. 81 00:15:04.560 --> 00:15:14.430 Maureen Elias (she/her): And it took me about three years of college to realize that the injuries. I had received in the military actually qualify me to receive accommodations in school. 82 00:15:14.790 --> 00:15:21.660 Maureen Elias (she/her): And I did way better. Once I was able to receive those commendations and then within the employment world. 83 00:15:22.500 --> 00:15:27.870 Maureen Elias (she/her): One of the very common misconceptions is that if you're a person with a disability, you're much more likely to miss work. 84 00:15:28.200 --> 00:15:37.950 Maureen Elias (she/her): Because of your health condition when actually with the right accommodations. Not only am I more reliable. But I'm more likely to stay with the company for a longer period of time. So, 85 00:15:38.280 --> 00:15:42.780 Maureen Elias (she/her): There's a lot. I mean, we could go all day, there's a lot out there, but those are some of the ones I wanted to bring out 86 00:15:44.730 --> 00:15:48.270 Daniel Nuss: Thank you. Thank you all. I appreciate it. And a lot of that gets back to right 87 00:15:48.540 --> 00:16:01.170 Daniel Nuss: What the goal of this conversation is is to identify ways of improving our steps towards providing an inclusive environment, whether it be education or a service service event as you described. That's excellent. 88 00:16:02.220 --> 00:16:04.050 Daniel Nuss: All right. Um, so the next question. 89 00:16:05.220 --> 00:16:18.120 Daniel Nuss: In what ways do these stereotypes exist within educational institutions and or your professional or personal life. What is the impact on individuals feeling included and what is the impact on students with disabilities. 90 00:16:20.070 --> 00:16:22.290 Daniel Nuss: Um, let's start this one with Jillian. 91 00:16:23.250 --> 00:16:33.690 Jillian Hall '13 (she/her): Yeah, I, I've kind of just like to start this off by saying I looked up. Just the other day, the high school graduation rates for students identified as having a disability. 92 00:16:34.320 --> 00:16:44.910 Jillian Hall '13 (she/her): Because I think that's a huge impact that we that we see is actually students making it through the educational system and getting their diploma and the most recent year available was 93 00:16:46.320 --> 00:16:57.240 Jillian Hall '13 (she/her): And students identified with disabilities had a graduation rate of 66.3% compared to the complete, total of 83% 94 00:16:58.800 --> 00:17:09.480 Jillian Hall '13 (she/her): We're losing a lot of students early on before they even make it potentially to the university level to access the accommodations your department provides Danny. 95 00:17:09.990 --> 00:17:22.110 Jillian Hall '13 (she/her): And I can only imagine what's what's happening there. I mean, I know firsthand. Some of it, but there. There's a big impact on on our folks with disabilities at all levels. 96 00:17:24.120 --> 00:17:24.840 Daniel Nuss: Absolutely. 97 00:17:24.870 --> 00:17:25.770 Daniel Nuss: Thank you so much. 98 00:17:26.430 --> 00:17:28.770 Daniel Nuss: Maureen. Would you like to add anything to this question. 99 00:17:30.510 --> 00:17:44.340 Maureen Elias (she/her): Sure. So one of the and Rachel touched on this a little bit. One of the issues I faced when receiving accommodations in college was that I was getting some sort of special privilege, especially because people couldn't see my disabilities. 100 00:17:44.940 --> 00:17:53.070 Maureen Elias (she/her): And so one example would be because of an injury from military I can't write very metal with with my right hand. 101 00:17:53.400 --> 00:18:03.360 Maureen Elias (she/her): More than two or three minutes and I end up with a cloth for the rest of the day or a couple of days. And so any handwritten essay tests. I have an accommodation that allows me to take on the computer. 102 00:18:03.840 --> 00:18:13.440 Maureen Elias (she/her): And well, I don't have to disclose that I have a disability to my peers. The professor's could have handled it better. So that I wasn't the only person in the room with a computer. 103 00:18:14.040 --> 00:18:24.480 Maureen Elias (she/her): The exception could be made for all of classmates to take the test on the computer. So I didn't feel so alone isolated as well as being judged by my fellow students thinking that I was getting special treatment. 104 00:18:26.700 --> 00:18:30.600 Maureen Elias (she/her): In the, in the service project that I mentioned, you know, 105 00:18:30.990 --> 00:18:40.980 Maureen Elias (she/her): Real accommodations allow someone to participate with their peers. And so what would have been more appropriate is to find something that I could have done so I could have participated with those in the service projects. 106 00:18:41.730 --> 00:18:48.840 Maureen Elias (she/her): I work in a national office and in that rise to that position. I've participated in probably eight different leadership and fellowship programs. 107 00:18:49.170 --> 00:18:56.370 Maureen Elias (she/her): And not one of them had accommodations. A lot of them required a lot of fast walking at a quick pace for a long period of time. 108 00:18:56.670 --> 00:19:09.780 Maureen Elias (she/her): Which because of who I am and the desire to be with the group, I would overextend myself and spend the next week bedridden or on the couch, because I had exacerbated my injuries so much. I wasn't really functioning anymore. 109 00:19:11.160 --> 00:19:19.080 Maureen Elias (she/her): As a, as someone who has a hard time navigating stairs I was in college and a building that was grandfathered in and didn't need a 110 00:19:19.740 --> 00:19:28.290 Maureen Elias (she/her): Elevator well my class was on the third floor. So I would have to leave a half an hour to 45 minutes of time to get up and down the stairs with appropriate breaks 111 00:19:28.620 --> 00:19:39.810 Maureen Elias (she/her): And let me tell you, I went to class, the day after I had my baby that was way worse. And so then I learned about accommodations and I asked for them and was moved to a class on the bottom floor. 112 00:19:40.200 --> 00:19:44.940 Maureen Elias (she/her): Well, I walk into class that first day and the teacher spends 10 minutes writing 113 00:19:45.360 --> 00:19:53.670 Maureen Elias (she/her): Who in the world moved my classroom because the other one was much closer to where he parked his vehicle and how humiliated and embarrassed. I felt 114 00:19:54.000 --> 00:20:01.140 Maureen Elias (she/her): When I was really just asking for something so I could participate with my peers and not be in class so exhausted and in pain that it was hard to focus 115 00:20:02.520 --> 00:20:06.240 Maureen Elias (she/her): So, you know, the college's can do a lot of things to make their 116 00:20:07.110 --> 00:20:20.310 Maureen Elias (she/her): Campuses, you know, more inclusive through design, you know, things like low physical effort doors are making sure that your doorways and hallways are wide enough to accommodate a wheelchair or you know that that elevator accesses there. 117 00:20:22.080 --> 00:20:33.390 Maureen Elias (she/her): I think just if we're always forward thinking and making sure that whatever we're doing, whether that be programming, whether that be activities is always thinking how can we ensure that persons with disabilities are included. 118 00:20:33.750 --> 00:20:41.610 Maureen Elias (she/her): That's what's going to lead to having a true inclusive community rather than it being an after effect or something that we always have to, oh yeah and add an afterword 119 00:20:43.980 --> 00:20:44.790 Daniel Nuss: Proactive 120 00:20:45.480 --> 00:20:48.690 Daniel Nuss: Yes, Rachel. Would you like to add anything to the conversation. 121 00:20:50.220 --> 00:20:59.880 Rachel Miyazaki, '13 (she/her): Yeah, I think, you know, a lot of the things that our society deems as professional culture or business culture are evil, as you know, there's these 122 00:21:00.480 --> 00:21:08.130 Rachel Miyazaki, '13 (she/her): Actually pretty silly rules for absolutely no reason, like for example you know because of my disability, which I mentioned, it's hard for me. 123 00:21:08.610 --> 00:21:14.700 Rachel Miyazaki, '13 (she/her): To stand for a long time. It's also hard for me to sit. If I'm not crossing my legs because my blood pulls down to my feet. 124 00:21:15.150 --> 00:21:22.020 Rachel Miyazaki, '13 (she/her): You know, if I'm at a business meeting or a professional conference, what does it matter if I'm crossing my legs if I'm there to 125 00:21:22.680 --> 00:21:27.870 Rachel Miyazaki, '13 (she/her): Do what I can tell you to do and I'm doing it with the right intention, you know, things like 126 00:21:28.710 --> 00:21:34.350 Rachel Miyazaki, '13 (she/her): You know, worrying and comfortable clothing because professional Clothing Fabrics usually give me sensory overload. 127 00:21:34.710 --> 00:21:42.150 Rachel Miyazaki, '13 (she/her): You know it does. It doesn't matter if I'm in a business suit or if I'm in something more comfortable. It doesn't really it doesn't affect the way that 128 00:21:42.570 --> 00:21:50.160 Rachel Miyazaki, '13 (she/her): I work with people. It doesn't affect me. It actually helps me work more efficiently, because I can actually focus on what I'm supposed to be focusing on. 129 00:21:52.110 --> 00:22:03.930 Rachel Miyazaki, '13 (she/her): And you know even doing presentations, you know, some people think it's weird to see someone doing a presentation. And we'll see it in like again. What does that matter when the content of the presentation is the same. 130 00:22:05.490 --> 00:22:13.260 Rachel Miyazaki, '13 (she/her): You know, I remember being in class, you know, someone having brain fog and, you know, having struggling with social anxiety back then. 131 00:22:13.980 --> 00:22:25.350 Rachel Miyazaki, '13 (she/her): And so many classes are based on discussion based participation, having to respond right on the moment, whereas you know when I took online classes for summer school when I had, you know, 132 00:22:25.800 --> 00:22:38.580 Rachel Miyazaki, '13 (she/her): It's still interactive through the online forums, but having time to think and process. And, you know, having less of that pressure of having to speak on the spot interest in their front of everyone and things like that. 133 00:22:39.780 --> 00:22:43.380 Rachel Miyazaki, '13 (she/her): You know, like we talked about most of the accommodations that people requests. 134 00:22:43.890 --> 00:22:49.920 Rachel Miyazaki, '13 (she/her): Aren't these huge difficult undertakings and aren't usually aren't that expensive either it can be something as simple as 135 00:22:50.340 --> 00:22:55.470 Rachel Miyazaki, '13 (she/her): You know, shifting hours. If you have worked hours like I have narcolepsy, and 136 00:22:55.890 --> 00:23:10.110 Rachel Miyazaki, '13 (she/her): You know, sometimes waking up being in the office by 830 when there's traffic when it's hard to wake up isn't realistic for me, but I still do great work when I'm able to be at the office or able to be at work, you know, 137 00:23:11.550 --> 00:23:24.480 Rachel Miyazaki, '13 (she/her): Yeah, and I think, you know, thinking about what marine talked about, you know, disabled students being forgotten or disregarded, even with serious things like emergency protocols that universities have for 138 00:23:24.870 --> 00:23:30.210 Rachel Miyazaki, '13 (she/her): You know inclement weather or fire drills or emergencies or even active shooter drills on emergencies. 139 00:23:30.660 --> 00:23:39.960 Rachel Miyazaki, '13 (she/her): You know, it's great to have the student clubs and the student service offices, but is the school really, you know, taking it's disabled population to heart. 140 00:23:40.710 --> 00:23:57.120 Rachel Miyazaki, '13 (she/her): You know, thinking about living in Seattle. I don't know about where y'all are out. But see, all three so much development every single day. All of these new buildings, but how many of those are accessible like very small percentage, if any, you know, same thing with school buildings. 141 00:23:58.260 --> 00:24:00.000 Rachel Miyazaki, '13 (she/her): Like there's so many things that 142 00:24:01.530 --> 00:24:12.600 Rachel Miyazaki, '13 (she/her): school administration can do to really show that they're there for they're disabled students and even for, you know, felt disabled family members of students that would like to be part of the process to 143 00:24:15.990 --> 00:24:16.860 Daniel Nuss: Great. Thank you, Rachel. 144 00:24:18.000 --> 00:24:25.110 Daniel Nuss: Okay, this next question we've already touched upon it, but I'm going to ask it in case any of our panelists want want to add a little bit further. 145 00:24:26.100 --> 00:24:32.250 Daniel Nuss: But diversity, equity, and inclusion conversations frequently failed to deeply explore disability and culture. 146 00:24:32.910 --> 00:24:46.290 Daniel Nuss: It is also true that many people without disabilities tend to have enable this viewpoint and or medical model of disability. To what extent are people with disabilities expected to overcome a disability to be truly accepted. 147 00:24:52.410 --> 00:25:11.670 Jillian Hall '13 (she/her): I'll talk a little bit about the autistic community because that's a population that I I work with a lot. And the reason that also that I'm saying autistic and not people with autism is that there's a large movement of autistic people who have said that 148 00:25:12.750 --> 00:25:27.180 Jillian Hall '13 (she/her): calling us people with autism puts our, our piece of our selves autism as a secondary thing that's attached to us rather than a part of who we are. 149 00:25:27.750 --> 00:25:42.210 Jillian Hall '13 (she/her): And there's there's a big push in the professional community to use person first language which you know is still appropriate, in some cases, I think. But there are lots of groups that are pushing for identity first language. 150 00:25:42.990 --> 00:25:53.160 Jillian Hall '13 (she/her): So I wanted to clarify that. Because that's something that sometimes upsets people when they hear autistic people because we're often taught at college to say people with autism. 151 00:25:54.510 --> 00:25:57.750 Jillian Hall '13 (she/her): But in the autistic community. We hear a lot about 152 00:25:58.890 --> 00:26:14.550 Jillian Hall '13 (she/her): People being taught to mask and to cover up their autism. Their, their selves, how that expresses for them in order to fit into the mold that community expects the community expects them to 153 00:26:15.660 --> 00:26:29.100 Jillian Hall '13 (she/her): We see that a lot of times autistic people are told, Well you need, we're gonna we're gonna write a goal for you to make eye contact. That's an expectation of society and so autistic people might grow up. 154 00:26:30.120 --> 00:26:41.700 Jillian Hall '13 (she/her): Thinking that they have to make eye contact when that's not comfortable for them. That's not something that they would normally do. It might even be harmful to them. It might cause anxiety. 155 00:26:42.210 --> 00:26:56.040 Jillian Hall '13 (she/her): And make things harder for them. And that's just one example of people being told that you need to change who you are to fit into what society expects 156 00:26:56.340 --> 00:27:12.180 Jillian Hall '13 (she/her): When kind of like Rachel said many times accommodations don't actually change anything. Does it matter if somebody's looking at you if they're still lit that they're still hearing you unable to participate in whatever is happening. 157 00:27:13.230 --> 00:27:26.970 Jillian Hall '13 (she/her): Not really. Um, so I think that's one area that the rest of us that maybe identify as being neurotypical to keep in mind when interacting with different people that 158 00:27:28.230 --> 00:27:36.090 Jillian Hall '13 (she/her): The person you're interacting with my might be masking or might be might be doing something that they've been told they're supposed to do. 159 00:27:36.660 --> 00:27:46.650 Jillian Hall '13 (she/her): And having conversations with people about what's comfortable for them and about how they want to present and how they want to interact is very beneficial. 160 00:27:48.960 --> 00:27:50.550 Jillian Hall '13 (she/her): It's great information. Thank you. 161 00:27:51.180 --> 00:27:51.660 I'm 162 00:27:53.040 --> 00:27:54.210 Daniel Nuss: Rachel, did you want to add anything 163 00:27:56.070 --> 00:28:07.590 Rachel Miyazaki, '13 (she/her): Yeah, I think, you know, like Julian mentioned, I think there definitely is a pressure, especially for people with invisible disabilities to hide or mask or symptoms and it's not just to 164 00:28:08.250 --> 00:28:14.040 Rachel Miyazaki, '13 (she/her): So we can fit in with the kids at school. And so it's also a survival tactic, you know, this follows us 165 00:28:14.670 --> 00:28:21.030 Rachel Miyazaki, '13 (she/her): Outside of just classes or school this is, you know, work life you know getting services and things like that. 166 00:28:21.480 --> 00:28:29.670 Rachel Miyazaki, '13 (she/her): You know, and I think every, every person even people that identify as disabled has their own journey with disability identity, but I think 167 00:28:30.360 --> 00:28:39.750 Rachel Miyazaki, '13 (she/her): Well, I would love is for everyone and anyone to show up an existed any space as their full self and not having to feel like they have to hide or 168 00:28:40.470 --> 00:28:50.820 Rachel Miyazaki, '13 (she/her): Reduce any part of their identity. So, you know, even for me. Just because I identify as being disabled. I shouldn't have to hide that if I'm in 169 00:28:51.510 --> 00:28:57.480 Rachel Miyazaki, '13 (she/her): By Popper, people of color spaces and things like that, I think, you know, rather than trying to 170 00:28:57.990 --> 00:29:08.100 Rachel Miyazaki, '13 (she/her): Pressure disabled folks to identify as disabled and be part of the movement or whatever, you know, maybe we should focus more on the environment that makes folks tend to 171 00:29:08.550 --> 00:29:15.060 Rachel Miyazaki, '13 (she/her): You know delve deeper into that disability pride or disability identity in the first place, and I think 172 00:29:15.660 --> 00:29:27.510 Rachel Miyazaki, '13 (she/her): You know having a rare early known visible disability is a double edged sword because it's easier for someone like me to pass as non disabled for a certain amount of time. 173 00:29:27.960 --> 00:29:34.920 Rachel Miyazaki, '13 (she/her): You know, so lots of times people say, Oh, don't let them know you're just be have a disability I need accommodations till after you're hired. 174 00:29:35.520 --> 00:29:46.380 Rachel Miyazaki, '13 (she/her): But for me, I don't want to work for a workplace that isn't going to accommodate it's disabled workers that clearly you hired for a reason. Whether or not you knew I needed accommodations 175 00:29:47.880 --> 00:29:55.200 Rachel Miyazaki, '13 (she/her): But I think it's harder for us. You know, sometimes to be accepted, when we request those accommodations, because you know 176 00:29:55.920 --> 00:30:07.230 Rachel Miyazaki, '13 (she/her): It's not just the people. It's not just professors, it's, you know, sometimes even medical providers. It's all the founding members that don't believe that we need things that 177 00:30:08.460 --> 00:30:18.540 Rachel Miyazaki, '13 (she/her): We need to do to be present and to be our best self in these places. And I think, you know, internalized able ism is still a thing that I struggle with, you know, and I think 178 00:30:20.010 --> 00:30:35.250 Rachel Miyazaki, '13 (she/her): You know, struggling to be kind to myself. I'm not pushing myself like this, is that me being lazy. This is me listen to my body and not you know feeding into the idea that, you know, able is capitalist society that I learned growing up. 179 00:30:36.660 --> 00:30:36.930 Rachel Miyazaki, '13 (she/her): Yeah. 180 00:30:38.910 --> 00:30:39.300 Rachel Miyazaki, '13 (she/her): Thank you. 181 00:30:39.390 --> 00:30:42.570 Daniel Nuss: And I believe Maureen, you haven't had a chance. If you'd like to add anything 182 00:30:43.500 --> 00:30:53.910 Maureen Elias (she/her): Sure. First, so much yes to everything that Giuliana Rachel have already said, I'm also the mother of three children with autism. So as you were talking, I was just like, yes, yes, yes, yes. 183 00:30:54.930 --> 00:31:05.100 Maureen Elias (she/her): One of the things I'd love to talk about since you brought this question up is something that still young, titled inspiration porn and something that I hate so much 184 00:31:06.180 --> 00:31:09.750 Maureen Elias (she/her): With a passion and that's where, you know, you take someone 185 00:31:11.280 --> 00:31:23.340 Maureen Elias (she/her): You're trying to create an uplifting moral message and it's usually aimed at, you know, evil people and you're objectifying persons with disabilities. And one of the best ones that I've ever. I guess the worst ones. I don't know. 186 00:31:23.940 --> 00:31:31.620 Maureen Elias (she/her): One of the most poignant ones I've ever heard is one by Scott Hamilton, where he says the only disability in life is a negative attitude. 187 00:31:32.190 --> 00:31:43.500 Maureen Elias (she/her): And I absolutely love when Stella young, who's a woman who uses a wheelchair to maneuver around says, Never once has smiling or thinking positively about have set of stairs, turn it into a ramp. 188 00:31:45.180 --> 00:31:55.680 Maureen Elias (she/her): And I just think that that's so fantastic that we really have to check the messaging that we're sending and making sure that not only is it inclusive, but we're not objectifying or 189 00:31:56.610 --> 00:32:03.690 Maureen Elias (she/her): Further stigmatizing that a disability is something that one has to overcome. It's something that we live with and 190 00:32:04.680 --> 00:32:10.560 Maureen Elias (she/her): There are positive and negative aspects to having a disability, you know, being someone with a TBI. 191 00:32:11.040 --> 00:32:22.470 Maureen Elias (she/her): Traumatic brain injury has forced me to be much more purposeful and organized in my life because otherwise I just descend into chaos. I'll lose my keys for a week and I actually had like eight pairs until I 192 00:32:22.890 --> 00:32:33.660 Maureen Elias (she/her): stopped trying to pretend that I didn't have a TBI and put into effect, those steps in those procedures that would help me better function within my environment. 193 00:32:35.340 --> 00:32:44.910 Maureen Elias (she/her): I think something else, like, you know, on a campus. Look at how inclusive, you are as a way to to you know how people feel more included 194 00:32:45.450 --> 00:32:59.310 Maureen Elias (she/her): Do you have promotional materials that feature persons with disabilities alongside persons that are able bodied, you know, do you have instructors that have disabilities do we see people who look like us, as you know, as students with disabilities. 195 00:33:00.330 --> 00:33:09.840 Maureen Elias (she/her): How accessible is your Student Disability office I it took me almost a year on my campus to find the office in the first place because it had to be a very different title than what I thought to look for 196 00:33:10.320 --> 00:33:22.350 Maureen Elias (she/her): The staff was never there. It was a very frustrating process. And when you have your student orientations are you including any information on where and how to access these accommodations 197 00:33:22.950 --> 00:33:29.520 Maureen Elias (she/her): You know, one of the funny things as a veteran, I was helping put together some some PSA is with psych armor. 198 00:33:29.790 --> 00:33:35.190 Maureen Elias (she/her): On how soon veterans can understand the value of higher education students with disabilities can understand 199 00:33:35.490 --> 00:33:44.700 Maureen Elias (she/her): The value higher education can bring but also in accessing accommodations, because in the military, your accommodations are your lodgings. That's where you stay 200 00:33:45.120 --> 00:33:58.710 Maureen Elias (she/her): And so they kept talking about accommodations accommodations and only because I'm a parent of special needs children did I know what they meant. And I was like, you have to change your language to make sure that the people you're talking to understand what you're talking about. 201 00:34:02.160 --> 00:34:12.510 Daniel Nuss: Wonderful. This is such great information that I myself and feeling inspired and I feel included in this discussion, and I would like to share that I am also a person with a disability. 202 00:34:13.050 --> 00:34:27.840 Daniel Nuss: And I broke my back and had a lifetime of challenges and and i also have gotten to the point, and I agree that I would never change it, it has given me a perspective in life that that I I value more than just about any of my other identities. 203 00:34:28.950 --> 00:34:29.400 Daniel Nuss: Okay. 204 00:34:30.660 --> 00:34:39.570 Daniel Nuss: Well, speaking of identities, a disability is only one part and not everything that makes a person. A person. We all have numerous identities. 205 00:34:40.200 --> 00:34:52.800 Daniel Nuss: What should the participants in this discussion understand about the intersection of disability and other identities, whether that be veteran race, age, gender, sexual orientation or any other identity, you can think of. 206 00:34:54.660 --> 00:34:59.610 Daniel Nuss: All right, well, Marina, since you're already up here and ready to go. Would you like to start this question. Oh, 207 00:35:00.930 --> 00:35:11.130 Maureen Elias (she/her): Sure, um, you know, I think, given the protests and what is going on with this nation. I think what we first when I first want to say is that is that racism is a disability issue. 208 00:35:11.580 --> 00:35:21.510 Maureen Elias (she/her): And I think sometimes those who are separated like Rachel talked about, I have to choose from, which identity and these identities intersect and, you know, race, gender, all those things. 209 00:35:22.800 --> 00:35:39.210 Maureen Elias (she/her): Almost 50% of people with disabilities are killed by law enforcement each year, specifically those who are disproportionately black indigenous Latino LGBT q plus anyone who belongs to those populations are 16 times more likely to be killed in an interaction with the police. 210 00:35:40.500 --> 00:35:49.560 Maureen Elias (she/her): When it comes to children, those same you know black indigenous Latino our LGBT Q children with disabilities are more likely to be restrained secluded 211 00:35:50.850 --> 00:35:53.640 Maureen Elias (she/her): Or being schools that criminalize their behavior. 212 00:35:55.170 --> 00:36:02.760 Maureen Elias (she/her): And then, you know, as we look towards Coleman and the the lives that we're losing that is taking the same communities because of structural racism. 213 00:36:03.570 --> 00:36:10.140 Maureen Elias (she/her): Including things like the higher rates of incarceration and and the centuries of an equitable and systemic health policies, there's 214 00:36:10.620 --> 00:36:19.050 Maureen Elias (she/her): There's so much to unpack here and there's so much work we have to do. And I think we're just now starting to have real honest conversations about what's needed 215 00:36:19.320 --> 00:36:31.140 Maureen Elias (she/her): What's happening and how we can just start to make this change better. I am going to throw a couple of links for people that want to learn more about intersections and disability in the chat room. If you want to look at those. 216 00:36:32.160 --> 00:36:33.930 Daniel Nuss: Please, that would be excellent Maureen. Thank you. 217 00:36:34.830 --> 00:36:36.300 Daniel Nuss: Rachel, would you like to add anything 218 00:36:37.170 --> 00:36:37.980 To this discussion. 219 00:36:39.270 --> 00:36:47.070 Rachel Miyazaki, '13 (she/her): Yeah, I think, you know, it's important to acknowledge that the disability justice movement which is separate and different from Disability Rights. 220 00:36:47.640 --> 00:37:01.050 Rachel Miyazaki, '13 (she/her): Is lead and founded by queer and trans disabled people of color, you know, they've been the forefront of even, you know, the mutual aid efforts that happened you know when the powers were shut off due to the wildfires and stuff in California. 221 00:37:02.700 --> 00:37:11.040 Rachel Miyazaki, '13 (she/her): And the reason why the disability justice movement movement was even forum is because disability rights movement and disability studies. 222 00:37:11.460 --> 00:37:18.090 Rachel Miyazaki, '13 (she/her): Don't inherently centralized the needs and experiences of flux with these intersections will oppressions, you know, even 223 00:37:18.780 --> 00:37:25.560 Rachel Miyazaki, '13 (she/her): Even now, you look at a lot of these big name Disability Rights Organizations, they're primarily white people and 224 00:37:26.310 --> 00:37:33.870 Rachel Miyazaki, '13 (she/her): Most likely, lots of most of them don't even have disabilities, you know, and that's just how power structures are currently in our society. 225 00:37:34.260 --> 00:37:46.860 Rachel Miyazaki, '13 (she/her): So I think it's important to recognize that even though there are wins quote unquote for mainstream society. There's still barriers that exists for disabled folks. So, for example, not many people realize that 226 00:37:47.550 --> 00:37:58.920 Rachel Miyazaki, '13 (she/her): Even with marriage equality, you know, social security, my marriage policies still prevent on dissuade disabled folks, even those and enabled relationships from getting married or even 227 00:37:59.490 --> 00:38:08.880 Rachel Miyazaki, '13 (she/her): You know, appearing even on social media to be in a relationship like that, you know, it's hard to believe that in 2020 you know you can't 228 00:38:09.330 --> 00:38:18.120 Rachel Miyazaki, '13 (she/her): Marry, and be with the person you love just because you're it. It's a risk to your benefits, but that's the reality and it's not something that's talked about a lot. 229 00:38:18.690 --> 00:38:30.480 Rachel Miyazaki, '13 (she/her): You know, and I think on that note, even if there are wins, even within and for the disability community, like, you know, the Americans with Disabilities Act. That's something, lots of people associate with disability rights. 230 00:38:31.050 --> 00:38:41.520 Rachel Miyazaki, '13 (she/her): But I feel like, you know, just because the laws and acted does not mean that you know implicit bias and discrimination are gone. Clearly, lots of that still exists for many people. 231 00:38:42.540 --> 00:38:52.110 Rachel Miyazaki, '13 (she/her): In society and, you know, we know this, not just from marginalized people sharing their stories, but there are so many statistics that that are evidence that show that 232 00:38:52.500 --> 00:39:01.890 Rachel Miyazaki, '13 (she/her): These systems aren't working for the majority of people in this country, you know, even as disabled woman of color with invisible disabilities. 233 00:39:02.280 --> 00:39:09.540 Rachel Miyazaki, '13 (she/her): Even something like when my insurance change this, and I have to find a new provider that traumatizing for me, you know, having to deal with. 234 00:39:10.170 --> 00:39:15.900 Rachel Miyazaki, '13 (she/her): You know, going to so many providers, trying to find an answer for what I'm experiencing, and I know something's wrong. 235 00:39:16.410 --> 00:39:24.750 Rachel Miyazaki, '13 (she/her): And to have a provider, say, Oh, you're too young for that, or you're just imagining it because you you young women are 236 00:39:25.260 --> 00:39:37.530 Rachel Miyazaki, '13 (she/her): You know, whatever. But, you know, things like that are you know as a disabled woman of color, it's already hard enough. And I feel like lots of people relate to this to find a mental health provider in general. 237 00:39:38.490 --> 00:39:45.570 Rachel Miyazaki, '13 (she/her): But, you know, especially to find a provider of color is really hard. You know, even in a diverse place like Seattle. 238 00:39:47.430 --> 00:39:56.010 Rachel Miyazaki, '13 (she/her): And yeah and you know in the workplace to there's so many instances where people are like, yeah, if there's injustice in the workplace, you can just speak up about it. 239 00:39:56.490 --> 00:40:06.300 Rachel Miyazaki, '13 (she/her): But I'm sure it's other people of color on the call can relate to. It's not that easy. You know, there's still implicit bias that could jeopardize either or 240 00:40:07.020 --> 00:40:14.190 Rachel Miyazaki, '13 (she/her): Be working because he used to work at the company or promotions and things like that. So this is these are things we always have to be 241 00:40:14.580 --> 00:40:23.580 Rachel Miyazaki, '13 (she/her): Calculating and weighing in our head, and these are things that lots of people don't have to, or never have had to think about and ever will need to think about, but I think 242 00:40:24.390 --> 00:40:36.990 Rachel Miyazaki, '13 (she/her): These are reasons why it's important to include, you know, not just oh we have disabled representation. And that's it. But really trying to seek out those experiences and voices and opinions for multiplayer marginalized looks 243 00:40:38.850 --> 00:40:44.310 Daniel Nuss: Great panelists. I hope you don't mind, I'd like to move on to the next question to 244 00:40:44.370 --> 00:40:46.110 Daniel Nuss: stay within our time frame here. 245 00:40:47.370 --> 00:40:51.270 Daniel Nuss: And and Jillian I will give you a chance to add more, if you will, but I think 246 00:40:53.010 --> 00:41:00.480 Daniel Nuss: I think it's time for this, keeping in mind that that our participants in the audience here today are largely made up a faculty 247 00:41:00.990 --> 00:41:07.830 Daniel Nuss: students and community members but and all and really affiliated with a university in one way or another. 248 00:41:08.460 --> 00:41:23.370 Daniel Nuss: So, what suggestions do you have for the folks today on specific actions they can take to help create a more equitable and inclusive environment for people, or for students with disabilities are there communication strategies that would help demonstrate inclusive it 249 00:41:25.110 --> 00:41:26.010 Daniel Nuss: Would you like to start Julie. 250 00:41:27.300 --> 00:41:34.740 Jillian Hall '13 (she/her): Yeah, I, I kind of want to piggyback off what marine was talking about earlier in that from the beginning, we need to think 251 00:41:35.640 --> 00:41:50.670 Jillian Hall '13 (she/her): More broadly about needs in general and in education world. We talked about this concept as being Universal Design for Learning in that whenever you're creating something a class a program, whatever it is. 252 00:41:51.450 --> 00:42:05.580 Jillian Hall '13 (she/her): From the get go, you are considering the needs of everybody and you're designing it, with that in mind, so like marine was talking about how kind of ostracizing. It was to be the only one typing her test. 253 00:42:06.060 --> 00:42:16.530 Jillian Hall '13 (she/her): That when you're designing assessments, you might be, you might have multiple options available to students, you might have a traditional pen and paper tasks for people 254 00:42:16.890 --> 00:42:30.660 Jillian Hall '13 (she/her): That are not good at typing and that fine motor movement is a challenge for them. You might have an online assignment that is only multiple choice because some that might be a way that somebody can demonstrate their knowledge best 255 00:42:31.110 --> 00:42:39.540 Jillian Hall '13 (she/her): But by turn you might also have an assessment that's only free response because we know that some people really can't demonstrate their knowledge just through multiple choice. 256 00:42:39.990 --> 00:42:52.050 Jillian Hall '13 (she/her): And then you might also offer a project based example because we also know that for some people more of a formal standardized measure is not, they're not going to be able to show that they've demonstrated mastery. 257 00:42:52.650 --> 00:43:09.630 Jillian Hall '13 (she/her): Because that's ultimately what anybody any professor or teacher is getting at when they're giving tests is they want to make sure their student their students learn something and took something away from the class, but does it have to be 100 questions, multiple choice tests, but 258 00:43:10.740 --> 00:43:19.260 Jillian Hall '13 (she/her): I would argue that there's lots of ways to assess knowledge beyond some of the traditional things that we see in both primary in and higher education. 259 00:43:19.740 --> 00:43:29.250 Jillian Hall '13 (she/her): And so I really encourage any faculty here today. If you're not familiar with the principles of universal design for learning to please 260 00:43:29.790 --> 00:43:38.280 Jillian Hall '13 (she/her): Investigate there's so many good resources online just Google it and you will get a treasure trove because we want to be designing 261 00:43:38.730 --> 00:43:53.100 Jillian Hall '13 (she/her): Our courses and our interactions with students from the get go to be as inclusive as possible and are lots of resources to do it. It's different than what a lot of folks are used to, but it can be done. 262 00:43:55.500 --> 00:44:05.970 Daniel Nuss: Wonderful. Um, Maureen. Would you like to add anything about specific actions or suggestions to create a more inclusive and equitable environment or community. 263 00:44:07.650 --> 00:44:15.990 Maureen Elias (she/her): Sure. I feel like Julian nailed like one of the most important things. But, um, and I've already given some suggestions. But one thing I'd like to add is remembering 264 00:44:16.410 --> 00:44:29.130 Maureen Elias (she/her): Other roles that persons with disabilities play when planning programming or classes this you know i'm not just a person with a disability, but I have children. I have a husband. I'm a military spouse. We move all the time. 265 00:44:29.520 --> 00:44:40.500 Maureen Elias (she/her): You know, keep those other roles and facets of our life in mind as well as you design you know curriculum and activities to make sure that I am able to be there and be present. 266 00:44:41.850 --> 00:44:43.440 Maureen Elias (she/her): Would probably the only thing I would add 267 00:44:44.790 --> 00:44:46.380 Daniel Nuss: Thank you so much, appreciate it. 268 00:44:46.950 --> 00:44:48.180 Daniel Nuss: Rachel, would you like to add anything 269 00:44:49.680 --> 00:45:00.300 Rachel Miyazaki, '13 (she/her): Yeah, I think, you know, when I heard this question. I was thinking about like specific, you know, specific things folks could do. But I think what it comes down to is just building those 270 00:45:00.810 --> 00:45:09.840 Rachel Miyazaki, '13 (she/her): Authentic mutually beneficial relationships with disability community, you know, don't do it because you feel bad, or you've pity disabled folks and 271 00:45:10.290 --> 00:45:15.630 Rachel Miyazaki, '13 (she/her): On the other hand, don't do it to make yourself feel good or look good, or at ever do it because you know 272 00:45:16.020 --> 00:45:24.180 Rachel Miyazaki, '13 (she/her): You have been sincere interest to ensure that every single student that comes to this institution succeeds, you know, regardless of how they move throughout the world. 273 00:45:24.810 --> 00:45:31.170 Rachel Miyazaki, '13 (she/her): And I think it's a Porsche and really cool to recognize that disabled folks are everywhere you know 274 00:45:31.830 --> 00:45:39.930 Rachel Miyazaki, '13 (she/her): Artists athletes sports clubs. Think about all the ways that you interact with people in general there's probably disabled folks that do that same thing too. 275 00:45:40.350 --> 00:45:57.090 Rachel Miyazaki, '13 (she/her): And I think, you know, even during Copa there's a ton of, you know, people I follow on Twitter, just to follow them and just so I can learn, you know, from those posts on conversations about what their perspective and is and what I can do as a better ally or accomplice to help them. 276 00:46:00.180 --> 00:46:07.530 Daniel Nuss: All right, thank you. Really appreciate that Rachel, I'm going to take just a moment. I think we may have a question from the audience. Um, 277 00:46:08.940 --> 00:46:24.300 Daniel Nuss: And so I'm going to, I'm going to open this up for our panelists as a student with a disability, how can one try to maintain a healthy mental state when trying to balance work, school and the challenges that come along with having a disability, especially right now. During coven 19 278 00:46:27.270 --> 00:46:31.560 Daniel Nuss: I'm Rachel, since you're up. Did you want to address this at all. 279 00:46:32.700 --> 00:46:39.900 Rachel Miyazaki, '13 (she/her): Yeah, I think you know someone that struggles with mental health disabilities to I think what's been really helpful for me is acknowledging like 280 00:46:40.710 --> 00:46:46.260 Rachel Miyazaki, '13 (she/her): The reality and validating my experience like this is hard. This is a hard time and these 281 00:46:46.590 --> 00:46:57.540 Rachel Miyazaki, '13 (she/her): systems and structures are hard. I was originally in the education program at Pacific, but I had to switch majors, because of the requirements that didn't work for me and how my body was, you know, and 282 00:46:58.710 --> 00:47:04.260 Rachel Miyazaki, '13 (she/her): You know, the simple fact of that it's not just me as a person. It's just these systems that 283 00:47:05.340 --> 00:47:15.240 Rachel Miyazaki, '13 (she/her): I can work towards to change. But it's not just me being a bad student or a lazy student or whatever. It's just circumstances has been really helpful. 284 00:47:15.780 --> 00:47:26.550 Rachel Miyazaki, '13 (she/her): I, you know, acknowledging that we're in a pandemic. I'm not acknowledging that things are just really stressful right now and you know it's fine to to feel those emotions and those feelings. 285 00:47:28.980 --> 00:47:32.250 Daniel Nuss: I'm great. Thank you. Julia, did you want to contribute. 286 00:47:33.180 --> 00:47:43.950 Jillian Hall '13 (she/her): Well I as somebody who doesn't have lived experience my contribution here is that I do know that there's a group at Pacific called active minds. 287 00:47:44.490 --> 00:47:54.060 Jillian Hall '13 (she/her): And I don't know if this person that asked the question is connected with them, but I might recommend them exploring that because I do know that that group is 288 00:47:54.360 --> 00:48:06.570 Jillian Hall '13 (she/her): dedicated to supporting students with mental health concerns and and providing peer supports there so specifically to Pacific. I think that would be a good, a good resource at the active minds club. 289 00:48:08.100 --> 00:48:08.760 Jillian Hall '13 (she/her): Wonderful. 290 00:48:08.790 --> 00:48:10.350 Daniel Nuss: Thank you so much for bringing that up. 291 00:48:10.800 --> 00:48:14.160 Daniel Nuss: Maureen. Did you want to add anything additional to the conversation. 292 00:48:15.210 --> 00:48:18.750 Maureen Elias (she/her): I'd love to expand a little on what Rachel shared 293 00:48:20.310 --> 00:48:31.380 Maureen Elias (she/her): One of those things is what we're going through right now. We've never gone through before. And there's this desire to like try to feel the right kind of way. 294 00:48:31.800 --> 00:48:42.810 Maureen Elias (she/her): And there is no normal to how we're supposed to feel right now. And what this is supposed to be like. And I think sometimes just giving yourself permission for things not to me. Okay. 295 00:48:44.340 --> 00:48:59.040 Maureen Elias (she/her): I you know I can be a bit of a perfectionist those dishes sit in that sink sometimes until there's flies like not that much because that's gross. But, you know, I've had to engage in a lot of self forgiveness, but also just acknowledging those feelings, I think, to 296 00:49:00.270 --> 00:49:05.190 Maureen Elias (she/her): You know as Jillian taught talked about seeking mental health. Right. 297 00:49:05.520 --> 00:49:15.690 Maureen Elias (she/her): There's so much stigma around going in for help. And, you know, even my own daughter had to seek out help recently. And she was so embarrassed. And I said, Sweetheart, if, if you had coven 298 00:49:16.050 --> 00:49:28.410 Maureen Elias (she/her): And you spent two weeks in the hospital. We would praise you for what a trooper. You were in for how you you've worked so hard to overcome this illness. Why do you think I feel any differently about you going into seek mental 299 00:49:28.410 --> 00:49:38.910 Maureen Elias (she/her): Health right you are a trooper. You are courageous and so when it comes to mental health. I think my one suggestion is is asked for help if you need it. 300 00:49:39.780 --> 00:49:44.460 Maureen Elias (she/her): No one needs to go through this alone. And don't be afraid to say what kind of help. 301 00:49:44.850 --> 00:49:53.850 Maureen Elias (she/her): You need. I think sometimes for me. I'm like, I need help. And then people, you know, with the TBI. People are like, I'll bring you dinner. I'll watch your kids. I'll go grocery shopping and I'm just overwhelmed and so it's like 302 00:49:54.330 --> 00:50:12.120 Maureen Elias (she/her): What I need is moving recommendations that are coming quiet or what I need is someone to tell me a nice calm drive that I can go on so I can just have a break from being mom working full time, you know, my husband is gone right now. So it's a lot. And so, asking for help. 303 00:50:13.170 --> 00:50:17.130 Maureen Elias (she/her): Normalizing going in for mental health because it's it's 304 00:50:17.610 --> 00:50:19.530 Maureen Elias (she/her): You know what your brain is Ellen and you can 305 00:50:19.770 --> 00:50:33.300 Maureen Elias (she/her): Go in and get better and stop treating it like it's something other than what it is, you know, and it's courageous and it's brave to get help. And that's how we're going to get through this together as people and as a community is is helping each other, and leaning on one another. 306 00:50:36.180 --> 00:50:38.580 Daniel Nuss: Yeah. Thank you. Thank you for sharing that. And 307 00:50:39.150 --> 00:50:43.920 Daniel Nuss: I remember way back, being a student with a disability and 308 00:50:45.450 --> 00:50:56.820 Daniel Nuss: And going into classrooms and there were always those faculty who would take it that extra step and communicate that level of inclusive inclusive it by encouraging students to come and talk to them. 309 00:50:57.390 --> 00:51:00.480 Daniel Nuss: And and through the syllabus and other approaches would say 310 00:51:01.020 --> 00:51:10.770 Daniel Nuss: Things like you may have some things going on in your life. I want you to know. I'm here for you. Come to my office hours and let's talk about it. And to this day, even 20 years later. 311 00:51:11.520 --> 00:51:21.030 Daniel Nuss: I will never forget some faculty because I got hurt when I was a college student broke my back and and it was a challenging time and it was difficult for me to reach out and 312 00:51:21.510 --> 00:51:34.920 Daniel Nuss: And ask for help, but I always want to remember those folks that encouraged it and we're truly demonstrating and inclusive and equitable approach and in stark contrast. I can remember those who did not and 313 00:51:35.940 --> 00:51:41.490 Daniel Nuss: And including times have been downgraded for not meeting those certain expectations. 314 00:51:43.440 --> 00:51:45.630 Daniel Nuss: So I appreciate all of you taking this 315 00:51:46.770 --> 00:51:55.050 Daniel Nuss: You know step to share some of your personal stories and makes us all a little bit vulnerable and and I can't can't thank you enough for that. 316 00:51:55.800 --> 00:52:04.800 Daniel Nuss: As our time is winding down. I want to just make another announcement to the participants. If anybody has a question now would be the time to go ahead and 317 00:52:05.850 --> 00:52:10.170 Daniel Nuss: Put that in the chat if you felt comfortable to do so I'm 318 00:52:13.890 --> 00:52:16.680 Daniel Nuss: There might be a hand raised. Is there a way of 319 00:52:18.120 --> 00:52:26.010 Daniel Nuss: I see Elizabeth trainer has raised a hand and Elizabeth. If you feel comfortable to unmute yourself you, you are welcome to make a comment or ask a question. 320 00:52:26.430 --> 00:52:39.480 Elizabeth Trayner: Sure. And thank you all for sharing everything that you've been sharing and I'm a huge fan of utilizing Universal Design when we're talking about our work, Danny and I have talked about it a lot, until I'm so glad that Julian discuss that. My personal favorite. 321 00:52:40.560 --> 00:52:49.650 Elizabeth Trayner: Universal Design option is when we're thinking about our hiring process. And this is just kind of a commercial to that I always provide the questions in advance for the 322 00:52:49.980 --> 00:52:57.690 Elizabeth Trayner: Candidates to refer to. And I find that that levels the playing field for a variety of reasons, but one of them is that it adds the added benefit of 323 00:52:58.140 --> 00:53:04.080 Elizabeth Trayner: A person not feeling pressured to disclose their disability as Rachel was alluding to so many people. 324 00:53:04.440 --> 00:53:11.880 Elizabeth Trayner: Encourage people not to share aspects of their identity through the hiring process for whatever reason, and so 325 00:53:12.240 --> 00:53:21.180 Elizabeth Trayner: I always also share information about Canada with candidates about how to access accommodations to the process to but and I was wondering if each of the panelists. 326 00:53:22.020 --> 00:53:37.470 Elizabeth Trayner: You all alluded to different ways that you implement UD in different ways you might not have use the words, but I was just wondering if you had any additional tips for folks, considering the implementation of UT within physical spaces classes programs services departments, etc. 327 00:53:41.940 --> 00:53:43.440 Daniel Nuss: I'm Julian, would you like to 328 00:53:43.710 --> 00:53:44.790 Daniel Nuss: Start off and address that. 329 00:53:45.540 --> 00:53:49.500 Jillian Hall '13 (she/her): Yeah, I mean that's that's such a good question. 330 00:53:51.210 --> 00:53:57.660 Jillian Hall '13 (she/her): I as a program specialist part of my job is to help teachers walk through their classrooms. Walk through their 331 00:53:58.890 --> 00:54:09.540 Jillian Hall '13 (she/her): Their lessons in their programming and make sure it's accessible. And I think the biggest thing is is training your brain to think more inclusively. 332 00:54:10.950 --> 00:54:20.790 Jillian Hall '13 (she/her): And picking it's easier for my teachers because they know their students and they can they can take on how their student is and think of them from that way. 333 00:54:21.510 --> 00:54:35.700 Jillian Hall '13 (she/her): But in a even broader sense of walk through your space and walk through your program mentally is if it's not physical and think about any potential barriers. 334 00:54:36.570 --> 00:54:43.830 Jillian Hall '13 (she/her): So both physical barriers in terms of not having accessible doors, having stairs having things like that walk through your buildings. 335 00:54:44.250 --> 00:54:57.000 Jillian Hall '13 (she/her): But walk through your programs. Think about starting from just the syllabus. Is there a way that the syllabus is structured that's would be more helpful. Could you include a calendar of when things are do 336 00:54:59.040 --> 00:55:08.670 Jillian Hall '13 (she/her): Walking through each each step in your course and identifying what those barriers might be for students and then brainstorming. 337 00:55:09.090 --> 00:55:19.890 Jillian Hall '13 (she/her): What are some ways that we could try and remove or lesson. These barriers as much as possible because even students without identified disabilities can still benefit. 338 00:55:20.370 --> 00:55:38.790 Jillian Hall '13 (she/her): If something is good for for people with disabilities. It's going to be good for the whole group and because even if you're not identified as having ADHD. We have people that still struggle with attention and considering those needs. It's going to benefit everybody 339 00:55:40.980 --> 00:55:42.420 Jillian Hall '13 (she/her): Excellent, excellent. 340 00:55:42.900 --> 00:55:44.190 Daniel Nuss: Rachel, would you like to contribute. 341 00:55:45.540 --> 00:55:53.610 Rachel Miyazaki, '13 (she/her): Yeah, I think, you know, when I think about universal design is one of the things I always think about is nowadays when I go to hotels, the showers that 342 00:55:54.360 --> 00:55:59.190 Rachel Miyazaki, '13 (she/her): Look like there's no barrier. It's just a floor, but somehow the water stays in the shower portion 343 00:55:59.790 --> 00:56:12.570 Rachel Miyazaki, '13 (she/her): You know, and that's like a luxury thing and I see it in high end houses too. But that's universal design, like, you know, people think about accessibility as something that's an eyesore or whatever, it doesn't have to be that way. 344 00:56:12.930 --> 00:56:20.460 Rachel Miyazaki, '13 (she/her): Like we can be creative and how we, you know, address these these these challenges. And you know something as simple as captions 345 00:56:21.000 --> 00:56:31.440 Rachel Miyazaki, '13 (she/her): You know I'm hearing and but I still use captions whenever they're they're available because it helps me process easier. You know, also have to keep rewinding the video because I didn't quite get 346 00:56:31.950 --> 00:56:35.880 Rachel Miyazaki, '13 (she/her): What was happening. And there's so many things in our society where 347 00:56:36.480 --> 00:56:44.850 Rachel Miyazaki, '13 (she/her): We think about them as just serving one population, but they actually serve a lot more books you know even going back to captions. You know, people that are 348 00:56:45.270 --> 00:57:00.600 Rachel Miyazaki, '13 (she/her): English language learners, they they're helpful things like you know curb cuts that folks was wheelchairs can use to go on the sidewalk. Think of all people that use strollers and think about the FedEx delivery person that has to deliver the packages like these are things that 349 00:57:01.830 --> 00:57:08.280 Rachel Miyazaki, '13 (she/her): aren't just for disabled folks, it's, it's for the whole community. And I think when thinking about these solutions. 350 00:57:08.820 --> 00:57:19.800 Rachel Miyazaki, '13 (she/her): You know, sometimes I see the tech people at these companies here. Do these immersive experiences about what it's like to be blind for an hour or like what it's like to be a wheelchair user for an hour, but 351 00:57:20.190 --> 00:57:28.650 Rachel Miyazaki, '13 (she/her): Why do that when it's not really giving you a true experience when you can just ask disabled folks what they think, you know, are the best solutions and again 352 00:57:29.100 --> 00:57:40.410 Rachel Miyazaki, '13 (she/her): You know there are folks out there, there are folks that happen folks out there that have been pushing for these changes that again aren't just for them personally. It's for the whole community. So, yeah. 353 00:57:41.040 --> 00:57:41.880 Rachel Miyazaki, '13 (she/her): Absolutely. 354 00:57:41.970 --> 00:57:45.690 Daniel Nuss: And Maureen. Do you have a quick thought on on this quest, or this topic. 355 00:57:46.140 --> 00:57:56.670 Maureen Elias (she/her): I do quite quick. I just want to brag a little bit about the organization that I work for Paralyzed Veterans of America, we actually have an architecture team that helps design and develop building codes and structures. 356 00:57:56.970 --> 00:58:01.380 Maureen Elias (she/her): To make sure that not only is it is it physically accessible but it's also beautiful 357 00:58:02.040 --> 00:58:12.690 Maureen Elias (she/her): You know, it's a heck of a lot cheaper to build with universal design in mind them to go back and remodel it because you jacked it up. So again, you know, less focus on the reactive and more focused on the proactive. 358 00:58:13.620 --> 00:58:23.310 Daniel Nuss: Wonder. Wonderful. Um, I just want to take a moment, I looked out and I realized we have about a minute and a half left of our time. And this has worked out perfectly. 359 00:58:23.820 --> 00:58:31.050 Daniel Nuss: And I can't tell you how much I appreciate all of all of the panelists taking time out of their busy schedules to come and share these messages. 360 00:58:31.590 --> 00:58:42.360 Daniel Nuss: With with our community here today. Again, remember it's all in the intent of trying to help provide a more inclusive, equitable environment for both students and people with disabilities and 361 00:58:43.320 --> 00:58:53.730 Daniel Nuss: A little final thought that I'd like to leave you with is earlier we heard from one of the panelists. I believe that don't don't give sympathy. Don't. That is that is not going to help anybody 362 00:58:54.300 --> 00:59:08.160 Daniel Nuss: And and so what is the answer, empathy, right, it goes back to social and emotional intelligence. If we can find a way to be empathetic and have that understanding the proverbial put ourselves in somebody 363 00:59:08.520 --> 00:59:15.360 Daniel Nuss: else's shoes, however you want to frame it empathy is what will help bridge these gaps and create a more inclusive. 364 00:59:16.230 --> 00:59:26.610 Daniel Nuss: Environment for us all and. And again, I just want to express my gratitude for the panelists and all of the participants who took time out of their day to join this conversation. 365 00:59:27.060 --> 00:59:39.180 Daniel Nuss: And and I hope it will make a difference in each of our individual lives and for the Pacific community at large. Again, thank you all for being here today. Be well be safe and carry on. Thank you so much. 366 00:59:41.280 --> 00:59:42.090 Jillian Hall '13 (she/her): Yeah.