Uncovering the Accessibility Concerns on the Washington State University Vancouver Campus
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The goal of this study is to discover some of the barriers on the Washington State University Vancouver (WSUV) campus that impede differently-abled students from reaching their full-academic potential. Through this research the data revealed factors that negatively impacted differently-abled students' ability to focus on their learning. Such factors included: limited access to restrooms, inaccessible classrooms and building entrances and exits. However, the data from this study suggests that the biggest obstacle impeding differently-abled students' success is time. The fact that became evident through this work is that differently-abled students have to spend extra time and energy planning for and dealing with everyday tasks such as accessing restrooms and getting to classes on time. These exaggerated time constraints can also cause differently-abled student to feel isolated on this campus. Taken together, the data from this study reveal a pattern of what I have termed, "ability microaggressions." On this campus, inaccessibility of resources, facilities, curricula, and a sense of belonging all weigh upon differently-abled students in such a way that keeps them from being able to fully focus on their education, which creates unequitable learning conditions.