Inclusion of persons with disabilities in the academy by Julio Garcia

As we enter the new millennium and review the progress made by individuals with d isabilities in joining the mainstream of American society, it becomes painfully obvious that much remains to be done. Legislation such as the 1973 Rehabilitation Act and the 1990 Americans with Disabilities Act have defined improved accessibility standards and required educational institutions and employers to provide reasonable accommodations to qualified individuals with disabilities. Equally important, these statutes also provide the legal base to petition the courts in cases of illegal discrimination. Many have already used the legal system or enforcement agencies such as the EEOC and the Office of Civil Rights Compliance to seek redress. The present state, therefore, is not due to a lack of definitions, rules, or laws.

Society's long held perceptions and stereotypes regarding persons with disabilities still play a major role, contributing to the problem. Helping to change these preconceived views is where academia must rise to the challenge.

The range of stereotypes and misperceptions cuts a wide path. In our society, many tend to overly dramatize normal, everyday actions of persons with disabilities, considering heroic such deeds as getting an education, raising a family, or holding a job. These accomplishments are considered heroic only because the individual carrying them out is a person with a disability. Others demonstrate their lower expectations by pigeonholing people into jobs or careers they consider appropriate for persons with disabilities. Others avoid any type of interaction with members of this group for fear of acting awkward or saying something that could be considered socially inappropriate.

The academy has a unique opportunity to help debunk these misconceptions. It can do so first and foremost by not only ensuring access to qualified persons with disabilities, but also by actively recruiting them. While the job of community agencies, working to train persons with disabilities to enter clerical or semi-technical jobs has its place, there is little doubt that the education, knowledge, and skills necessary to be competitive in the new millennium can only be found in institutions of higher learning. Persons with disabilities must strive to complete graduate and professional programs out of a sense of security. Whomever said, "You have to be better just to be equal," must have been thinking of persons with disabilities.

Administration, the faculty, and student affairs must also address other critical issues. Active and meaningful representation of qualified individuals with disabilities at all levels must be a goal of any progressive institution. Faculty must be prepared to respond to the learning needs of all students. They must also be encouraged to use different approaches to get the message across ­ no free rides ­ just sensitivity and a willingness to think "outside the box" while maintaining high expectations. Whenever possible, faculty must incorporate in the curriculum the contributions to society made by individuals with disabilities, i.e., Beethoven, Franklin Delano Roosevelt, and Steve Hawkins. Positive role models are critical to any group. The disability community is no exception.

Student activities must also integrate students with disabilities into the mainstream of student life. Activities such as Disability Awareness Week are always welcome--but there are 51 weeks remaining in the year, with a full schedule of events and activities for all students. Students with disabilities must be encouraged to participate in all activities and events: from student government to participating in and attending sports events.

The goal is to have students who are members of fraternities, who are representatives in student government, or who are members of the swimming team--and who also happen to be disabled.

Preparing students with disabilities for the rigors of the 21st century will not only help these individuals, but society at large. Increased interaction and participation on equal standing, based on mutual respect, will work to dispel stereotypes and misconceptions.

Laws and regulations provide the platform from which to demand equal opportunities, but it is the academy that can advance the social and economic changes that will lead to the full inclusion of persons with disabilities into the mainstream of American society.

Julio Garcia, Ed.D., is associate director of Equal Opportunity Programs at Florida International University.