Accessibility Awareness | Equal Access

Accessibility Awareness Quick Guide

Disability Basics

Recognize that most disabilities are less obvious and not easily visible.
Understand that disability often stems from environmental barriers—not the individual.
Disability can impact a wide variety of daily living activities and can fall into the categories of physical, psychological, sensory, cognitive, or learning. Some disabilities may fit into more than category depending on symptoms.
Know that disability can develop at any point in life.
Expect that someone’s experience of disability may change from day to day.

Language

Historically, disability terms emphasized deficiency, such as 'hearing impaired.'
Say “disability” instead of euphemisms like “special needs” or “differently abled.”
Mirror the language that individuals use when describing themselves. Use person-first (“person with autism”) or identity-first (“autistic person”) language based on the individual’s preference.

Accessibility versus Accommodations

The Americans with Disabilities Act of 1990 requires accommodations in higher education and workplaces.
The Individuals with Disabilities Education Act supported K-12 students, marking milestones in disability rights.
Design accessible environments proactively—with ramps, captions, templates—to reduce reliance on individual requests.
Aim to build in accessibility so that accommodations become less necessary over time.
Ask for accommodation requests. Provide accommodations when required—such as extended test time, captioning, interpreters, or alternative formats.

Barriers

Identify and remedy physical barriers such as stairs without ramps, broken door buttons, or lack of curb cuts.
Check for digital barriers like inaccessible websites, apps, kiosks, or documents.
Policies may unintentionally exclude, and social prejudice reinforces ableism in classrooms, workplaces, and healthcare.
Recognize that exclusionary language or assumptions can create interpersonal barriers.

Inclusive Practices

Don't make assumptions about someone’s ability.
Always ask before offering help—and honor the person’s response.
Treat service animals and mobility aids as extensions of the person; do not touch or move them without permission.
Use respectful phrasing and avoid outdated terms like “wheelchair-bound” or “hearing impaired.”
Focus on changing the environment instead of asking, “What’s wrong with you?”
Challenge ableist assumptions, such as the idea that people with disabilities are 'inspirations' simply for living daily life.
Practice questioning stereotypes and search out authentic voices of people with disabilities.

Building Equity

Invite feedback from people with disabilities about their experiences.
Use universal design by offering multiple ways to participate and engage.
Take advantage of built-in accessibility features such as captions and checkers before sharing materials.
Recognize that models of disability have evolved—from the medical model (fixing individuals), to the social model (societal responsibility), to the cultural model (disability as diversity).
Remember that accessibility is a continuous journey—not a one-time fix.

Campus Partners

Student Accessibility Services (SAS)
Academic, housing, and transportation accommodations for students.
Phone: 330-672-3391 | Email: sas@kent.edu
Web: /sas

Digital Accessibility Team
Support for testing and editing technology and content for better accessibility.
Phone: 330-672-2686 | Email: equalaccess@kent.edu
Web: /digitalaccessibility

Office of Equal Opportunity & Compliance (EOC)
ADA accommodations for employees and visitors, discrimination complaints, and compliance.
Phone: 330-672-2038 | Email: compliance_equalopp@kent.edu
Web: /people-and-culture/eoc

Center for Teaching & Learning (CTL)
Training and support for inclusive, accessible instruction and course design.
Phone: 330-672-2992 | Email: ctl@kent.edu
Web: /ctl

University Events & Conference Services
Space use and accessible event planning.
Phone: 330-672-3202 | Email: uecs@kent.edu
Web: /universityevents