Implementing the importance of inclusivity

This year marks the 29th anniversary of the passing of the Americans with Disabilities Act (ADA). This act became law in July of 1990 to ensure individuals with disabilities are granted the opportunity to receive accommodations that facilitate the process of obtaining an education and their transition into the work force, etc. Despite the presence of the ADA, there is still a significant amount of progress to be made in ensuring that accessibility is not an issue for individuals with disabilities.

Democratic Rep. Jimmy Anderson of the Wisconsin legislature recently experienced some difficulty with obtaining sufficient accommodations in his area of work.

Anderson was paralyzed from the neck down due to a serious car accident which took place in 2011. His condition requires him to utilize a wheelchair. This presents a mobility and accessibility challenge for the Wisconsin Assembly; however, a challenge simply requires us to look at the given circumstances with a new perspective in order to provide equal opportunity for everyone.

In addition to political figures, students here at Viterbo seek accommodations in order to make the most of their experiences.

Jane Eddy, the director of the Academic Resource Center (ARC) on campus, stated, “an accommodation is never an advantage.” She then explained that the accommodations available for students with disabilities are solely meant to level the playing field and help to accurately show their understanding of the material presented in class.

These two stories help us to conceptualize and grasp the importance of allowing individuals with disabilities from various age groups to receive assistance if needed. One’s needs never go away, but if they are met, the individual is able to experience a wider range of opportunities.

To expand on this, I had the opportunity to participate in a group called the Penguin Project at my high school. This select group of thespians worked alongside the students and staff within the special education department and worked to introduce theatre to the students in the program.

As a student leader of the Penguin Project, I structured a rehearsal schedule for the students in the program. Then, over the course of the year, I worked with the members of Penguin Project put together a total of five musical numbers from Disney’s “Aladdin Kids” to feature in a showcase. Each number was accompanied by choreography for the students to get the experience of performing.

As a director, I saw the growth of each of the students over the course of the year. The progress that each of the students exhibited in terms of communication, coordination, and overall engagement exceeded my expectations. The Penguin Project offered each of the students the chance to experience the art of theatre and the connectivity that stems from being involved in an artistic process.

In a sense, the Penguin Project served as a unique outlet for the students in the special needs program to collaborate with their thespian peers and experience theatre whilst learning to embrace who they are.

This shows the nature of an accepting environment helps nurture the growth of individuals. If we were to halt the administration of services, programs, and accommodations for individuals with disabilities, it would prove to be more difficult for them to experience the same amount of joy which stems from the pursual of education, interests, work, etc. Instead, their energy would be directed to handling their given circumstances in addition to the task at hand.

In closing, I would like to follow the example of the previous editorial and promise to actively practice contributing to the positive elements of my community. By doing this, I hope to help others feel included because we all deserve to participate in a wide range of experiences and share our stories.