Starting a support group for students with disabilities

Recently, a student who uses a wheelchair was unable to access her usual classroom because of a newly built, inaccessible building at my institution. After coordinating with other staff, I managed to find a more accessible classroom for her, and she thanked me, saying that our efforts made her feel “less alone”. Her response stayed with me and made me reflect on the challenges students with disabilities face.

With a cohort of 80 students and a classroom always buzzing with laughter or chatter, the fact that anyone could feel alienated never even crossed my mind. How naive I was. The truth is, as lecturers, we know very little about the struggles our students face, particularly those with disabilities. 

While campuses are becoming more accessible, installing features such as elevators and ramps, universities often forget that students with disabilities also need emotional support. However, with strained budgets, it is not always possible to offer things like free counselling and staff training. Creating a student-led support group can provide an affordable way to build a supportive learning environment for students with disabilities. In this article, I share advice on how to start one. 

Getting buy-in from leadership

Academics in regions where equity, diversity and inclusion (EDI) are less prioritised need to be proactive in advocating for the establishment of a support group. To get campus leadership onboard in these instances, you can highlight Unesco’s concerns about EDI in Asia-Pacific higher education, which call for a system overhaul. 

Diversity and inclusion are key pillars of the UN Sustainable Development Goals (SDGs), particularly Good Health and Well-Being (SDG 3) and Quality Education (SDG 4). Framing conversations around these can strengthen your case.

Another option is to follow the example of institutions such as the State University of Surabaya (UNESA) in East Java, Indonesia. It created its own disability metrics, UNESA DIMETRIC, to measure its performance against several accessibility criteria. Using this system can demonstrate to leadership where your institution falls short.

Establishing a group 

Often, starting a support group only requires a petition and support from lecturers willing to oversee the activities. Academics interested in starting a group can begin by approaching existing student bodies and finding volunteers.

Next, decide on a title that best describes the purpose and activities of the group. For example, the University of Massachusetts Lowell’s group is called Disable the Label. It aims not only to support students with disabilities but also to combat associated stigmas. Discuss the aims of the group with members and establish its mission. This will help you to come up with a memorable and impactful name. 

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Recruiting members

The support group should be open to all students, regardless of whether they have a disability or not. Having an open-door policy will foster a diverse community and also support those studying courses such as health and social care, psychology and education. Disability studies is also a developing field in the humanities, and lecturers teaching relevant courses should encourage their students to join as well. 

Starting discussions

One of the main priorities of a disability support group should be empowering students to advocate for themselves. As such, topics of focus should include higher education and national policies that support students with disability. Use the group to help students gain knowledge about their country’s current policies and brainstorm practical ways to advocate for further improvements.

The group can also spread awareness about disability. Many students have a limited understanding of how to recognise and understand its various forms, which include invisible disabilities. In this instance, films and books that convey the struggles associated with specific disabilities can be valuable sources of learning. A support group can hold film screenings and discussions with experts to raise awareness. Films such as Wonder and Life, Animated capture how inclusive schools and society can create safe spaces for disabled students, for example. It is also important to find films made by and from the point of view of people with disabilities that authentically reflect the experiences of these individuals. 

In my English literature classes, we discuss well-known characters with illnesses and disabilities that are frequently left out of discussions, such as Captain Ahab in Moby-Dick and Beth in Little Women. When texts oversimplify disabilities or present them in a negative light, we discuss how this contributes to negative stereotypes and how we, as a community, can counter these stigmas. 

Think small

Student support groups often have limited budgets that prevent them from holding large events. Often, smaller, more intimate gatherings work just as well – if not better – for helping students feel supported, heard and included. Aim to hold small and regular events. A biweekly get-together with refreshments can work wonders to create a sense of community. Sometimes, the most important thing is to show up. 

Asri Saraswati is an assistant professor of English studies at the University of Indonesia.

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