Ways CSB+SJU can do more to be inclusive to students with disabilities

Last weekend, an alumna asked me if her daughter could go to St. Ben’s just as she did. While I did not hesitate to say yes, I am writing this piece to solidify that in six year’s time, when it is time for her daughter to pursue higher education, she will have the opportunity to be a Bennie.

What makes her daughter unique is that she experiences Down Syndrome.

Each week this spring semester, I have coached her daughter in swimming lessons, growing a relationship with her while watching her flourish in the water.

Her daughter is kind, silly, fun and vibrant. I can only imagine what incredible things she will do in this world.

I recognize the incredible work that CSB+SJU does to include students with disabilities at this time—arranging from accessible living quarters, offering on-campus employment, the creation of clubs and groups, dining hall accommodations, student accessibility services and more.

But just as change is ever-evolving, I know that we as a community can do more.

I believe that one of the biggest pieces we are overlooking is how we can encourage inclusion as we move forward with the Integrations Curriculum.

The CSB+SJU website states, “That’s the heart of the Integrations Curriculum—empowering you to think in broader, more collaborative, more original ways.”

We need to integrate not only a wide variety of material into our course work, but a wide variety of students that just as impactfully influence our personal growth and establishment of community during our time here at St. Ben’s and St. John’s.

So that this happens in time for her daughter to become a Bennie in six years time, here are some ideas that I believe are the first steps in making this a reality:

1. CSB+SJU needs intentional living communities that are created for students who experience disabilities. The tasks of the residential assistants for these accessible living areas would be unique to the students living there. No student is the same, but all students deserve the same.

2. Able-bodied and disabled bodied students should have the opportunity to enroll in the same classes, especially the lower and upper integration courses that are still being adapted. While course material is important, also important is the community and collaborative growth of students within the class. Perhaps this would entail a unique program that would still allow students to obtain a degree from CSB+SJU.

3. Accessibility, especially on the St. John’s campus, needs some rethinking. Uniquely, St. John’s is more hilly than St. Ben’s, leading to many more steps.

4. Be open about where we could reduce unnecessary funding to allow for this program to have adequate funding. Opportunities like these should be financial priorities.

5. Students, faculty and administration should be actively having this conversation. We need to be asking ourselves, ‘how in our lives are we promoting equal opportunity for those in the community around us AND how could we do better?’

Again, I recognize the work that we do now but believe we could do better. Six years from now, I hope that her daughter will be offered the opportunity to be a Bennie. Now is the time to make this possible by devising new and unexplored avenues.