Students have expressed significant concerns regarding campus accessibility, citing outdated infrastructure, inconsistent accommodations and what some describe as systemic neglect.
First, the university’s physical infrastructure appears to be a persistent barrier for students with mobility challenges.
“The sidewalks are uneven, creating a major fall risk,” said one student, who wishes to remain anonymous.
They also recounted issues with malfunctioning wheelchair lifts in the Guillot University Center and the library. In one incident, the lift in the GUC was so precarious that they opted to carry their walker down the stairs instead.
Another student had similar concerns, noting that ramps often lead to the back entrances of buildings, which they described as feeling “pointed,” as if to hide disabled students. They also highlighted a broader lack of functionality in key areas: “The accessible doors in the main market were broken all last year, and lifts are either loud, embarrassing or outright dysfunctional.” A third student, who uses a wheelchair, described similar frustrations.
“Many wheelchair entrances, like the one at Kramer Hall, have cracked pavement, and the doors often don’t work properly. Sometimes I have to physically maneuver the doorstop and the door while in my wheelchair to get through,” they said.
Students also pointed to problems with the university’s Disability Support Services (DSS) portal. “The DSS portal is ironically inaccessible,” said one student. “Hyperlinks go nowhere and some forms won’t even open. You can’t find the portal on UNA’s website; you have to search for it on Google.”
This inaccessibility adds another layer of difficulty for students trying to secure accommodations. One student noted instances where DSS denied their documentation due to formatting issues, delaying access to necessary support.
DSS came under further criticism for its approach to granting accommodations. Multiple students reported difficulties navigating the process, with one characterizing the system as unresponsive.
“They gave me extra time on tests and the ability to record lectures but refused to provide flexibility on assignments, even though my medical condition makes meeting deadlines unpredictable,” they said.
Another student, who is undergoing the process of medical diagnosis, noted that while DSS staff were polite, the process felt dismissive.
“It feels like what’s on paper doesn’t count enough to get help,” they said.
One student shared an account of a friend who was accused of faking dyslexia by a DSS representative due to the age of her diagnosis. “She ended up dropping out because she couldn’t get the accommodations she needed,” they explained.
In an interview, Jeremy Martin, Director of the DSS Office, addressed several of these concerns.
“The quickest way to access us is through the DSS homepage, which can be found directly via the university’s website,” Martin said, demonstrating the process. When asked about broken hyperlinks and inaccessible forms, he acknowledged that the portal is undergoing updates and noted that students should report technical issues for immediate resolution.
Martin also defended the office’s accommodations process. “We work hard to provide students with the support they need based on their documentation. If there’s a delay, it’s often due to incomplete paperwork or outdated evaluations. We encourage students to reach out early to ensure a smooth process,” he said.
He added that while they strive for flexibility, certain academic policies are governed by federal guidelines, which can limit the scope of accommodations. Martin also commented on the dyslexia accusation.
“I don’t believe that to be 100% accurate,” said Martin. “And so with the dyslexia diagnosis, it doesn’t matter if you’re diagnosed in first grade, second grade, third, fourth, fifth, six, seventh, eighth, 10h, 11th, 12th grade. That diagnosis isn’t going to go away, right? And so when we look at accommodations, we look at diagnosis, we look at disabilities, we look at the facts.”
The students called for significant changes to UNA’s accessibility infrastructure and services. One suggested that staff should be trained to use disability equipment, such as lifts, and that quieter, less conspicuous alternatives to current systems be implemented. Another advocated for the regrading of the campus to make sidewalks and ramps more navigable, while others emphasized the need for consistent maintenance of elevators and doors.
One student concluded with “The way disabled people are treated on this campus feels like segregation. If I can’t live in the same dorms, use the same bathrooms, or access the same entrances, what else would you call it?”
