https:\/\/codes.ohio.gov\/ohio-administrative-code<\/a><\/p>\n\n\n\nChapter 4112 (the chapter dealing with education) states\u2026<\/p>\n\n\n\n
It shall be an unlawful discriminatory practice for any educational institution to discriminate against any individual on account of any disability:<\/p>\n\n\n\n
(A) In admission or assignment to any academic program, course of study, internship, or class offered by the institution.<\/p>\n\n\n\n
(B) In permitting participation in any activity that is sponsored by the institution or that takes.<\/p>\n\n\n\n
place on property owned, operated, or controlled by the institution.<\/p>\n\n\n\n
(C) In the awarding of any form of financial aid or other benefits available to students.<\/p>\n\n\n\n
(D) In admission or assignment to housing or other faculty owned, operated, or controlled by the institution.<\/p>\n\n\n\n
(E) In awarding of grades or granting of certificates, diplomas, or degrees offered by the institution.<\/p>\n\n\n\n
Ohio\u2019s Social Programs<\/strong><\/p>\n\n\n\nOhioMeansJobs<\/p>\n\n\n\n
This program works with both Opportunities for Ohioans with Disabilities and Miami University. OhioMeansJobs assists all job-seekers, including the disability community, in gaining and keeping gainful employment. Many centers offer resources such as large-print or alternate-format materials, assistive technology, and wheelchair access. This organization was named as an assistant involved in the plans for the upcoming shift of the Hamilton Campus to the polytechnic model. They will be overseeing the project\u2019s compliance with the ADA\u2019s guidelines for building accessibility.<\/p>\n\n\n\n
Opportunities for Ohioans with Disabilities<\/p>\n\n\n\n
This state agency of Ohio is responsible for helping people with disabilities get jobs, keep jobs, and live as independently as possible. It is Ohio\u2019s official vocational rehabilitation and disability determination agency. Their tasks include job training, resume development, and enforcing worksite accommodations. They are also heavily involved in school-to-work programs such as Projects LIFE and SEARCH.<\/p>\n\n\n\n
College2Careers<\/p>\n\n\n\n
College2Careers is a disability assistance program that focuses on university students. They assist in transportation, interview practice, resume development, internships, help navigating benefits and resources, and job placement upon graduation. College2Careers also offer some financial support for students who qualify for their services. Wendy Taylor is Miami\u2019s College2Careers counselor for both Hamilton and Middletown.<\/p>\n\n\n
\n
A flyer for the OOD on a pegboard at the Hamilton Campus.<\/figcaption><\/figure>\n<\/div>\n\n\nAccommodations for Disabilities<\/strong><\/p>\n\n\n\nServices Provided<\/p>\n\n\n\n
Both Regional campuses provide the following accommodations to students upon proof (documentation, assessment) of disability:<\/p>\n\n\n\n
1. Extended time for tests and exams. According to the head of the Disabilities Department, Karen Yates, this is the most common requested accommodation.<\/p>\n\n\n\n
2. Recording devices with the understanding that this device is for this student\u2019s use only.<\/p>\n\n\n\n
3. Distraction-reduced environments for tests or note-taking.<\/p>\n\n\n\n
Campuses<\/strong><\/p>\n\n\n\nEach campus provides the following provisions.<\/p>\n\n\n\n
1. Transportation: The Butler County Regional Transit Authority (BCRTA), is a system of free buses available to both students and staff. Both Hamilton and Middletown have stops for the buses which arrive multiple times a day.<\/p>\n\n\n\n
2. Wide ramps and walkways are common on both campuses.<\/p>\n\n\n\n
3. Every building includes at least one automatic or motion-sensitive door.<\/p>\n\n\n\n
4. The parking lot is spacious, with many rows of accessible parking spaces surrounding the campus grounds.<\/p>\n\n\n
\n
A bus stop for the BCRTA transportation service outside of the Hamilton Campus.<\/figcaption><\/figure>\n<\/div>\n\n\nCampus Grounds<\/strong><\/p>\n\n\n\nThe two campuses are very different in terms of how they handle accessibility. Both are currently commuter campuses with no on-campus housing, and in terms of federal and state requirements, all buildings are accessible.<\/p>\n\n\n\n
The Hamilton campus is much smaller and on flat land, providing stable and level ground for those who need it. However, other areas, such as the path to the gymnasium or the brickwork outside of Phelps Hall, feature uneven or crumbling pavement in places. Throughout the Fall 2025 semester, the worst of the uneven brickwork outside of Phelps was blocked off by traffic cones and was repaired several weeks ago, making it much less of a hazard, in addition to looking much better. The abundance of trees on the campus can also feel crowded, and fallen branches in paths can lead to potential hazards.<\/p>\n\n\n\n
The Middletown campus is much bigger, with more space between the buildings. The campus is also on hilly land, creating many occasionally steep slopes. While the land is more open and with fewer trees to drop their branches, and the pavement is generally more well-kept, these footpaths are not without cracks or uneven portions.<\/p>\n\n\n
\n
Potentially hazardously cracked and uneven pavement outside of Phelps.<\/figcaption><\/figure>\n<\/div>\n\n\n
The Middletown campus is sprawling, though some brickwork needs to be redone.<\/figcaption><\/figure>\n<\/div>\n\n\nIn terms of transportation between the two compasses, even though they use the same bussing system, they are quite a distance away from each other. At least three bus shuttles are required to successfully travel between them, which can create anxiety if a bus were to be late or missed. Unfortunately, this particular issue is not currently within the university\u2019s jurisdiction.<\/p>\n\n\n\n
Student Services<\/strong><\/p>\n\n\n\nKaren Yates is the Student Disabilities Services Access Coordinator for both campuses. Her office on the Hamilton campus is located inside the Student Affairs office in Rentschler Hall. Her Middletown office is room 105 in Johnston Hall.<\/p>\n\n\n\n
Both campuses have tutoring centers, free access to mental health care such as therapists, a College2Careers office, gymnasiums for physical health, tutoring to those who need it, and (as previously pictured) a TRIO office. Nearly all of these services, with the exception of the gym, are located in a single building: Rentschler Hall for Hamilton, and Johnston Hall for Middletown.<\/p>\n\n\n
\n
The outside of Karen Yates\u2019 Middletown office.<\/figcaption><\/figure>\n<\/div>\n\n\nBuildings<\/strong><\/p>\n\n\n\nRentschler Hall is the most visibly accessible of the Hamilton buildings. Both the front and back entrances open up to stairs accompanied by clearly positioned ramps. While the two stairwells are much more visible, the elevator is located right beside the Student Affairs office.<\/p>\n\n\n\n
Inside the building are Academic Advising, tutoring services, the TRIO office, and Student Affairs. Student Affairs include mental health counseling as well as the offices of Karen Yates and Wendy Taylor. TRIO is a program Miami Regionals is fortunate to offer. For eligible students, it makes further assistance available.. Rentschler Hall keeps these offices more visible than the Middletown campus.<\/p>\n\n\n\n
Elevators are another consideration for those who may have disabilities. Every building has elevators, and in general Middletown seems to be faring better in this respect. The elevators at Middletown are roomy, clean, and steady, while at Hamilton this can vary. A couple of weeks ago, Rentschler\u2019s elevator broke down and took a few days for repair, and the elevator in Mosler Hall nearest the front door is small, and can sometimes feel slightly unstable.<\/p>\n\n\n
\n
An elevator right beside a stairwell at the Middletown campus.<\/figcaption><\/figure>\n<\/div>\n\n\nUpcoming Plans<\/strong><\/p>\n\n\n\nSeveral weeks ago, an open house was held in Mosler Hall concerning the architectural expansion of the Hamilton campus, as part of Miami Hamilton\u2019s planned shift to a polytechnic model. Perkins&Will is a major architecture and design firm that is currently slated to oversee the project. One clear focus is on sustainability, something the firm is known for, as well as insuring accessibility for disabled persons.<\/p>\n\n\n\n
One of the firm\u2019s partners on this project is OhioMeansJobs, so any new buildings to appear in the next couple of years will likely be accessible to all. However, this would greatly increase the size of the campus, and the possibility of on-campus housing is being considered, which would require a whole new set of accommodations and considerations.<\/p>\n\n\n
\n
Karen Yates, head of Disability Services for both of the campuses.<\/figcaption><\/figure>\n<\/div>\n\n\nInterviews<\/strong><\/p>\n\n\n\nAs part of an overview of how the Regionals tackles various issues and challenges related to providing accommodations to those who are disabled, the following questions were posed to various individuals. Their responses follow each question.<\/p>\n\n\n\n
1. How does your office ensure compliance with the Disability Rights Act, and what systems are in place to monitor that?<\/p>\n\n\n\n
Karen Yates, Head of the Disabilities Department:<\/em> It\u2019s understanding the law, learning what I can about the law, but it goes beyond that. I think of the law as a kind of base or framework that has to be individualized. Each accommodation I give is not as if you have one accommodation for every student; it applies the same as long as one qualifies for it. Is that how you meant to say that? You\u2019re just constantly applying the intention of the law. It\u2019s mostly understanding the law and then what the office of Civil Rights looks at is called the \u201cinteractive processes.\u201d It can\u2019t just be, \u201cYou get the accommodation and you walk away.\u201d If a student or faculty has a concern, there\u2019s this whole process of understanding what\u2019s going on. Is this disability related? Is this something that can be supported by the Tutoring and Learning Center? There\u2019s just a process with each one. When the student comes in at the beginning, I can look at their disability, everything they\u2019re eligible for, and that\u2019s setting them up, but ensuring that we\u2019re following the ADA requires an interactive processes.<\/p>\n\n\n\nWendy Taylor, College2Careers Counselor: <\/em>Opportunities for Ohioans with Disabilities (OOD)\u2019s mission is to empower individuals with disabilities through employment, disability determinations, accessibility, and independence. The Americans with Disabilities Act (ADA) is critically important to OOD because it provides the legal and ethical foundation for helping individuals with disabilities achieve meaningful employment and full participation in society. As Ohio\u2019s vocational rehabilitation agency, OOD helps individuals with disabilities, including college students with disabilities, get and keep employment that matches their skills, abilities, and needs. To accomplish this, OOD partners with all public universities and colleges, including Miami and Miami Regionals, to designate vocational rehabilitation counselors (VRCs) to help students with disabilities obtain internships, careers after graduation, or even entry-level jobs so students can pay their bills while they go to school.<\/p>\n\n\n\nTo ensure equitable access to our services, OOD provides reasonable accommodations such as American Sign Language (ASL) interpreters, large print materials, and assistive technology like speech-to-text software. We will also work with individuals in their preferred language. In addition to our vocational rehabilitation services, OOD leads Accessible Ohio, a program focused on improving accessibility in communities across the state. Regional Accessible Ohio Specialists help Ohio businesses, communities, venues, and attractions through education, consultation, and resources to identify barriers and establish goals for accessibility. <\/p>\n\n\n\n
If someone believes their rights under the ADA have been violated, OOD can help connect them with the appropriate resources. Individuals may pursue their concerns through OOD\u2019s appeal process or external organizations such as Disability Rights Ohio. <\/p>\n\n\n\n
2. What are some of the most common accommodation requests you receive, and how do you handle more complex or unique cases?<\/p>\n\n\n\n
Karen Yates: <\/em>The most common accommodation students receive is extended time on tests. Second to that would probably be support for note-taking. So, when the students come in, when we plan an accommodation, I take first documentation or diagnosis as given, but then I also go with the student\u2019s own report. Again, that\u2019s an interactive process, so I get the documentation and then I have an interview with the student, and we talk about it and the concerns they have. Based on that and listening for a block or difficulty myself, and determining if it raises to the level of a disability. For example, if someone says \u201cOh, I get anxious when I take tests,\u201d most people do. I don\u2019t know too many people who don\u2019t get anxious when they take tests, but does that rise to the level of a disability? So that\u2019s where I have to discern where that line is. If they meet a certain criteria, that\u2019s when I can give the accommodation.<\/p>\n\n\n\nWendy Taylor: <\/em>All OOD services are customized to the individual and what they need to get and keep a job. Sometimes we get requests for technology so they can read and write documents on their computer at work or to assist with accessible study materials for licensure exams. Other times, it is supports to keep their internship or job search on track through regular meetings with a job developer. Additionally, we connect students with OOD\u2019s employer partners, businesses that are committed to hiring qualified individuals with disabilities for their jobs. <\/p>\n\n\n\nWhen someone doesn\u2019t know what accommodations will address their need, we can bring in rehabilitation technologists to provide recommendations for accommodations that may work for that individual. <\/p>\n\n\n\n
3. How do you collaborate with faculty to balance academic integrity with accessibility needs?<\/p>\n\n\n\n
Wendy Taylor:<\/em> OOD works closely with Miami and Regionals Accessibility and Disability Services (RADS) to assist when a student has a disability-related need which falls into OOD\u2019s expertise. RADS has the expertise in academic accommodations and works with the faculty to implement them. RADS has connected me to internship and practicum supervisors when students are struggling with non-academic skills at their placement site. I have assisted internship or practicum supervisors with suggestions on how to help students be more successful in their placement. In a few instances, the student applied for OOD services to receive individualized job coaching to help complete their internship or practicum. <\/p>\n\n\n\n4. Have you noticed any gaps in awareness or communication between students and staff regarding available accommodations?<\/p>\n\n\n\n
Karen Yates: <\/em>Definitely. I have students that come straight from high school to college, and they think that if they have an IEP (Individualized Education Program) in high school, it automatically comes over, which it doesn\u2019t. Or students that did not have an IEP but would be eligible for accommodations once they get to college\u2014they don\u2019t know that either. Every now and then, I\u2019ll have faculty that will come to me and say, \u201cHey, I have a student who told me that they have anxiety and it\u2019s above what I see with my other students.\u201d So, sometimes faculty will refer a student to me, but I also have faculty that, even though they\u2019ve received a letter of accommodation, don\u2019t quite know how to apply it. There are things they need to put in their syllabus. check that I work with the Admissions office, and they try to do as much as they can, such as letting students know that there is a Disability Services office, to make sure that students who are eligible for accommodations are getting it.<\/p>\n\n\n\nWendy Taylor:<\/em> From my limited experience in this area, students forget to request their granted accommodations or to talk with their professors about their needs each semester. Regionals Accessibility and Disability Services has guides for students to follow on their website about how to request accommodations, as well as for how faculty can provide those accommodations. If a student needs help to learn how to advocate or feel comfortable advocating for themselves, OOD can connect them with self-advocacy skills and resources.<\/p>\n\n\n\n5. What would you say are the biggest challenges in making a campus truly accessible \u2014 physically, academically, and socially?<\/p>\n\n\n\n
Karen Yates: <\/em>In order, I would say socially is the one I see the least. Physically, we are as accessible as we can be. We can\u2019t tear down buildings and rebuild them. I wish we could, but we can\u2019t, so sometimes I have to move a classroom around so that they\u2019re in a more accessible building. Academically is the most challenging. Right now, the biggest challenge is supporting faculty, because even though I give the accommodation, it\u2019s actually the professors who apply the accommodation. Even though they may have three students in their class with the same accommodation, that doesn\u2019t mean it\u2019s the same. Along with adding things to Canvas and trying to contribute to the weekly newsletter that goes out to the staff, I would love to do more. Honestly, that\u2019s probably the biggest challenge I have is the implementation of the accommodation.<\/p>\n\n\n\nWendy Taylor: <\/em>Accessibility barriers on campus often arise from a lack of awareness\u2014whether not recognizing a barrier, knowing who can address it, or how to fund improvements. Accessible Ohio offers no-cost consultations to help colleges and universities identify barriers, prioritize accessibility goals, and develop actionable plans with support from their regional specialist. <\/p>\n\n\n\nThe challenges to accessibility a campus faces are unique to each college and university. Physical accessibility includes consideration of making entrances and exits accessible, providing elevators between floors, maintaining sidewalks such as including curb cuts and removing snow, and locating accessible signage in key areas. Creating an accessible academic environment includes providing course materials in alternative formats, such as audio, large print, and Braille formats, and ensuring digital materials are accessible to screen readers. It can also include captioning videos, providing sign language interpreting, offering flexible deadlines and additional time for taking tests. <\/p>\n\n\n\n
Socializing is an important aspect of college life and removing barriers ensures all students have access. Ideas to make these events more accessible include ensuring invitations and announcements are created in accessible formats (e.g., social media posts, flyers), events are hosted in accessible locations, and services like sign language interpreting are available when needed. <\/p>\n\n\n\n
The reality is that most people will experience a disability at some point in their lives. They may develop mobility challenges requiring crutches, canes, or walkers. Then people see how many curbs are around their favorite businesses and need ramps instead. They may also realize how heavy doors are to pull open and benefit from door openers or automatic sensors. Someone may lose hearing acuity, requiring closed captioning at the movies, a theater performance, or videos on their computer. Someone may unfortunately develop cancer and need the flexibility to work remotely at times to manage their symptoms, which also benefits individuals who are exhausted by the flickering fluorescent lights over their work area. It\u2019s recognizing that just because you\u2019ve always done something \u201cthis way,\u201d there are other ways to do the same task. <\/p>\n\n\n\n
For example, a cashier usually stands to ring items at a store. Having been a cashier, standing is exhausting. However, with a stool to sit on, the cashier will likely spend less energy on standing and use that energy to ring merchandise quickly, thereby shortening the lines of customers. A stool could benefit both an employee with energy restrictions and an employee without them. <\/p>\n\n\n\n
6. How do you incorporate disability representation or awareness into your teaching, regardless of the course subject?<\/p>\n\n\n\n
Tory Pearman, Instructor for Miami\u2019s Disability Lit Course:<\/em> I design all of my classes using Universal Design for Learning, a teaching methodology that focuses on making material accessible to all types of learners. I usually put a statement about this in my syllabus so that students know from the first day of class that disability informs all aspects of my teaching. I am also careful to be sure to include texts written by or about people with disabilities. Disability appears in all types of literature; it’s just that we’re not often trained to see it and pay attention to it. To try to combat this, I bring up questions about disability in course discussion questions and assignments.<\/p>\n\n\n\n7. In your experience, how well does the university support faculty in creating accessible classrooms (materials, training, technology, etc.)?<\/p>\n\n\n\n
Tory Pearman:<\/em> I can only speak to the support I’ve received on the Hamilton campus, but my experience has been great. I feel like Student Disability Services provides clear guidelines for accommodations, and everyone is friendly and helpful if I have questions. I send students to them all of the time as well, as some students don’t realize that medical conditions that may not always be associated with disability can have disabling symptoms that accommodations would better support.<\/p>\n\n\n\n8. What are some common misconceptions about disability or accessibility you wish more educators understood?<\/p>\n\n\n\n
Tory Pearman:<\/em> It is a misconception that disability is a ‘niche’ topic. It is ubiquitous in all types of literature, art, and other creative expressions, and issues of disability and\/or accessibility are central to everything from educational policies, to laws and human rights, to the kinds of technologies we use and how we use them. Almost every aspect of human culture and, as a result, academic disciplines can touch on disability in some way, and it is important to view it through different disciplinary lenses.<\/p>\n\n\n\n9. How do students respond when disability is discussed not just as a limitation, but as a part of human diversity and culture?<\/p>\n\n\n\n
Tory Pearman:<\/em> I have only had positive experiences with students with regard to disability culture. Many are shocked that they haven’t learned about disability history and culture in other courses and are happy to find new ways to think about their own lives and the world around them.<\/p>\n\n\n\n10. What improvements would you like to see in how the university approaches disability in academics or campus life?<\/p>\n\n\n\n
Tory Pearman: <\/em>The Regional campuses are having many discussions right now about how the physical layout might match the new polytechnic model. I would like to see accessibility at the forefront of those discussions. We need to improve access to buildings, restrooms, classrooms, and other faculty.<\/p>\n\n\n\n11. Studies show that reading, creative writing, and other artistic activities can help those with cognitive disabilities to strengthen their minds, especially in children. If the special ed classes of an elementary school decided to try this course of action out, what advice or recommendations would you give?<\/p>\n\n\n\n
Tory Pearman:<\/em> I think showing elementary students the work of artists and writers with disabilities would be a great place to start. There are so many artists and other creators whose work reflects their identities, bodies, and minds. Showcasing some of these creators and then letting children have the chance to explore similar creative mediums would be an excellent learning experience and lots of fun, too!<\/p>\n\n\n\nJimmy Hollenbeck, Instructor for Miami\u2019s Intro to Creative Writing Course:<\/em> A lot of the time, in my creative writing classes, students think of creativity as something therapeutic, so the language of writing, art, etc. being able to help people work through emotions is already there. For a lot of students, that’s why they take classes in creative writing and art. I’m no specialist in elementary education, or special education for that matter, but if I were to give advice to an elementary special education class wanting to incorporate more creativity into the classroom, I’d say: Give students access to as many different creative outlets as possible. Drawing, painting, and coloring are all wonderful, but for some students, they may not be the best way to explore the things they want to explore. We see it in kids all the time: Creativity is engrained in us; it’s something we implicitly understand. So, giving students the ability to explore different things–writing, dancing, music, sculpture, photography, and more–gives them more language they can use to express themselves. And that’s so much easier now than it’s ever been, with the different digital tools at our disposal. Every phone has a camera built into it, every computer a word processor. This was something I had to learn in my first few years of teaching. To give students options.<\/p>\n\n\n\n
\u201cEl Deafo,\u201d by Cece Bell, on a shelf in the Middletown library.<\/figcaption><\/figure>\n<\/div>\n\n\n12. If you could clarify one thing about any sort of disability (physical, mental, invisible, ect.) so that it became common knowledge quickly, what would it be and why?<\/p>\n\n\n\n
Tory Pearman:<\/em> I would like to emphasize that not all disabilities are visible, permanent, or appear to others in the ways we’ve been taught are conventional. I would highlight the connections (while also recognizing the differences) between illness, injury, mental disability, physical disability, neurodiversity, aging, and cognitive disability. As humans, we have a lot more in common than we might think.<\/p>\n\n\n\n
The Student Affairs office, with the elevator right next to it.<\/figcaption><\/figure>\n<\/div>\n\n\n13. Can you share your perspective on knowledge and accommodations and how they\u2019ve changed in the past twenty years?<\/p>\n\n\n\n
Karen Yates:<\/em> It has changed drastically in the last, I\u2019d say, five or six years. When I started at Miami eight years ago, I might have given one accommodation to students: extended time on tests or something. At this point, things have become more complex. It\u2019s not just me. I\u2019m hearing from professionals around the nation that accommodations are becoming more and more complex because needs have shifted. Now we\u2019re giving five or six accommodations per student, and support beyond that. Note-taking used to be a peer in the class would take notes, and that would be it, but we\u2019ve gone now to using technology. With the peer-taken notes, there were flaws in that, like if the note-taker wasn\u2019t in class. With technology, the student with the accommodations now has more control over that. There\u2019s a learning curve and they need to learn how to use that app. I think one of the reasons it\u2019s become more complex is because there\u2019s less taboo; people are more willing to talk about if they have a disability, and the numbers are growing. We\u2019ve probably almost doubled the number of students on the Regional campuses that request accommodations in the last nine years or so.<\/p>\n\n\n\n14. What exactly is TRIO?<\/p>\n\n\n\n
Chester Stander, student with a disability and desk person of TRIO: <\/em>TRIO is a federally funded program from the Department of Education. Our thing is that we\u2019re supporting students who might otherwise struggle more in college. Our three groups that we serve are Pell Grant recipients, first-generation students, and students who are registered with Student Disability Services. I think that one of our biggest groups is students with disabilities. Like, I\u2019m disabled, and a lot of our other students have things like ADHD\u2014that\u2019s super common here. We do a lot of different things to support our students, like we have our couching meetings, free supplies, free food, free printing, and a dedicated space where students can go, do homework, etc.<\/p>\n\n\n\n15. As a student with a disability, what is your experience getting around campus?<\/p>\n\n\n\n
Chester Stander: <\/em>The Regionals are actually really good. There are sometimes some issues with elevators or sometimes the automatic doors aren\u2019t working, and there\u2019s no system to tell students about that. There are times when I come to campus and am on my way to class and suddenly, the elevator\u2019s broken, so I can\u2019t go to class and came to campus for no reason. Other than things like that, things breaking down as they will, I do think that there are some issues with how Miami handles it when things break down. It can take a few days for something like the elevator to be repaired, which actually happened last week. Overall, though, I think it\u2019s good. Miami does a pretty good job with accessibility.<\/p>\n\n\n\n
A spread of flyers, papers and pamphlets on a table in the TRIO office.<\/figcaption><\/figure>\n<\/div>\n\n\nDisability Studies as a Subject<\/strong><\/p>\n\n\n\nDisability Studies is an academic field that addresses the social marginalization of people with disabilities. This field of study includes the difference between an impairment, a handicap and a disability, the three models of disability in history and culture, and the roots of the social stigma that colors disability, among other topics. Disability Studies crosses over with many other fields such as law, medicine and literature.<\/p>\n\n\n\n
Miami Regionals offers three courses on Disability Studies (DST). The two face-to-face classes are offered only at the Hamilton campus, though each of the courses are available as online-asynchronous classes for the upcoming spring semester of 2026, opening the subjects up to the Middletown campus. In addition, Miami occasionally hosts seminars and single-class courses on subjects such as metal health first-aid, which provides professional training certification to assist in a crisis.<\/p>\n\n\n\n
The \u201cDisability and Literature\u201d course focuses on how disability is treated in literature, both historic and contemporary, as well as the writings of authors with disabilities, such as the memoir of Judy Heumann or the children\u2019s book \u201cEl Deafo\u201d by Cece Bell, featuring a little rabbit girl who\u2019s new hearing aids gives her what she calls \u201csuperpowers.\u201d<\/p>\n\n\n\n
\u201cExploring Disability Studies\u201d examines the principles of disability studies, which are considered an \u201cintellectual branch\u201d of the disability rights movement. It\u2019s meant to challenge students\u2019 misconceptions about disability by exploring how disabilities and the understanding of them have shifted with time and cultural impact.<\/p>\n\n\n\n
\u201cAmerican Deaf Culture\u201d offers an introduction to the American deaf community. It examines the medical and cultural models of deafness and the impact of each of those models on identity, language, behavior, values, education, and intervention. This is the only course of the three that will not be available as a face-to-face class next semester.<\/p>\n\n\n\n
General Wellness<\/strong><\/p>\n\n\n\nIn addition to official accommodations, students with learning disabilities such as ADHD, chronic anxiety, or dyslexia can easily become overwhelmed by the workload of university courses. Mental health counseling is available and free in the Student Services center. The gymnasium also offers a Wellness Center, where students can go for a quiet, welcoming, low-stress place to relax.<\/p>\n\n\n\n
The campus also has a small gym. The Centers for Disease Control and Prevention (CDC) notes that regular physical activity is beneficial for people with disabilities, when kept within reason. Exercise can assist with cardiovascular health, weight management, (which can both prevent the development of disabilities in the future) and mental health (can reduce depression and anxiety). The two caveats of the gym are that it\u2019s located somewhat apart from the other cluster of buildings, and the area can sometimes become cluttered, possibly limiting mobility.<\/p>\n\n\n\n
Studies on Arts<\/strong><\/p>\n\n\n\nStudies show that exercising one\u2019s creativity rewires and strengthens pathways in the brain. In those with cognitive difficulties, this looks like an improvement\u2014not a cure, but an improvement\u2014in conditions like ADHD or autism, so much so that they have been utilized by therapists to improve everything from patient focus to morale. For example, painting teaches planning, hand-eye coordination, focus, and patience. Miami University is a thriving arts school with courses on various arts, music, creative writing, and more. Concerning student organizations and clubs:<\/p>\n\n\n\n
\u25cf The Gaming Clubs offer both video games and tabletop games such as Dungeons and Dragons. These are already fairly accessible, and the players are all accepting, open-minded, and create a low-pressure, fun environment.<\/p>\n\n\n\n
\u25cf The Playlist Club, self-described as \u201csuper chill,\u201d plays all kinds of music, including songs that can resonate with those who are disabled.<\/p>\n\n\n\n
\u25cf The Illuminati is the Regionals\u2019 creative writing club, which is also very low-pressure, and a wonderful outlet<\/p>\n\n\n\n
Though Hamilton\u2019s library is in the process of downsizing their number of physical books in favor of computers, it still holds the Percy Jackson series, as well as many of Rick Riordan\u2019s other works. Riordan is a disability-aware author, with many of his protagonists being neurodivergent. He depicts these traits realistically\u2014for example, a character celebrated for their intelligence may struggle with spelling due to dyslexia.<\/p>\n\n\n\n
This author\u2019s works are absent from Middletown\u2019s libraries, though they do have a larger selection of books including several on the subject of disability.<\/p>\n\n\n
\n
A textbook on the subject of disability and illness available at the Miami Middletown campus library.<\/figcaption><\/figure>\n<\/div>\n\n\n
A flyer for the drop-in writing lab at both Regional campuses.<\/figcaption><\/figure>\n<\/div>\n\n\nConclusion<\/strong><\/p>\n\n\n\nBoth Miami Hamilton and Middletown show a clear commitment to accessibility, though each campus presents different strengths and challenges. Hamilton\u2019s more compact, flat layout can be easier to navigate, while Middletown\u2019s larger campus offers newer facilities but includes steep hills that affect mobility. Despite these differences, both campuses provide strong disability services, academic support, and compliance with federal and state accessibility standards. <\/p>\n\n\n\n
Overall, accessibility at the Regionals is an ongoing process. As the campuses evolve, especially with Hamilton\u2019s planned growth, there is a valuable opportunity to build universal design into future spaces and programs. Ensuring open communication, consistent accommodations, and continued awareness will help create a learning environment where every student, no matter their level of ability, can participate fully.<\/p>\n","protected":false},"excerpt":{"rendered":"
By Tricia Cherry — The “Universal Design” concept originated in architecture in the 1980s, but has since been adopted by education in addition to several […]<\/a><\/p>\n<\/div>","protected":false},"author":9361,"featured_media":2902,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_s2mail":"yes","footnotes":""},"categories":[1],"tags":[],"class_list":["post-2885","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-our-communities"],"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/posts\/2885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/users\/9361"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/comments?post=2885"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/posts\/2885\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/media\/2902"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/media?parent=2885"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/categories?post=2885"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/mu-regional-pulse\/wp-json\/wp\/v2\/tags?post=2885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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