Tag: Disability

Reflecting on the UAL Disability Service Webpage. 

I found UAL’s claims about embedding Inclusive Practices on the UAL webpage intriguing, especially in how they provide accessible tools and resources for dyslexic and disabled individuals. Recently diagnosed with dyslexia, I’m adjusting to new online working methods and am discovering the array of accessibility tools available. This awareness arose from my enrolment in this course. Without it, my staff status wouldn’t have made me eligible for assessment.

The UAL Disability Service Webpage showcases some accessible working tools. Examples include mixed mediums with videos paired with transcriptions, calming visuals, and links to external resources such as AccessAble (AccessAble, 2023). However, UAL’s stark black-and-white online branding sometimes hinders comprehension and navigation. This isn’t the case with all UAL platforms. For instance, the Access, Support and Facilities for Disabled Students at UAL downloadable PDF (UAL, August 2021) and Moodle offer customisation options like preferred display colours, text size, language, and font (Moodle, 2023). It was an enlightening experience discovering these tools during my dyslexia screening with a UAL advisor.

Yet, I question why such accessibility isn’t universally available across all UAL online communications or even offered to staff when grading via Moodle. Offering such features would significantly improve the marking process, especially for individuals like me. This creates greater difficulties for myself when considering the department’s marking requirements, where dyslexia isn’t accounted for in terms of workloads and teaching preparation. Additionally, it’s concerning that some long-standing tutors in the department aren’t mandated to provide formal feedback. When I sought clarity, I was simply told, “they are old school.”

Upon further exploration, I’ve identified discrepancies between certain aspects of the UAL PG Cert course and the primary UAL site. The language in UAL’s texts is notably dense, which could pose challenges for some users, particularly for disabled international students whose first language isn’t English (Odeniyi, V, 2023).

Given my experiences, I feel well-positioned to use the Disability & Dyslexia UAL webpage as a resource when working with students who have disabilities or learning difficulties. By sharing my journey with the site and detailing my screening and support sessions, I hope to instil comfort and confidence in them. It’s worth highlighting that many celebrated artists and creative thinkers, like Pablo Picasso (Succeed with Dyslexia, 2022), navigate the challenges of dyslexia.

Bibliography

AccessAble (2023), University of the Arts London (UAL). AccessAble Website. Available at: https://www.accessable.co.uk/university-of-the-arts-london-ual (Accessed 26/07/2023).

Moodle (2023), Homepage. Moodle Webpage. Available at: https://moodle.arts.ac.uk/login/index.php (Accessed: 24/07/2023)

Odeniyi, V. (2023), Reimagining Conversations. University of the Arts London. PDF (online). Available here: https://www.arts.ac.uk/__data/assets/pdf_file/0032/359339/Reimagining-Conversations_FINAL.pdf (Accessed: 24/07/2023).

Succeed with Dyslexia (2021). 4 Fabulous Famous Artists With Dyslexia. Succeed with Dyslexia. Available here: https://www.succeedwithdyslexia.org/blog/the-famous-artists-you-didnt-know-had-dyslexia/ (Accessed: 24/07/2023).

University of the Arts London (2021), Access, Support and Facilities for Disabled Students at UAL. PDF. (Online) Available here: https://www.arts.ac.uk/__data/assets/pdf_file/0023/30767/Access-Support-and-Facilities-for-Disabled-Students-at-UAL-PDF-302KB.pdf (Accessed 24/07/2023)

University of the Arts London (2023), Disability & Dyslexia. Available at: https://www.arts.ac.uk/students/student-services/disability-and-dyslexia. (Accessed 24/07/2023).

The #DisabilityTooWhite campaign, created by Vilissa Thompson, has prompted me to consider the intricate intersections of disabled, marginalised individuals of colour. This systemic lack of representation diminishes their visibility and significantly impacts their self-esteem and self-identification.

Integrating this interview and the hashtag into my teaching pedagogy could involve designing a project where fashion communication students must create a social media campaign with a core focus on addressing an audience that experiences a specific disability. This could enable the students to cultivate a well-rounded understanding of representation and inclusivity and foster improved consideration for accessibility within their work. An initial exercise for this would involve students analysing a chosen company’s social media content over a specified period and identifying the portrayal, and lack of, disabled PoC representation and accessibility tools.

The interview was published in 2016, almost a decade ago. Because of this, it makes me consider how the hashtag resonates today and question the progress made since then concerning intersectional identities and disability in our current social landscape. Incorporating Thompson’s comments on the backlash and the role of allies would further enrich our classroom discourse. Emphasising the importance of active listening, acknowledging privilege, and understanding the intricacies of allyship are points to note when discussing this.

More generally speaking, this movement will provide a tool to emphasise the role of digital advocacy in modern activism. Given my focus on sustainability, it’s crucial to take this on board moving forward. Using #DisabilityTooWhite as a case study, I could instigate more conversations surrounding how such movements can amplify marginalised voices, challenge the status quo, and drive societal change.

On a personal note, I admire Thompson’s unwavering commitment to addressing this void. Her endeavour is a reminder of educators’ crucial role in embedding diverse representation and accessibility into our curricula.

Even if accidental, the #DisabilityTooWhite campaign underscores the urgency to prioritise diverse representation of disability in our academic discourse.

Bibliography

Blahovec, S. (2017) Confronting the Whitewashing Of Disability: Interview with #DisabilityTooWhite Creator Vilissa Thompson. Huffington Post. Available at: https://www.huffpost.com/entry/confronting-the-whitewash_b_10574994?guccounter=1 (Accessed: 27 July 2023)