Personal mobility device users and visually impaired riders will be required to pay Hamilton bus fair with new Fair Assist Program
Beginning Jan. 1, 2024, personal mobility device users and individuals who are legally blind will be required to pay the standard price for Hamilton Street Railway bus services. This change comes with the implementation of HSR’s new Fare Assist program, which will allow individuals to receive discounts on bus fairs on the basis of household income.
Under the Temporary Transit Fare Special Program, also known as the Voluntary Pay Program, paying the HSR bus fair has been voluntary for PMD users and Canadian National Institute for the Blind cardholders. Both this program and the Affordable Transit Pass Program, which gave monthly bus passes to low income riders at half price, will be replaced by the new Fare Assist program in the next few months.
The new Fare Assist program will provide a 30 per cent discount on single-ride PRESTO bus fares based solely on income. The Fare Assist information website states that it is intended to be a more equitable discount program by being based only on financial need.
Esther Liu, the director of Maccess, McMaster University’s student-lead disability peer support service, believes that if this new program is intended to be more equitable, then the term is being misused or misunderstood by the decision makers involved in the new program.
“Equity [means] understanding that everyone is starting out from different places [and] that people will need different accommodations depending on their circumstances," said Liu.
Equity [means] understanding that everyone is starting out from different places [and] that people will need different accommodations depending on their circumstances.
Esther Liu, director of Maccess
Liu is also a Humans of McMaster Staff Writer at the Silhouette.
To qualify for the new Fare Assist program, individuals must fall within federal low-income measure after tax, which is based on total household income and the number of household members. Eligible applicants will receive the discount for one year and can reapply each year.
The program could benefit 88,380 Hamilton residents who qualify, according to census data from 2021. Additionally, a recommendation submitted by HSR director Maureen Cosyn Heath to the city of Hamilton Public Works Department stated that “the benefits of this program far exceed the current Affordable Transit Pass program and the Temporary Transit Fare Special Program, making transit more affordable for a much higher number of Hamiltonians.”
According to Tim Nolan of the Accessibility Hamilton Alliance, many Hamilton residents living with disabilities cannot afford to ride the bus if required to pay the fare. Hamilton resident and board member of the Canadian Council of the Blind in Hamilton, Sharon Ruttan, expressed that having to pay for the bus fare in the midst of the rising cost of living will “limit what many of us do on a daily basis.”
Margaret Qin, a volunteer with Maccess, stated that due to the unique experiences and accessibility challenges faced by disabled individuals, shifting to solely provide discounts to low income bus riders is a step in the wrong direction.
“Considering people’s financial situations is definitely a step in the right direction, [but we also need to] consider people’s abilities and what makes it difficult for them to travel.” stated Qin.
Considering people’s financial situations is definitely a step in the right direction, [but we also need to] consider people’s abilities and what makes it difficult for them to travel.
Margaret Qin, Maccess volunteer
Qin elaborated that the Fare Assist program should not take away the voluntary pay program for PMD users and CNIB cardholders. The Fare Assist Program will first be run as a pilot program for two years until 2026. Presently, as it was stated that the voluntary pay program will be suspended when the new Fare Assist program begins, it is unclear if there is the possibility for the voluntary pay program to return in the future.
Although campus offers accessibility options, there are still many improvements needed to be made to create a more inclusive space for all
Most university students have experienced the discomfort of some of the older lecture halls on campus; choosing between either your notebook or laptop, as only one can fit on the tiny stowaway table, is every lecture’s struggle.
Now imagine this struggle for a person who already faces challenges on a day-to-day basis. The disappointment they feel when they finally reach the lecture hall after a long wait for the elevator, just to realize there is nowhere they can comfortably adjust their wheelchair without drawing the attention of the entire lecture hall.
As McMaster continues to strive for a more inclusive environment, we need to remember to consider the needs of those members who have difficulty accessing basic places such as lecture halls and study areas.
When we take one step into this discussion, we will discover that it is quite broad as disabilities present themselves in many ways, some that are not even visible to the eye. They can be, and are not limited to, physical or cognitive. It may seem overwhelming that every disability is unique and has its own needs, so it is important that we effectively implement solutions for each specific one.
Providing this specific community with support and helping them receive the quality of education everyone deserves will help them continue to be comfortable in their own skin.
I think it is also bare minimum to simply include all communities when creating establishments that will stand for decades, especially respected one’s where individuals from all around the world come to learn.
It is crucial that we begin this reform now so that this community does not feel discouraged to pursue their studies. It is natural to feel detached to something when it is not being taken seriously by others.
When students begin to observe the efforts being made to alleviate the challenges that individuals with disabilities face, it plants the seed for discussion surrounding this topic. Young students have active minds and fresh perspectives which makes them great innovators.
Adjusting campus to suit the needs of students who have a disability is immensely important so that they can receive the same post-secondary experience that their peers do as well as aiding in dissolving the pre-existing stigmas of a wide variety of disabilities.
This is all not to say that change is not being implemented as we speak.
“MacChangers is an interdisciplinary program led by the faculty of engineering at McMaster to encourage students from all backgrounds to collaborate on community engagement programs within the greater Hamilton area”, says Haniya Rahman, an active member of the organization.
“MacChangers is an interdisciplinary program led by the faculty of engineering at McMaster to encourage students from all backgrounds to collaborate on community engagement programs within the greater Hamilton area”
Haniya Rahman, MacChangers Member
MacChangers frequently partakes in brainstorming ways to implement accessibility resources and customizes them to the lecture halls of McMaster. The initiative encourages its participants to think outside the box in order to help their peers.
As students at this university, taking part in extracurriculars like MacChangers can help emphasize the importance of customizing areas of our campus so that it suits the needs of everyone who makes use of it.
Making campus more accessible ultimately benefits every one of its students in the end, whether they face a disability or not. When an establishment makes it a point to include every sub-community that they house, it shows a united front.
This not only attracts potential students to choose that university over another, but it also creates a more welcoming and comfortable environment for their current students in which they can prosper and as a result, become notable alumni.
It is important that not only we educate ourselves more on the different accessibility options provided for individuals with a disability, but also learn how to make it all more accessible.
It is important that not only we educate ourselves more on the different accessibility options provided for individuals with a disability, but also learn how to make it all more accessible.
If it's encouraging more eyes on buildings that need renovations to be more accessible, or simply taking the stairs when the elevator is full, we can all be doing something small to make even a slight difference.
It is important that every student’s needs are met, regardless of how unique they can be to the individual.
SRA meeting on Jan. 29 involved discussions on the role of the Ombuds Office, the Ontario Undergraduate Student Alliance and the MSU rejoining CASA.
he Student Representative Assembly meeting 22M took place on Jan. 29 in Gilmour Hall. In this meeting, the assembly covered the accessibility and services of the Ombuds Office, the initiatives being pushed by the Ontario Undergraduate Student Alliance and a motion for the McMaster Students Union to have observer status on the Canadian Alliance of Student Associations.
University Ombuds Carolyn Brendon and Assistant Ombuds Meghan Rego attended the SRA meeting and spoke on the role of the Ombuds Office and the services it offers to McMaster University students.
The Ombuds Office representatives as a part of an outreach initiative to help the university better understand the role of the office within the community.
The Ombuds Office is located at MUSC 210 and offers free and confidential counseling to all members of the McMaster community. Brendan explained that the mandate of the Ombuds details three key principles by which their practices abide by — independence, impartiality and confidentiality.
The Ombuds Office operates outside of the academic and administrative hierarchy and strives for minimal institutional impediments. They also abide by standard confidentiality principles, in which all information discussed is confidential unless there is an imminent risk of harm.
The Ombuds Office operates outside of the academic and administrative hierarchy and strives for minimal institutional impediments. They also abide by standard confidentiality principles, in which all information discussed is confidential unless there is an imminent risk of harm.
The Ombuds Office deals with academic and non-academic issues, including student financial matters, behavioral and professional codes of conduct, employment and any other student-related issues and concerns.
OUSA President Jessica Look and executive director Malika Dhanani also spoke at the SRA meeting about their organization. OUSA is a collaboration of student governments across the province that advocates for affordable, accessible, accountable and high quality post-secondary education.
Some of the core functions of OUSA include developing informed substantive policy papers, lobbying the provincial government to enact changes and representing the student perspective on the provincial level.
Some of the core functions of OUSA include developing informed substantive policy papers, lobbying the provincial government to enact changes and representing the student perspective on the provincial level.
Look and Dhanani detailed how they aim to uplift the student voice through their blog, where student contributors outside of OUSA are free to submit pieces on policy issues they are passionate about. Additionally, OUSA offers summer student internships.
Following the discussion on OUSA’s initiatives and role representing the MSU, the meeting transitioned to other matters, including a discussion around seeking observership with CASA.
The motion to discuss and vote on CASA observership was moved by MSU President Simranjeet Singh and seconded by Vice President (Education) Elizabeth Wong. Singh shared that CASA is currently the largest body that does advocacy work for student unions at the federal level.
The MSU is currently part of a separate federal advocacy organization, the Undergraduates of Canadian Research-Intensive Universities. Singh explained that with UCRU, the MSU was able to meet with 20 Members of Parliament during lobbying week, while members of CASA were able to meet with 156. The MSU was a member of CASA in the past but left in 2017 due to issues with their management of affairs.
Singh and Wong are proposing CASA observership, a two-year process in which the MSU would attend meetings and try out a CASA membership. Observership would allow the MSU to make an informed decision about whether shifting to CASA involvement would be beneficial.
Singh and Wong are proposing CASA observership, a two-year process in which the MSU would attend meetings and try out a CASA membership. Observership would allow the MSU to make an informed decision about whether shifting to CASA involvement would be beneficial.
Observership can be revoked at any point with no consequence and the MSU would remain with UCRU throughout the observership. Following some discussion, the motion was passed with 26 in favour, zero opposed and two abstaining.
Although Canada provides its citizens and permanent residents with access to healthcare, there are disparities between the quality care provided to racialized and non-racialized groups
Canadian citizens and permanent residents are privileged to receive accessible healthcare under the country’s universal healthcare system. The ease of access to care through family doctors or walk in clinics, links society and healthcare in a way that allows individuals to receive surgeries, medical tests and treatments when sick for no upfront cost.
Although we receive many crucial benefits in medical care compared to other countries in the world, our healthcare system is far from perfect. When viewing the social aspect of our healthcare system, I strongly believe there is a lack of compassion and consideration toward patients of colour, which results in racial inequality for indiviudals accessing the health care system.
The racial inequality in Canada's healthcare system in particular has created distress and barriers for many of the population.
Historically, clinical research has been conducted on males of European descent. Thus, our medical knowledge is largely derived from a distinct population.
As taught by Dr. Verónica G. Rodriguez Moncalvo in Research Methods in The Life Sciences (LifeSci 2A03), to generalize the results obtained from a research study, the sample must be representative of the population.
However, the healthcare system does not seem to acknowledge this rule since the results obtained from a specific sample are applied to the general population.
This is also a prime example of racial inequality in Canada's healthcare system. The racial disparities experienced within medicine stem from the lack of knowledge of how various health issues present themselves in differing groups.
For example, South Asians are at a higher risk of developing a detrimental cardiovascular disease than their White Caucasian counterparts. However, this was only recently brought into public knowledge due to the lack of data on the correlation between South Asians and cardiovascular disease.
For example, South Asians are at a higher risk of developing a detrimental cardiovascular disease than their White Caucasian counterparts. However, this was only recently brought into public knowledge due to the lack of data on the correlation between South Asians and cardiovascular disease.
Racial inequality in our healthcare system leads to racial disparities, ultimately creating a divide between patients of colour and the medical system. Now, you may be thinking, "What does this have to do with patient advocacy?" Well, the issues discussed are all connected through their lack of advocacy for the rights of patients of colour.
Patient advocacy exists to correct these social injustices and beyond. Although health advocacy is a profession within Canada, I believe that anyone can practice patient advocacy. For example, if you had visited someone in medical care, you might have engaged with this practice.
It can be challenging to navigate the healthcare system due to low socioeconomic status or language barriers along with being racialized, for exmaple. In addition, the lack of education concerning health issues of racialized groups creates more difficulty in receiving medical care.
On a simpler scale, patient advocates are individuals who take on the responsibility of voicing patient concerns. For example, racial inequality requires patient advocacy because when these issues arise, it more often than not takes a family member to advocate for the patient's rights.
Unfortunately, due to the stress placed on our healthcare system, patients needs often get overlooked, even more so for racialized groups. Patient advocacy is crucial in resolving social inequalities experienced in the healthcare system because it is the most consistent. Advocates are with the patient throughout the healthcare system, ensuring that the patient receives the best care possible.
Unfortunately, due to the stress placed on our healthcare system, patients needs often get overlooked, even more so for racialized groups. Patient advocacy is crucial in resolving social inequalities experienced in the healthcare system because it is the most consistent.
Fortunately, medical students have understood the importance of patient advocacy through the pandemic. A collective of McMaster University medical students have advocated for creating an accessible paid sick leave program for Ontario workers during the pandemic.
This movement provided upcoming doctors with experiential evidence that patient advocacy is a necessity within the medical field. As society evolves, it is important for us to acknowledge that we all play a role in patient advocacy. Without it, the social injustices concerning racial inequalities occurring in medicine will prevail.
C/O Sharon McCutcheon
A new initiative at McMaster hopes to provide accessibility for more students
A new student initiative requesting mutual aid is popping up at McMaster in response to the lack of support students are receiving with the university’s mandated return to campus.
According to the McMaster Oversight Committee Report released in May 2021, professors are not required to record in-person lectures or provide any alternative online resources for students who are unable to attend campus.
The mutual aid request calls for any students attending in-person classes to record and share lectures with their peers online.
The mutual aid request calls for any students attending in-person classes to record and share lectures with their peers online.
On Feb.7, a discussion panel, Push Back on Back to Mac, was held to further address the issues that the mutual aid request highlights.
Come listen to student and professor concerns regarding McMaster University's mandated return to campus, this Monday at 6pm EST pic.twitter.com/mx40fz8YDx
— Emunah Woolf (@emunahwoolf) February 4, 2022
Emunah Woolf, director of Maccess, a student-run advocacy and peer support organization for students who experience disability, chronic illness, mental health concerns or inaccessibility sat on the discussion panel for Push Back on Back to Mac.
“McMaster is not listening to disabled, immunocompromised, neurodivergent and otherwise at-risk students when we say we need hybrid learning options. We've tried letters, petitions [and] organizing. I don't feel hopeful for an adequate and safe response,” stated Woolf in their announcement of the mutual aid request.
“McMaster is not listening to disabled, immunocompromised, neurodivergent and otherwise at-risk students when we say we need hybrid learning options. We've tried letters, petitions [and] organizing. I don't feel hopeful for an adequate and safe response."
Emunah Woolf, director of Maccess
During the panel, Woolf expressed their hope to expand current support in terms of online lectures and course content. The panel was in agreement that more access was necessary for returning to campus, with solutions ranging from completely online classes to hybrid models.
“We had at the height of [the panel] over 100 people in attendance, which is wonderful and more than I expected. I think we were able to really demonstrate various perspectives on the return to campus, whether that's from faculty, staff and students [and McMaster Students Union] members and workers as well,” said Woolf.
Although the panel saw positive responses in support of their stance, Woolf also spoke about some of the backlash in reaction to the mutual aid request.
“When I started talking about the mutual aid initiative, I was warned quite a bit that the university might get worried about it and take action in some way to shut it down just due to, I think, concerns of intellectual property and students recording lectures and then distributing them,” said Woolf.
Some faculty also raised concerns during the question and answering session about having themselves and course material being recorded. However, Woolf mentioned that during the panel, a point was raised about how the best way to keep students from recording and distributing course material was for the professor to post it online for the class themselves.
“I also think that there are ways to get creative with how we teach in a way that hybrid can work . . . The fact is, it takes a little bit of thinking and I don't know if professors are willing to put extra work into their course development, especially if they had originally planned it to be one way,” said Woolf.
“I also think that there are ways to get creative with how we teach in a way that hybrid can work . . . The fact is, it takes a little bit of thinking and I don't know if professors are willing to put extra work into their course development, especially if they had originally planned it to be one way.”
Emunah Woolf, director of Maccess
Woolf also stressed the importance of including disabled people during planning so any issues are worked out before the plan is used to prevent band aid solutions being used later on that don’t work as efficiently.
“[McMaster] should have been bringing people who experienced disability into those conversations to talk about accessibility from the forefront because disabled students and staff, we aren't expendable and we deserve to be included and safe on campus but also to be acknowledged for our value and our knowledge here. [I]t would have been a really good use of disabled community knowledge and wisdom to bring us into those conversations from the beginning,” said Woolf.
[I]t would have been a really good use of disabled community knowledge and wisdom to bring us into those conversations from the beginning."
Emunah Woolf, director of Maccess
In addition to the impact that Woolf has seen as the director of Maccess, Woolf said they have also seen the difference in their own studies as a fourth-year social work student.
“All of my classes are continuing to have online options, which is wonderful, but I think that my safety shouldn’t have to rely on essentially luck of where I am in the university,” said Woolf.
“All of my classes are continuing to have online options, which is wonderful, but I think that my safety shouldn’t have to rely on essentially luck of where I am in the university."
Emunah Woolf, director of Maccess
If students are interested in contributing to the initiative or would like to access lectures through mutual aid, they can visit the mutual aid spreadsheet at tinyurl.com/MacMutualAid.
C/O Olivia Brouwer
Hamilton artist Olivia Brouwer creates accessible artwork to bridge the gap between individuals of varying visual abilities
By: Serena Habib, Contributor
One of the major changes brought about by the current COVID-19 pandemic has been the shift away from physical contact touch in an effort to prevent transmission of the virus from surfaces. This shift, however, has also become a barrier for those who use braille to communicate.
Olivia Brouwer is a local Hamilton artist and the 2021 recipient of the City of Hamilton’s creator award. She has been creating art that expresses her experiences with blindness and is accessible to those with visual impairments. The pandemic has amplified the challenges visual impairment can bring and highlighted the importance of her work.
“Blind people cannot communicate as they did before,” said Brouwer.
Brouwer was raised in Mount Hope, Hamilton by a family filled with creativity. She has always loved art and when she entered the joint program in Art and Art History offered by University of Toronto Mississauga and Sheridan College in 2012, she knew she wanted to focus on painting. Focusing on oil painting, acrylics and watercolours with a specialization in printmaking, Brouwer realized during her third-year that her artwork revolved around a common theme: blindness.
For as long as she can remember, Brouwer has been partially blind in one eye. She wanted to produce work that responded to the questions her blindness implored her to ask.
“Especially in high school, it was hard to kind of talk about and I was just very self-conscious about it,” said Brouwer. “I just thought I'd make art about it . . . as a way to talk about my disability.”
“Especially in high school, it was hard to kind of talk about and I was just very self-conscious about it. I just thought I'd make art about it . . . as a way to talk about my disability.”
Olivia Brouwer, Artist
Brouwer was also drawn to the idea of how people perceive the unknown and over time, her work has also become more spiritual. After graduating, Brouwer realized she needed to analyze blindness for herself. In her work stitching braille Bible passages relating to parables about spiritual blindness, visual blindness is used as a metaphor for faith and spirituality. To Brouwer, this was about looking into herself to determine whether she was being spiritually aware and spiritually seen.
“It kind of reminds me of looking back on my life . . . looking back on all of these stories and trying to spiritually see what needs to change,” explained Brouwer.
As we emerge from the pandemic and begin to return to our previous routines, Brouwer’s collection can encourage us to look at ourselves and our lifestyles in an attempt to decipher what brings meaning into our lives. However, Brouwer’s current Contact Kits remind us to look beyond ourselves and explore with different senses as we return to routine and interact with our environment.
Each kit comes in a silkscreen-printed cardboard box. Inside the box is a painting; different mediums and tactile surfaces are incorporated into every painting. The painting is covered by a removable sheet of frosted mylar with a smooth, plastic texture. Brouwer cuts teardrop shapes out of the mylar and then embosses them in braille by carving templates on Lino blocks and punching them through the tabs. With 42 tabs in total, each tab has a word embossed in Braille.
Included in the kit is also a silkscreen-printed booklet with designated spaces for the tabs and a corresponding chart to decode the braille; people can interact with the piece by removing the tabs and writing out the message. At the end of the booklet, there is a section for individuals to journal about their experience with the painting. Mirroring the concept of the Rorschach inkblot test, a psychological test by Hermann Rorschach in which participants have different perceptions of inkblots based on their mental state, this is an opportunity to personally perceive an abstract conception.
With the artist’s statement and biography also included in the booklet and embossed in braille, these Contact Kits are accessible to those who are blind and sighted.
“[Both people who are sighted and blind] are kind of on an equal level; one’s not ones not experiencing it better than the other,” explained Brouwer. “I wanted to make it fun too, so people who are sighted can learn braille and just kind of have a respect for learning that from a blind person's perspective . . . just open their eyes about how they communicate and other ways of communicating.”
“[Both people who are sighted and blind] are kind of on an equal level; one’s not ones not experiencing it better than the other. I wanted to make it fun too, so people who are sighted can learn braille and just kind of have a respect for learning that from a blind person's perspective . . . just open their eyes about how they communicate and other ways of communicating.”
Olivia Brouwer, Artist
Looking forward, Brouwer is presently developing artwork that combines sight, sound and touch to share interviews she has conducted with individuals who are visually impaired. She translates the interviews into braille and then paints in braille on canvases that are paired with an audio soundtrack of the interview.
Through her work, Brower hopes to break down barriers and open our eyes to different methods of communication, providing us an opportunity to venture on an artistic and personal journey as we interact with artwork, braille and ourselves.
“Denver’s ABC’s” significantly lack detail, research and plans for execution
Though “Denver’s ABC’s” address some timely concerns, like tuition and MSU clubs, his platform significantly lacks in research, consultation and detail, both in terms of specific plans and execution.
Significant Concerns
Della-Vedova hopes to use the Ontario Undergraduate Student Alliance more effectively to reduce tuition. Tuition is an important issue, especially with increased financial barriers during the pandemic.
The MSU and OUSA are bound by their policies. The official stances of both the MSU and OUSA on tuition are: The province should freeze tuition across all programs until a fair-cost sharing model is restored. Then, tuition increases for all programs should be capped at inflation.
Della-Vedova’s platform is in direct violation of these policies. Regardless of COVID-19, OUSA and the MSU have not changed their tuition policies. Both policies are subject to amendment by the MSU Student Representative Assembly or by the OUSA General Assembly, which would likely not meet in his term until the end of October 2021. Della-Vedova will likely face significant challenges to advocate for tuition reduction.
The campus safety point does not address racial profiling or sexual violence prevention and response. In June 2020, the SRA, including Della-Vedova, passed a motion to call for the removal of the head of security services and an end to the special constable program. This motion became the official stance of the MSU. Yet, Della-Vedova does not promise to achieve either of these goals.
In June 2020, the SRA, including Della-Vedova, passed a motion to call for the removal of the head of security services and an end to the special constable program. This motion became the official stance of the MSU. Yet, Della-Vedova does not promise to achieve either of these goals.
Della-Vedova cited a campus climate survey and census from this year for student feedback on campus safety. However, through the Silhouette’s fact-checking, we could only find last year’s provincial government SVPR climate survey. Della-Vedova does not mention any past or ongoing efforts of sexual violence prevention or response.
There is a significant and noticeable lack of consideration for issues of racial justice and justice for equity-seeking groups on campus in Denver’s ABCs.
While there are points around international student representation, financial aid and increasing physical accessibility on campus, there are no points on justice for Black, Indigenous and students of Colour, 2SLGBTQIA+ students, women and survivors.
A is for Accessibility
Della-Vedova promises to ensure the safety of immunocompromised individuals in the return to campus. However, there are no details for how he will accomplish this. No consultations, such as with key return to campus groups, are noted in the platform.
This section includes education and resources on student housing, such as tenant rights and signing a lease. He hopes to work with campus stakeholders, including Residence Life and the Society of Off-Campus Students. It is unclear whether Della-Vedova has consulted with these groups. Further, his platform does not acknowledge or differentiate between similar initiatives.
Della-Vedova hopes to receive and address student concerns around proctoring software and to improve hybrid learning. He plans to streamline student-professor communication and he wants the MSU to be a leader in physical accessibility, such as ensuring McMaster complies with provincial standards.
He hopes to advocate for parking cost changes and for more online course options to alleviate parking needs. There are no details on how he will accomplish these tasks.
B is for Better Advocacy
Della-Vedova wants to continue federal advocacy for international students and provincial advocacy around tuition regulation. He plans to build upon the international student task force implemented by MSU President Giancarlo Da-Ré and create long-term goals.
He plans to create an off-campus international student seat on MSU First Year Council and work with the Student Success Centre to understand and deliver on the needs of international students. It is unclear what consultation has been done or how he plans to achieve these goals.
C is for Community
Della-Vedova’s prioritization of mental health can be appreciated with the overwhelming nature of the pandemic. He plans to create an online booking system at the Student Wellness Centre but his platform lacks detail on how this would be accomplished or if he has consulted the SWC.
Della-Vedova’s prioritization of mental health can be appreciated with the overwhelming nature of the pandemic.
Della-Vedova suggests a survey to understand student struggles this year. The McMaster virtual learning task force ran the fall 2020 experience survey and is currently implementing its recommendations. Della-Vedova does not mention this or differentiate his idea.
He plans to address academic concerns for current and incoming students, discuss academics with the vice-provost on academics and include current first years in Welcome Week 2021. He plans to restructure Welcome Week with MSU Spark and Maroons; however, these services do not plan Welcome Week.
He plans to continue improvements on the MSU website and create an Avenue to Learn tab for MSU updates. He does not provide further details.
He plans to work with the Clubs Advisory Council on shaping the future of MSU clubs. This is timely as students were outraged this past fall by policy changes. However, Della-Vedova does not specify the changes he would like to make or provide insight into how he will accomplish these goals.
Students shouldn’t need accommodations for a course because they should be accessible to begin with
This week, I had a very pleasant meeting with one of my course instructors and it made me wonder: why can’t courses be set up in a way that is accessible to begin with?
Let me backtrack a bit. I’m registered with Student Accessibility Services, which is a service that allows you to request accommodations for your courses. To receive your accommodations, you must register and confirm your accommodations every term. Once you register, an accommodation letter is sent to your instructor and you are expected to communicate with your instructor about your accommodations. This is to ensure any details of your accommodations are taken into consideration and that you and your instructor are on the same page.
This can be a tedious process and if I’m being honest, I often forget to schedule a meeting with my course instructors. Unfortunately, this avenue is the only way to access “formal” accommodations from the university and as a result, many disabled students are left advocating for their needs.
Last week, I set up a meeting with my instructor. I was very nervous to meet her as I have had issues with accommodations in the past. Yet, I felt a glimmer of hope — the course had lecture transcripts, which is not something I’ve seen in any of my other courses in the past three years that I’ve attended McMaster University. With in-person classes, many lectures were not podcasted and if they were, they were rarely captioned and never had a transcript. Online classes have obviously been better with recording lectures, but many of them are still not captioned.
Yet, I felt a glimmer of hope — the course had lecture transcripts, which is not something I’ve seen in any of my other courses in the past three years that I’ve attended McMaster University.
As I mentioned previously, the meeting was great. My instructor was very kind, understanding of my situation and made sure to ask me if she could alter anything about the course to make it better for me. She asked me if I needed a notetaker, but I mentioned that the lecture transcripts were very helpful — maybe even better than having course notes. I brought up my concerns surrounding the quizzes and exam, as one of my accommodations included extra time and I wasn’t sure if that would be accounted for on Avenue to Learn. But she assured me that the quizzes were not timed and that the exam was a take-home exam. She also let me know that if I needed any extensions on assignments to just let her know a few days beforehand and that it would be no problem to grant an extension.
When we started discussing the course as a whole, she mentioned something that gave me an interesting perspective on course accessibility. My instructor told me that she could empathize with my disability as she also took medication for anxiety. She let me know that because of her experience with mental illness, she tried to set up the course in the way that she would have liked to take it as someone with anxiety. This meant providing transcripts, offering untimed quizzes and being lenient with deadlines. Since she set the course up this way, I didn’t really need to use my accommodations because I was already accommodated for.
During this meeting, I felt like I was able to sigh a breath of relief. I hadn’t realized until now how often I had to advocate for accommodations. Sometimes it would be just a meeting, but sometimes I had to contact my SAS coordinator because my instructor refused to accommodate me. For this class, though, my instructor considered students’ disabilities when designing the course. Accommodations were considered not as an afterthought but during the preparation of the course. As a result, I didn’t need to push for my needs to be heard because the course was accessible to begin with.
Accommodations were considered not as an afterthought but during the preparation of the course.
This made me reflect on other courses I’ve taken throughout my undergraduate career. Most courses I’ve taken were not set up in a way that I didn’t really need to use my SAS accommodations; they were more of an afterthought. If you had accommodations, the instructor would find a way to incorporate them into the course. Otherwise, the course would just run as the instructor intended it to be, even if the course is inaccessible.
I’m grateful to have SAS accommodations. If a course isn’t set up in a way that is accessible for me, I can meet with my instructor and figure out an accommodation plan. But not everyone who needs accommodations is able to use SAS. If you don’t have accommodations, it’s up to you to figure out how to make the course accessible, whether that’s through asking your peers for notes or asking your instructor for extensions even though you don’t have an official letter to back up your disability.
Although this is the norm right now, it shouldn’t be. We’re paying to take these courses, so instructors should make sure that we are able to take the course. The responsibility of making courses accessible should not fall on disabled students. Instead, courses should be set up in a way that considers disability. Offering accommodations is a good start, but we should strive to make courses accessible to begin with.
By Elisa Do and Yvonne Syed, Contributors
Education is often considered to be a stepping stone towards entering the workforce. University is not only supposed to teach students textbook knowledge, but it is also supposed to support students in the development of transferable skills. Hence, the Ontario government has implemented greater ties between university funding and experiential learning opportunities, which is why we are also seeing an increase in experiential learning within the curriculum of many universities.
At McMaster University, experiential learning is defined with six criteria, including: a workplace or simulated workplace environment, exposure to authentic demands, purposeful activities, assessments conducted by both self-assessment and by the employer, application of knowledge from the student’s university or college program and completion of a course credit. By structuring the experience with authentic demands and meaningful activities, students can face real-world problems and undergo conditions that are relevant to the typical responsibilities of the industry that they are practicing for.
The types of experiential learning that are offered at McMaster include: co-op, internships, professional placements, lab courses, community/industry partnered learning and research projects. Experiential learning provides wonderful opportunities for students to apply theory and gain exposure to the workforce. Therefore, as experiential learning makes its way into university learning, there is also a greater need to consider accessibility options for students.
For starters, the time commitment and duration of experiential learning placements may be difficult to manage for certain students depending on their situational circumstances. Students may also have other obligations, such as having to take care of a dependent, having to work to finance their education or having other commitments to tend to, preventing them from fully completing the placement. Some students may not be able to commit to placements for weeks or months on end, and some may not be able to dedicate a fixed amount of hours per week.
The strict time commitments can be a barrier to those who want to access meaningful experiential learning opportunities but cannot commit to the entire time. This could be in the form of a requirement of 5-15 hours a week of volunteer experiences or conflicts between student class times and shift availability.
Furthermore, since the Ministry of Education’s focus on experiential learning involves participation in a workplace or simulated workplace environment, transportation plays a huge factor. For example, nursing students being able to commute to their clinical placements is essential. However, nursing students at McMaster are responsible for their own travel costs to and from their placement locations.
For some students, this may mean travelling on the Hamilton Street Railway to nearby Hamilton hospitals, but others, it can also mean having to spend money on Ubers in order to make it in time to their placements located as far as Niagara. Not all students can afford a vehicle of their own and public transit is not always accessible. This can mean busses not running at times suitable for the student’s placement, or not extending far enough to reach other cities that the student must travel to. Clinical placements in and of itself are already putting students under responsibilities for which they are typically paid. When transportation becomes a barrier, students may endure heavy financial burdens, as they already dedicate much of their time to their studies and do not always have a source of income.
Clinical placements in and of itself are already putting students under responsibilities for which they are typically paid. When transportation becomes a barrier, students may endure heavy financial burdens, as they already dedicate much of their time to their studies and do not always have a source of income.
Looking at other European universities, such as the University of Dundee and the University of Limerick, travel allowance is often provided when expenses are incurred due to responsibilities associated with the nursing program.
When compared to more nearby universities, Queen’s University offers travel reimbursements to students of their school of medicine. Although each university has their own limitations and variations in their accommodations, the importance lies in providing support for students who have to travel beyond local public transport.
Lastly, when we look at accessibility options, we must also consider the methods with which students are assessed. Students enrolled in experiential learning courses often have to complete reflections. There is also a concern regarding the course outlines and required components that students are graded on as they partake in an experiential learning course. A challenge to assessing student learning through reflections is how to do so while respecting their privacy.
Novel assessment formats and unclear instructions may lead to students feeling they are required to disclose significant personal details in required 'reflection' assignments. They may not feel comfortable disclosing personal encounters or experiences they have undergone to their professor or teaching assistant, but they may still want to address the issues they’ve faced.
However, if they don’t want their teaching assistant or the professor to know of an embarrassing or uncomfortable situation, they cannot write it in a reflection. Thus, bearing this in mind, assessment through reflection can be made more equitable with revisions of this assessment method from instructors. Perhaps instructors could ensure that students are well informed of an anonymous reporting procedure if they ever feel the need to report any inappropriate behaviours or workplace violations encountered during their experiential learning placement. This eliminates the need to disclose this information in a reflection assignment while still addressing any private issues in an equitable manner.
It is undeniable that experiential learning has been growing rapidly within the curriculum of many programs today. With the benefits that experiential learning holds, it is important for universities to critically evaluate the accessible options that are offered. To start, basic support for barriers in time and scheduling, transportation and as confidentiality should be considered. If students are to carry extra burdens, such as financial costs, their learning experience can also be hindered. In order to provide a well-rounded experiential learning opportunity the way the curriculum intends for it to be, further improvements should be made.
[thesil_related_posts_sc]Related Posts[/thesil_related_posts_sc]
Walking through an art gallery or a museum is mostly a visual experience, whether you're looking at a sculpture, a painting or a photo. This can be exclusionary for people with little to no vision. The Art Gallery of Hamilton is aiming to make art accessible to a larger range of people with their Touch Tours, monthly group tours which take visitors through a sensory exploration of the art on display.
The tours are run by Laurie Kilgour-Walsh, the Senior Manager of Education at the Art Gallery of Hamilton. In 2007, Kilgour-Walsh attended an orientation program at the National Gallery of Canada in Ottawa, a program targeted at new museum and art gallery employees in order to acquaint them with the process of running a large museum. Kilgour-Walsh says that one of the orientation activities inspired her to begin the Touch Tours. A patron of the gallery, who had lost her sight late in life, walked the visitors through the way that she now experiences art.
“[S]he started talking about her interaction with the sculpture, how she sees it and how she encounters all the different facets of the artists making the work, what the work looks like, the personality of the piece, just through the sense of touch,” said Kilgour-Walsh.
“[S]he started talking about her interaction with the sculpture, how she sees it and how she encounters all the different facets of the artists making the work, what the work looks like, the personality of the piece, just through the sense of touch,” said Kilgour-Walsh.
The Touch Tours were specifically created for people with vision loss, but all are welcome to attend. In many ways, the tours enrich the art-viewing experience. Kilgour-Walsh says that the average time that a person spends looking at a piece of art is about 30 seconds. Art viewing is almost entirely sight-based, unless there is an audio component to describe the artwork. The tours slow down that experience, allowing participants to explore the art in new ways.
Over time, the Touch Tours have evolved to include the other senses. For example, during an Emily Carr exhibition, small salt shakers with pine tree and pine essential oil created the smell of the forest to accompany Carr’s work.
“In other cases, when we have our public offering, sometimes people [attend] who are curious, who just want to have a sensory experience are coming and that is actually what we see most often. And so some of that is leading us to think more about tours that engage senses, rather than simply focusing on description . . . forming an image in your mind based on the words and feelings, and engaging hearing and sight and sound,” said Kilgour-Walsh.
The primary art medium that the tours display is sculpture. The benefit of sculpture is that it is, by nature, much more tactile than a painting. Running your hands over a sculpted apple is much easier to understand than a painted one, particularly if you’ve never seen an apple. Many of the sculptures that the tours use are made of bronze, because it is a fairly durable material, meaning that it’s unlikely to break or snap under pressure.
“[W]ith bronze casting, the original work of art is often made in like, clay or wax or some very soft surface, and then cast later. And so feeling this work, you can actually find those spots of the sculpture where you can see how the artists would have used a finger to put in a curve or detail. You can actually follow those movements with your fingers,” said Kilgour-Walsh.
“[W]ith bronze casting, the original work of art is often made in like, clay or wax or some very soft surface, and then cast later. And so feeling this work, you can actually find those spots of the sculpture where you can see how the artists would have used a finger to put in a curve or detail. You can actually follow those movements with your fingers,” said Kilgour-Walsh.
Paintings are trickier to include on the tours, but they're such an integral part of our culture that the AGH has been working hard to include them in the tours. Paintings are much more delicate and easy to tarnish, and they are also fairly flat, with little texture, making them difficult to perceive through touch. The Touch Tours has adapted over time to include paintings. Now, each tour provides a posterboard version of the original painting that visitors can hold in their hands. The posterboard paintings are then covered in different textures of paint to illustrate the different sections, with raised paint being used to outline larger shapes. The participants are then able to experience the painting through touch, feeling their way through the art.
The Touch Tours have also created materials that illustrate what the different aspects of the paintings would feel like. They’ve created small samples of fabric to demonstrate what is being portrayed in the paintings to create a more immersive experience.
“[A] lot of people who come don't know what canvas feels like, so we have blank canvas so you can feel the give of the surface and the texture. If we talk about images where there's a certain kind of fabric — we've had a couple of painting of really beautiful Victorian dresses — we can use something like this where we've got that silk fabric and we've got suede and we've got all of those different things to have a sense of being able to touch the fabric that is being portrayed,” said Kilgour-Walsh.
They also have small samples of different paints, from acrylic to watercolour, in order to give an idea of what the painting itself feels like.
Touch Tours and other accessible options are slowly being integrated into more museums and galleries, like the Art Gallery of Ontario, the National Gallery of Canada and even the Museum of Modern Art. These improvements not only help people with accessibility needs, but also anyone interested in experiencing art from a fresh perspective.
For anyone interested in exploring the Art Gallery of Hamilton (123 King St. W.), admission is free for McMaster and Mohawk students with a valid student ID.
[thesil_related_posts_sc]Related Posts[/thesil_related_posts_sc]
