Increasing recognition of disabilities as diversity

As the number of students with disabilities increases, Tufts is paying greater attention to addressing their needs.

"Disabled students, especially those with learning/behavioral disabilities such as dyslexia or ADD/ADHD, are a growing minority population," said Sandra Baer, coordinator of Academic Services for Students with Disabilities. There are relatively fewer students with physical disabilities because of Tufts' hilly campus and the small number of handicapped-accessible buildings.

Though Baer's position exists to address the needs of students with physical, mental, and learning disabilities, medical conditions, and temporary disabilities caused by injuries, "a heightened awareness of the presence of disabled students is necessary on the Tufts campus," she said.

Freshman Jessica Levine, who is hearing impaired, would like to see Tufts actively recruit students with hearing and sight impairments as part of their plan to increase diversity. "Many of my friends who are deaf did not apply to the top-tier group of schools of which Tufts is a member," Levine said. "Tufts needs to reassure disabled students that they can succeed here and [that] they add to the richness of our campus."

Levine chose Tufts because she believes that motivated students deserve every right to attend a prestigious institution if they prove they are capable of doing the work, despite any disability.

She said Tufts does an adequate job accommodating her needs, which include note takers and American Sign Language interpreters for each class, she said. Although the challenging academics at Tufts make things "pretty difficult at times," in general she has found professors to be understanding.

"At times, it's hard to keep up with class questions and group participation as my interpreter is usually about five sentences behind the professor," said Levine. "People just are not aware of how hard deaf students have to work to keep up with everyone else."

Levine would like to make students with disabilities more visible in student activities. In the past, there have been suggestions to create a support group for disabled students, but Baer said such a group "must be student-initiated" to find success. Disabled students sometimes resist the creation of such a group since they "don't want to be singled out as different," she said.

Still, "increased community outreach on a personal level is necessary to make both faculty members and fellow students sensitive to students with different needs," Baer said.

Levine proposed creating an American Sign Language club similar to the one she was president of in high school. "The popularity of ASL classes at Tufts is evidence that such a club would have a lot of student interest," Levine said.

To increase awareness of disabilities, money from the Arts, Sciences and Engineering Diversity Fund were allocated to screening Ennis's Gift, a film about learning differences dedicated to the memory of Ennis Cosby, Bill Cosby's late son.

Baer considers disability a form of diversity, along with ethnic, racial, and cultural differences. "[Disabled students] should be granted similar privileges as any other special interest group in admissions, the classrooms, and in student activities," she said.

Almost 200 students at are currently registered with Tufts as having disabilities. ADD and dyslexia are the most common disabilities and there has been an increase each year in the number of hearing impaired students.

When disabled students come looking for help, Baer then provides them with services and materials such as books on tape, note takers, ASL interpreters, and peer tutoring. She also contacts professors to alert them of a student's disability and to obtain extended test time if necessary.