45 measures for better inclusion of people with disabilities

[Article] - Published on June 26, 2020 in Environmental Issues and Social Responsibility, Health, Social Issues & Disability

Success, competence, and commitment: these are the three pillars of the new disability master plan approved by the Board of Directors of the University of Montpellier. Four years to collectively implement these 45 new measures designed to promote the inclusion of people with disabilities. Interview with Agnès Fichard-Carroll, Vice President for Social Responsibility.

Support session for people with hearing impairments. Alexis and Charlène are taking a course on the Earth system, accompanied by an interpreter. Triolet Campus. © UM-David Richard / Transit

To begin with, what exactly is the purpose of a disability master plan?
Implementing a disability masterplan is a legal obligation, but it is also an opportunity to reflect on our attitudes and practices towards disability, to set goals for improving them, and then to achieve those goals within four years. I don't think you'll find anyone who says they don't want to include people with disabilities, but in reality, difficulties persist. A proactive policy is needed in this area in order to make progress.

Which departments worked on developing this new master plan?
The Handiversity Department within the Campus Life Division is responsible for leading this project. It is tasked with welcoming, supporting, and including students and staff with disabilities. The Joint Preventive Medicine and Health Promotion Service (SCMPPS) obviously plays a crucial role, as does the Human Resources Department in terms of staff. We have very competent and committed departments. But disability is a truly cross-cutting issue, and I would say that almost all departments and directorates, as well as the UFRs, schools, and institutes, are involved within the university. I am delighted with their participation and commitment to the development of this plan. And, of course, we have met with people with disabilities themselves, both students and staff.

This is the university's second master plan. What is the outcome of the first one?
The previous one covered the period 2016-2019 and proposed 73 actions. Thanks to the involvement of the departments and components, more than sixty measures have been implemented or are in the process of being implemented. A dozen others have proved difficult to implement but, more often than not, are no longer relevant over time. Without being complacent, as there is still a long way to go, the results are encouraging. We have put in place measures that work, we are seeing the positive effects of the actions taken, and we can see this in particular in the increase in the number of students and staff with disabilities at the university.

How many people with disabilities does the university employ?
We are one of the universities with the highest percentage of employees with disabilities. The figure was 4.58% in 2018, up from just 3.31% in 2016. This is a positive trend that is gradually bringing us closer to the 6% required by law, but we must not be satisfied with this. We still have work to do, and there are several explanations that help us better understand the difficulties we face in reaching this threshold. Among them is the high percentage of highly qualified people at the university, while it is well known that people with disabilities suffer from a lack of training. We do not always have direct control over these issues, but there are levers that can be activated.

And how many students?
The average percentage of students with disabilities in universities is 1.64% (find out more) in 2020. The University of Montpellier has gone from 1.6% for the 2015-2016 academic year to 2.31% in 2018-2019, and this figure continues to rise. This is a source of satisfaction for us and proof that the support put in place is enabling more people to access university education. In turn, this increase has compelled and encouraged us to go further in the measures we propose.

What exactly does the second disability master plan propose that is new?
Forty-five new measures that we must collectively implement over the next four years to successfully include every person with a disability. We have entitled it "Success, Competence, and Commitment." These are terms of action, positive words to describe disability. We want to talk about the success of students with disabilities and the skills of our staff with disabilities. They are here to train or to carry out a task for which they are competent, and it is up to us to provide them with the right conditions to do so.

What are the key measures aimed at students?
Some are specific to the University of Montpellier, such as the development of the second phase of the Handy app [see box], and the payment of internship allowances for master's students. UM is also a partner in the "New University Curriculum" project called Aspie Friendly for students with Asperger's syndrome. This involves a small number of students, but we hope that the measures put in place will also be applicable to other disabilities. In conjunction with the Student Vice President, we offer specific social assistance. We are also strengthening the support provided to students who are hospitalized.

Is there a specific program for first-year students?
Supporting students is one of the cornerstones of the initiatives we run for all students with disabilities, and of course we pay a little more attention to first-year students. Starting university can be a little unsettling for all young people, whether they have a disability or not. We need to make sure we smooth out any difficulties.

For those with severe disabilities, specific support from teaching assistants will continue, as will disability tutoring. However, our goal is to support them on their journey toward achieving the greatest possible independence.

Does this also apply to study abroad programs, since they are also covered by this master plan?
Yes, students with disabilities who want to study abroad or come to UM as exchange students must receive special attention, which UM intends to develop within the framework of programs such as Erasmus+ and CHARM-EU.

What are the new developments or measures being renewed with regard to staff?
For staff, the implementation of teleworking for situations that require it has been facilitated. We offer teachers and researchers with disabilities a reduction in their teaching load, modeled on the system applicable to teachers. One of the challenges, as I mentioned earlier, is recruiting highly qualified staff, which remains difficult despite the creation of reserved positions each year. This is an area we are monitoring closely, and we are particularly keen to work on recruiting category A staff. We also offer social assistance programs that work well and have therefore been strengthened. Whenever a new framework for an institution is proposed, the reflex is also to think about people with disabilities.

Is research also affected?
The institution has invested heavily in recruiting doctoral students. Of the 25 doctoral contracts funded annually by the Ministry for disability, the UM has been able to secure one each year. This is thanks to the scientific quality of the projects proposed, of course, but also thanks to the support provided by our services (DRED, DVC, etc.) in putting together the applications. And each year, the UM also funds a doctoral contract for disability. In total, the University has seven doctoral students with disabilities benefiting from a disability doctoral contract. We also have leading research teams working in the field of disability, and every year we organize a highly successful conference with one of our researchers.

Have particular efforts been made in terms of communication and information?
Yes, communicating about rights and the services offered by the university is essential. For staff, an information brochure on disability declarations has been produced and sent to all employees. Whenever we send out this type of information, whether it's about social initiatives or disability, we receive requests from staff members. It's very important to raise awareness of the existing measures through various media. We know that even today, some people are still reluctant to declare their disability, and we understand that this is a strictly personal choice. We believe it is important to inform them about the benefits of making such a declaration. We would like to see a situation where no one has to face difficulties in their job because of a disability.

The third part of the master plan concerns the inclusion of people with disabilities and raising awareness among those who work or study with them.
Yes, our goal is to help change perceptions of disability, which are often biased, especially when it comes to invisible disabilities.We still hear too often: "But there's nothing wrong with him!" However, it is important to know that motor disorders account for only 17% of disabilities among students. Language and speech disorders, which account for about 30% of the disabilities we encounter among students, and mental disorders (12%) are common. These disabilities, or other equally invisible types, can lead to misunderstanding. All teaching, administrative, and technical staff must be trained and made aware of these issues through workshops and targeted communications. An awareness policy is also being implemented among student associations.

And when it comes to the inclusion of people with disabilities in university life more generally, where does the University stand?
Access to large and small-scale social events, access to sports, libraries, artistic or scientific and technical culture, and of course access to buildings must be a constant concern. The Campus Life Department, which includes the Handiversity Service, is particularly vigilant in ensuring that the activities offered by its services, whether in the areas of quality of life at work, social life, student life, or art and culture (such as the culturesponsable program), are accessible. The SUAPS also offers adapted sports activities. The institution has also rolled out a scheduled accessibility agenda, led by the DPI, concerning real estate, and the DAGI has worked to make the UM's purchasing policy more responsible. I can't mention all the departments, but I would like to take this opportunity to thank them all. As I said, this is an issue that involves everyone.

How are these measures financed?
The university is providing the human and financial resources needed to implement this policy, which is one of the reasons why progress is being made.

Keywords: Students, Disability, Staff, Health, University