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building, research lab, or field research site, such as a ship. A graduate student can only perform research in labs that they can access.
General Mobility Accessibility
As a faculty member, when building a new lab, it is impor- tant to design in a universally accessible way, especially for wheelchair users. This accessibility provides many more benefits than just for that one potential future person who uses a wheelchair. Anyone can acquire a physical disability at any age, and that person might be doing research in this particular lab now or in the future.
Having an accommodating environment is inclusive of anyone who needs access to a lab, including collaborators, lab assistants, or any staff or student who needs access to the space or tools within your lab space and yes, even for the faculty member. Many academics today do research even into their 80s. Many older people develop disabili- ties as part of the aging process, whether this means arthritis, eyesight disabilities, or needing to sit due to an inability to stand for extended periods of time.
Having to maneuver through an inaccessible lab space as a disabled person can be painful and even lead to acquir- ing more disabilities by extending the limits of one’s body. By designing every lab space with accessibility in mind, disabled people will be able to access this space and be included in research without being in pain or sacrificing more of their long-term physical health.
By ensuring that a lab is physically accessible, especially for wheelchair users, it is important to include bench space at chair height, with leg room underneath wide enough for a wheelchair, leg room under the fume hood rather than safety cabinets below, a lowered sink with leg room for washing labware, a separate lower handle for the emergency shower, and an extension pipe for the eyewash to incorporate leg room (Duerstock, 2014). It is also important to design the space with the width of a wheelchair in mind, so that the wheelchair users can maneuver easily through the lab (Duerstock, 2014). Pro- viding physical accessibility will also help anyone who needs to sit in a chair rather than stand when doing lab work and/or anyone who uses a cane, crutches, or rollator to move around.
Physical Accessibility Outside the Lab
Physical accessibility extends outside the lab as well. Here are some questions to consider when assessing the physi- cal accessibility of a research lab or classroom. Is there an automated door to the bathroom on the lab floor? Is the accessible stall in the bathroom actually large enough for a wheelchair user to turn around and close the door? Can a wheelchair user reach the soap dispenser and sink? Would a wheelchair user be able to get to the lab in your building and through the doors? Are there any stairs or steps within your lab space? Are all emer- gency exits accessible to individuals who use other types of mobility aids (e.g., use of windows and ladders for underground rooms)?
IK: “As someone who has invisible disabilities, I often notice when people are unaware of accessibility. Does the graduate program have a walking tour for incoming students and is that walking tour accessible? Are there accommodations or alternate routes available for tours? Does the lab pride itself on taking a hike every week, although this activity is not something in which every disabled person can participate?”
Although many abled people may consider these things to be a minor inconvenience, these are warning signs to dis- abled people that they have not been considered during the recruiting process and that they will likely face more barriers to accessibility in the future in that program.
Classrooms, Learning, and Accessibility
Most disability services in academia focus on classrooms. However, even accommodations in classrooms can be hard for disabled students to acquire without confusion or judgment from professors. Professors should not ask a student to disclose their disability when meeting about accommodations because this can make a student feel like they have to “prove” their disability.
Accessibility for Teaching
Another barrier to accessibility includes lack of captions for Zoom meetings. Software and course materials should be checked for accessibility with screen readers for people who are blind or have low vision. For people who have difficulty speaking due to anxiety, stuttering, or another disability, text answers
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