Shared responsibility

Student in electric scooter receiving diplomaDisability is an aspect of diversity, but it is not always embraced in the same way as other aspects of identity. Even though disability is a part of human life that most of us experience at some point, we are not always comfortable talking about it.  Be aware that stereotypes and assumptions often factor into our initial impressions. Taking time to understand, and being open to listening, can make a big difference.

We all play a role

Survey results for 2015 and 2018
Respondents who report experiencing disability 2015 survey 2018 survey
Students 58%
526 of 903
44%
954 of 2,158
Employees 44%
285 of 651
35%
391 of 1,125

Source: PCC Office of Equity and Inclusion Campus Climate surveys

People are often surprised when they learn how prevalent disability is. The climate we cultivate, and the way we communicate, matters to so many people.  We all have a role to play in making PCC accessible and inclusive.
Do you perform any of the following tasks?  If so, it’s essential that you understand accessibility:

  • Create newsletters, forms, or digital materials
  • Plan events or configure spaces
  • Develop courses or workshops
  • Supervise the work of others

How you can help

Below are examples of how accessibility factors into your everyday work.

staff member typing on laptop next to service dog
In the work environment

Leaders and managers:

  • Instill a commitment to accessibility.
  • Recognize and value relevant skills and cultural competency.
  • Include disability-related professional development opportunities in strategic plans.
  • Understand the employee accommodation process and work with HR to provide adjustments.
staff member wearing headset with mic
In the recruitment and hiring process

Hiring authorities:

  • Describe job functions by what needs to be done, not the manner by which it happens.
    • For example, an employee may need to produce written materials, but it doesn’t matter if they use dictation software to do so.  It’s the ability to produce written materials that matters, not the ability to type.
  • Include preferred qualifications that relate to disability and accessibility when appropriate.
  • Encourage disabled job seekers by using language that shows our commitment to accessibility.

student reading enlarged text on display reader

In the learning environment

We want students to experience a straightforward process when using accommodations.  To make this happen, faculty and staff need to be ready to navigate the accommodation process.

Faculty and staff:

Department Chairs, Deans, and Managers:

  • Prepare to triage questions.
  • Support resolution of accommodation-related concerns.

Academic leaders:

  • Leverage data from disability services in program reviews.
  • Include disability-related professional development opportunities in strategic plans for departments and divisions.