Category: Community

What is the Global Disability Summit?

The Global Disability Summit (GDS) is a meeting of disability advocates, organizations, and governments to discuss future goals which further inclusion of disabled persons around the world. It was created in 2017 from the combined efforts between the International Disability Alliance (IDA) and multiple governments.

The first Global Disability Summit was held from July 23rd to July 24th, 2018, in London, England, where it was hosted by the UK Department for International Development (DFID), the Government of Kenya, and the International Disability Alliance (IDA). At that time, 171 governments and organizations participated and made 968 individual commitments towards the themes of The Global Disability Summit 2018:

1. Tackling stigma and discrimination
2. Inclusion in education
3. Routes to economic empowerment
4. Harnessing technology and innovation

It also included two cross-cutting themes – topics that are considered alongside main themes, but sometimes overlap, without losing focus on the main themes:

1. Women and girls with disabilities
2. Conflict and humanitarian contexts

What Does the Global Disability Summit Want to Achieve?

The Global Disability Summit has four main objectives:

1. Raise global attention and focus on neglected areas and inclusive sustainable development
2. Mobilize targeted and concrete commitments on disability inclusion and inclusive development
3. Showcase best practices and evidence from across the world on disability inclusive development, and progress made from the Global Disability Summit in 2018
4. Strengthen the capacity of organizations of persons with disabilities in the Global South and their engagement with governments

The Global South has at least three main definitions. It can be assumed that the Global Disability Summit, as a meeting of multiple organizations, uses the term to describe countries in Africa, Asia, Oceania, Latin America, and the Caribbean that are low or middle income.

What is the Global Disability Summit 2022?

This year, the Global Disability Summit was held in Oslo, Norway albeit with most events planned virtually. It was held from February 14th to 17th, co-hosted by the International Disability Alliance (IDA), the Government of Norway, and the Government of Ghana. The main event, the Global Disability Summit top level meeting, was held on February 16th and 17th.

It was preceded by the Global Disability Youth Summit on February 14th, and the Global Disability Summit Civil Society Forum on February 15th.

The Global Youth Summit 2022

The Global Disability Youth Summit, a meeting of youth and their organizations over the world, was featured on the first day of the event. It was co-hosted by the International Disability Alliance (IDA), and the Atlas Alliance, represented by Youth Mental Health Norway.

Its purpose was to highlight the voices of disabled youth and create commitments to support them in the future. This was the first time that youth were appointed to create their own summit, for the interests of disabled youth around the world.

Civil Society Forum 2022

Hosted by The Civil Society Reference Group, The Civil Society Forum was featured on the second day of the event. It served as an opportunity both to discuss issues relevant to the disability movement around the world, and to strive towards the items listed in the UN Convention on the Rights of Persons with Disabilities (CRPD).

This forum helped form a general briefing that influenced the more in-depth conversation which was addressed at the Summit’s top-level meeting on February 17th.

The Core Goals of GDS 2022

The Global Disability Summit 2022 focused on some of the core goals of the summit as an event, some of the themes from the previous summit, as well as some new ones:

1. Inclusion in education
2. Strengthening the capacity of organizations of persons with disabilities in the Global South and their engagement with governments
3. Inclusive health
4. Inclusive employment and livelihoods
5. Inclusion in situations of crises and conflict, including a focus on climate change

Alongside these main themes, gender was a cross-cutting theme.

Sources:

“A Global Disability Summit for Youth.” The Atlas Alliance, https://atlas-alliansen.no//the-youth-summit. Accessed 5 Feb. 2022.

Alonzi, Alta. “What Are Cross-Cutting Themes?” ProposalforNGOs, 12 Feb. 2018, https://proposalsforngos.com/what-are-cross-cutting-themes/. Accessed 5 Feb. 2022.

“Civil Society Forum – GDS18.” Global Disability Summit, https://www.globaldisabilitysummit.org/pages/gds18-civil-society-forum. Accessed 5 Feb. 2022.

“Civil Society Forum 2022.” Global Disability Summit, https://www.globaldisabilitysummit.org/pages/civil-society-forums. Accessed 5 Feb. 2022.

Clarke, Marlea. “Global South: What Does It Mean and Why Use the Term?” Global South Political Commentaries, University of Victoria, 8 Aug. 2018, https://onlineacademiccommunity.uvic.ca/globalsouthpolitics/2018/08/08/global-south-what-does-it-mean-and-why-use-the-term/. Accessed 5 Feb. 2022.

“Global Disability Summit – Civil Society Consultations 2020.” International Disability Alliance, https://www.internationaldisabilityalliance.org/GDS-consultations-2020. Accessed 5 Feb. 2022.

“Global Disability Summit – Home.” Global Disability Summit, https://www.globaldisabilitysummit.org/. Accessed 5 Feb. 2022.

“Global Disability Summit 2018 – London, UK.” Global Disability Summit, https://www.globaldisabilitysummit.org/pages/global-disability-summit-2018-london-uk. Accessed 5 Feb. 2022.

“Global Disability Summit 2022.” Minority Rights Group, 31 Jan. 2022, https://minorityrights.org/opportunities/global-disability-summit-2022/. Accessed 5 Feb. 2022.

“Global Disability Summit 2022.” The Atlas Alliance, https://atlas-alliansen.no//en/global-disability-summit-2022. Accessed 5 Feb. 2022.“Global Disability Youth Summit 2022.” Global Disability Summit, https://www.globaldisabilitysummit.org/pages/youth-summit. Accessed 5 Feb. 2022.

There’s no denying that the pandemic has taken its toll on us, not just physically, but also mentally and emotionally. According to online Leger surveys from 2021 analyzed by the Association of Canadian Studies, two out of every three Canadians think that their mental health is worse now than before the pandemic. In addition, 16 per cent of respondents reported having been diagnosed with depression.

Yet, despite the obvious possibility that the surge in such cases are largely due to having our lives turned upside down because of lockdowns, restrictions, and health and safety protocols related to COVID, there’s still a misconception that we have to pretend that everything’s fine and rosy to cope with the pandemic.

Toxic Positivity

Having a positive outlook is amazing to have. When you’re positive, it usually is infectious and the people around you feel it as well and they also adapt an upbeat attitude. However, if left unchecked, this positivity can easily turn into toxic levels. Rather than feeling cheerful, some feel anxious because they feel pressured to have a sunny disposition even when they can’t and know full well they have a good reason why they can’t.

As a result, they start questioning themselves and the feelings of self-doubt and inadequacy seep in. They start to feel their emotions are invalid because the positive affirmations aren’t getting through to them.

The Harmful Effects of Toxic Positivity

When one’s practically toiling to suppress their emotions so they can pretend everything’s hunky-dory because people expect them to, more harmful psychological effects are likely to occur compared to when one fully embraces their feelings and allow themselves time to process their emotions.

The pressure to be positive eventually leads to anxiety and depression, resulting in poor sleep and substance abuse, among other issues.

COVID and Its Negative Impact

When you stop and thoroughly think about it, it’s reasonable to have this rollercoaster of emotions in the middle of a pandemic. Imagine, if you’ve been planning a tropical vacation for so long only to find out that you won’t be able to do so, or if you’ve been longing to visit a relative you haven’t seen in years only to learn that you can’t, then of course you’ll be upset.

Why is that? Because you care and are excited about these things and suddenly COVID has swooped in and taken these opportunities away from you. It’s a completely valid human reaction to be disappointed.

Tuning into Your Emotions

In situations like the ones above, it’s OK to step back and allow yourself those emotions instead of sweeping them under the rug merely because someone keeps on telling you to “don’t worry, be happy.”

Your plans didn’t work out as smoothly as you’d hoped. Of course you’ll feel let down.

And the sooner you realize that and let your emotions be, then the better you’ll be able to come to terms with the situation. This way, you’ll be motivated to take action to handle it well.

The pandemic definitely has brought us struggles that we haven’t experienced before, and it’s normal to feel overwhelmed. The knee-jerk reaction to force ourselves to have a plastered smile on our faces and pretend everything’s OK is not the answer. This will do more harm than good. Allowing ourselves those genuine emotions is the healthier option than bottling them up. And eventually, we will be OK.

Sources 

Ibrahim, Erika. “Polls suggest decline in mental health, but point to clues on how to address it.” CTV News. https://www.ctvnews.ca/health/polls-suggest-decline-in-mental-health-but-point-to-clues-on-how-to-address-it-1.5719146

Scully, Simone M. “‘Toxic Positivity’ Is Real — and It’s a Big Problem During the Pandemic.” Healthline. https://www.healthline.com/health/mental-health/toxic-positivity-during-the-pandemic#Its-OK-not-to-be-OK-right-now-in-fact,-its-normal

Two Years of the Pandemic

March 2022 marks the two-year anniversary of the COVID-19 pandemic’s large impacts on Canadian life. There have certainly been changes, and now everyone must adjust to the “new normal”: life that has been shaped by this pandemic.

Everyone started wearing face masks, hand sanitizer was a must-have item more than ever, and simple tasks like shopping for groceries became a task riddled with caution. It was scary to see the way we lived change so rapidly.

Working, schooling, and other social interactions shifted to purely online ways of connecting. No one was shaking hands anymore — this quickly shifted to a waving emoji that flashed on a screen. Work meetings were reduced to seeing your colleagues through multiple small windows in a Zoom chat room, and large classrooms were condensed into a single monitor.

The negative impacts of the pandemic were surely felt by many: As humans, it is in our nature to be social, and the pandemic stripped us of such tools to foster social connections.

However, I would like to share a story of how the isolation of the COVID-19 pandemic positively affected me. The COVID-19 pandemic did not have a solely positive effect on me, but with the negatives came something positive.

Where I Was at the Beginning of the Pandemic

At the start of the pandemic, I was in my third year of post-secondary schooling. Despite this, I had little idea what direction I wanted to take with my schooling and my future career. I had little passion for schooling due to this lack of direction. Classes were attended, notes were taken, and tests were completed, but everything was still a big question mark.

I went to classes thinking that most days dragged on with the same cycle: I would wake up, go to campus, attend classes, and then go straight home. Rinse and repeat. When classes had shifted online “temporarily” (which really meant two-and-a-half years for me), I did not know how to process this change.

If I could not go to campus, this meant that I was pulled away from my normal social circles. I could not see the classmates that I saw all the time anymore. Like many others, I longed for the day that I could go back to my “normal” life — as if a pandemic had not happened — but the world had progressed further than my past perception of “normal.”

This initially felt horrible, but I realized that this isolation had provided me with the perfect conditions for self-reflection. I was no longer around people that I (wrongly) assumed had everything “put together” and “planned out.” I was no longer under the (self-inflicted) pressure to present as if I knew what I was doing.

How the Pandemic Helped Me

What did I want to do? This question was put on hold for many years, due to not wanting to confront the unknown.

Even though I was annoyed with the apparent “monotony” of my life, there was something in that familiarity that I also did not want to change. Familiarity is a comfort, and the pandemic flipped that all upside down.

Some of the previous barriers in sorting out my educational path had become easier: counselling had shifted completely online, allowing for the ease of booking appointments and attending them, and entire discussions that I needed to have with authority were done entirely through email.

Prior to the pandemic, actions like walking into an office and booking appointments were nerve wracking. Simple, but nerve wracking. The pandemic gave me the first push out the door (ironically) to start the steps of reworking what I had wanted.

The pandemic had only intensified my desire to communicate with others, and writing was one of the methods to do so. Focusing on something to make use of writing, one of my greatest strengths, was what I needed to do. Where I did not find strength in speaking or in numbers, I found in writing.

While I have not figured out what occupation I want, I have a direction to follow.

The severity of the pandemic’s negative effects has been felt, but the potential positives need to be highlighted as well. After all, it was the imbalance of social life that allowed me to find balance within my own life.

Sources:

Kirkey, Sharon. “After the COVID-19 Crisis Ends, What Does Our ‘New Normal’ Look Like?” National Post, 15 May 2020, https://nationalpost.com/news/canada/covid19-crisis-new-normal-coronavirus. Accessed 12 February 2021.

Sukel, Kayt. “In Sync: How Humans Are Hard-Wired for Social Relationships.” Dana Foundation, 13 Nov. 2019, https://dana.org/article/in-sync-how-humans-are-hard-wired-for-social-relationships/. Accessed 12 February 2021.

The necessary transition from in-person classes to online classes to curb the spread of the COVID-19 virus in early 2020 came with a unique set of challenges for students. Apart from having to adjust to then-unfamiliar digital learning platforms like Google Classroom and Zoom, students also had to get accustomed to limited social interaction as usual in-class activities had to be set aside or moved online.

As the pandemic continued, online classes eventually became the norm until vaccination efforts succeeded throughout the country. By Fall 2021, educational institutions finally have been given the go-signal to re-launch in-person classes or at least offer the hybrid option, a combination of both in-person and online classes.

Due to increased e-learning during this time, however, it’s become common for some students to experience online learning burnout. A study, with 80,000 participants from across the globe, revealed that school disruptions caused by the pandemic have caused 1 out of 5 youth anxiety. As the COVID-19 crisis goes on, the analysis led by professor of clinical psychology Sheri Madigan of the University of Calgary hopes to continue and examine ways to address the issue.

If you’re dealing with anxiety due to on-and-off school closures and social lockdowns, read on for suggestions on how to cope.

1. Adopt healthy eating habits.

Mental stress already takes its toll on one’s physical health. So it’s important to make an effort to achieve optimum physical health during this time, starting with a nutritious diet. To gain the much-needed energy for your online classes, avoid fast food staples like burgers, milkshakes, and fries and opt instead for snacks that promote your wellbeing like fruits (especially berries), unsalted nuts, whole grain crackers and cereals, and veggies with low-fat dip options.

2. Exercise.

You don’t have to have an elaborate gym set-up at home to get physically fit. All you need is a brisk walk in the nearby park for at least 30 minutes and you’ll get a healthy dose of exercise. At wintertime, this is especially important since we have a limited amount of daylight. Once the sun’s out, take advantage and go for a walk and you’ll benefit from getting your Vitamin D as well. If you want to take it up a notch, you can also do online physical fitness classes. Due to lockdown rules, you have a load of options for trainers that offer classes online.

3. Maintain a connection with friends and classmates.

There might be a limit on social gatherings, but this doesn’t mean that you have to shut yourself completely to social interaction. Video conferences are a great way for you to establish a connection with your friends and classmates and have conversations with them as you would in a face-to-face setting. It may take a while to get used to at first, but once you’ve become comfortable with it, you’ll feel like you’re all chatting in an actual classroom. Incorporating e-games like Drawasaurus (online Pictionary) or Hangman into the video conferences is also an enjoyable way to interact with each other.

4. Give yourself ample breaks.

When you have back-to-back online classes and multiple projects on your plate, it’s challenging to take a breather – but doing so in this situation is all the more important. When you’re overwhelmed with all the tasks on your to do list, remember to set aside time to take a break. Do something that you enjoy that can help alleviate the stress: listening to you favourite music, watching a funny YouTube clip, doodling on your sketchbook, or calling a close friend. These are all helpful activities that allow you to block out all the work and focus on yourself, even for a bit of time.

5. Talk about what you’re feeling with others.

Confiding to family members and close friends about what you’re going through is an effective way to get the weight off your shoulder. COVID-19 has affected everyone, though in different ways, and sharing what you’re experiencing will make you realize that you’re not alone and that you can work together to help each other through this crisis. It’s certainly more productive than burying yourself in school work 24/7 or streaming your favourite shows nonstop.

The virus has put a strain on our learning options and social activities, no doubt, but there are ways to manage through these hurdles. Give the suggestions above a shot and here’s hoping your feelings of online classes burnout will be a thing of the past.

Sources

Alibudbud, Rowalt. “On online learning and mental health during the COVID-19 pandemic: Perspectives from the Philippines.” National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8457633/

Fares, Jawad, Mohamad Y. Fares and Nour Mheidly. “Coping With Stress and Burnout Associated With Telecommunication and Online Learning.” Frontiers in Public Health. https://www.frontiersin.org/articles/10.3389/fpubh.2020.574969/full

Molano, Sarah. “Youth depression and anxiety doubled during the pandemic, new analysis finds.” CNN. https://www.cnn.com/2021/08/10/health/covid-child-teen-depression-anxiety-wellness/index.html

Neustaeter, Brooklyn. “How to prioritize your child’s mental health amid a delayed return to school.” CTV News. https://www.ctvnews.ca/canada/how-to-prioritize-your-child-s-mental-health-amid-a-delayed-return-to-school-1.5726677

Parry, Wynne. “Pandemic stress: the toll it’s taking on students.” C&EN. https://cen.acs.org/education/undergraduate-education/Pandemic-stress-toll-s-taking/99/i2 

The Current Issues for Children with Disabilities in B.C.

Approximately 30,000 children with disabilities across British Columbia are accessing aids. However, this number does not reflect the flaws of the current system and who is being left out. Currently, families of children with disabilities need a diagnosis to access funding.

Getting a diagnosis can take a few years, leaving families waiting while they should be getting help. Waiting years can be brutal for a child’s development, considering how many milestones they could be missing in the process. Even when a diagnosis is given, this does not guarantee that the services offered are accessible in all areas.

In short, the current system does not adequately provide for the needs of children with disabilities and their families.

Mitzi Dean, the Minister of British Columbia’s Ministry of Childhood and Family and Development, is aware of such issues. Since 2019, she and the Ministry of Childhood and Family Development have worked towards what is now known as British Columbia’s upcoming “family connections hub” model.

Under the proposed family connections hub system, families of children with disabilities will have access to various supports in their local communities, with no diagnosis required. The implementation of this new system will be able to accommodate 8,300 more children and their families.

What are Family Connection Hubs?

British Columbia will have its upcoming family connection hubs program province-wide by 2025. These hubs are meant to support children with special needs (up to age 19) and their families. These hubs are places people can access locally throughout the province, with the first set to open by winter 2022 or 2023 for individuals in the Northwest and Central Okanagan Regions.

What Services are Offered?

Through family connection hubs, families can access a variety of services offered by professional therapists and consultants. They provide developmental, goal-focused, and disability services.

• Developmental services will help with referrals and services, as well as assessing children’s abilities and needs within the context of their family, school, and community. It will also provide education and guidance to families through multiple formats and by translators if needed.
• Goal-focused services will help families in identifying and removing barriers, help identify and explain certain behaviours, and make plans to meet their goals. This includes offering therapies such as occupational therapy, physiotherapy, and speech language therapy.
• Disability services will help families by providing necessary assistive equipment, respite and in-home supports, counselling, and transition planning for children who are reaching adulthood.

When Will Changes Happen?

Families can still access existing programs until 2025, so those programs will not be replaced quickly. Existing programs will close in the future but are still open for intake until the transition happens. For example, The Autism Funding Program will remain open for new intake until September 2024, but autism services will be transitioning to the family connections hub program by 2025.

Consultation will continue until spring 2022 to gather input on what families want through this transition. After consultation is completed, the ministry will move forward by increasing medical benefits that will cover full costs of necessary medical equipment like wheelchairs.

More than 40 family connections hubs are planned for the province, with the first few set to open in winter 2022 or 2023. The first family connections hubs will open in the Northwest and Central Okanagan regions, with three locations for the latter and one location for the former.

The period between fall 2024 and spring 2025 will be the full transition period across British Columbia.

Sources:

Dean, Mitzi. “DEAN: Hub Model Will Provide Care for Thousands of B.C. Families Left without Support.” Abbotsford News, 3 Nov. 2021, https://www.abbynews.com/opinion/dean-hub-model-will-provide-care-for-thousands-of-b-c-families-left-without-support/. Accessed 12 January 2022.

Holliday, Ian. “B.C. Announces Transition to Community ‘hub’ Model for Supporting Children with Special Needs.” CTV News, 27 Oct. 2021, https://bc.ctvnews.ca/b-c-announces-transition-to-community-hub-model-for-supporting-children-with-special-needs-1.5641178. Accessed 8 January 2022.

Ministry of Child and Family Development. “Frequently Asked Questions – Family Connections Hubs.” Province of British Columbia, 21 Dec. 2021, https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/family-connections-hubs/faq. Accessed 12 January 2022.

Ministry of Children and Family Development. “Improved System Coming for Children and Youth with Support Needs.” BC Gov News, 27 Oct. 2021, https://news.gov.bc.ca/releases/2021CFD0067-002047. Accessed 10 Jan. 2022.

Ministry of Child and Family Development. “What to Expect During the Change to Family Connections Hubs.” Province of British Columbia, 1 Dec. 2021, https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/what-to-expect. Accessed 8 Jan. 2022.

Sheppard, Brock. “MCFD’s Autism Funding Changes and Family Hubs: What You Need to Know and What You Can Do — Blog.” AutismBC, 6 Nov. 2021, https://www.autismbc.ca/blog/mcfd-changes/. Accessed 8 January 2022.

What is Note Taking?

Note taking may sound simple, but in the context of post-secondary learning, it can be complicated. In this context, note taking is the process of summarizing information from post-secondary lectures. With how fast-paced and content-heavy some courses can be, something thought of as simple becomes more complex in practice. In fact, not everyone can note take effectively, or even note take at all. Taking adequate notes provides students sources to learn and review from.

Why are Note Takers Needed?

Note taking can be difficult for students with physical or mental disabilities. For some, they might not be able to write adequately, or at the speed in which post-secondary classes demand students to take notes. According to a 2021 study, the amount of first-year university students with disabilities enrolled in Canadian institutions rose from 9% to 22% between 2010 and 2019 (Parsons et al. 42). As shown, this number has risen and will continue to rise: accommodations will become increasingly more requested as the years pass.

Student note takers are important to those who need the accommodations. The service that student note takers provide can be beneficial towards individuals’ success in their course. However, despite the acknowledgement that everyone deserves equal access to course materials and learning, a student note taker is not always provided. Student note taking is considered, by many post-secondary institutions, as voluntary. Therefore, it is not mandatory for a student to be assigned as a note taker. Having a student note taker in a class may be necessary for some students, but the position is not treated as such by institutions.

What are the Incentives Offered for Note Takers?

Volunteer hours, co-curricular recognition, and reference letters are the most common incentives for post-secondary institutions to offer their note takers, but here are some other examples:

McGill

Alongside receiving 10 hours of volunteer service per course (as shown on their co-curricular record), note takers at McGill will be entered in a draw to win 1 of 10 $50 gift cards.

Ontario Tech University

Note takers at Ontario Tech University will be entered into a draw to win $350, as well as their choice of school apparel.

Simon Fraser University

Note takers at Simon Fraser University will be given a $100 school bookstore gift card at the end of a successful semester.

St. Lawrence University

Note takers at St. Lawrence University will be paid $85 (per course) at the end of a successful semester.

University of British Columbia

At the University of British Columbia, note taking is considered a paid position. Student note takers are paid based on the class that the note taker is providing the service for. The more credits that the course earns, the more money that the student will make. Student assistant wages at the University of British Columbia range from $14.60 to $25.00 an hour.

University of Calgary

Like the University of British Columbia, the University of Calgary also recognizes note taking as a paid position. Student note takers will be paid $16 an hour. However, if the student note taker is providing their service for more than one student, the pay is calculated differently: the student note taker will still receive $16 per hour for the first student that they help, and they will be paid extra for their additional efforts. For each other student that they help, they will receive pay for one hour a week, which is also $16.

Sources:

“About – Centre for Accessible Learning (CAL) – Simon Fraser University.” Simon Fraser University, https://www.sfu.ca/students/accessible-learning/programs-and-services/notetaking/student-note-takers/volunteers.html. Accessed 6 Dec. 2021.

“Accessibility Services.” St. Lawrence College, https://www.stlawrencecollege.ca/services/student-wellness-and-accessibility/accessibility-services. Accessed 6 Dec. 2021.

“How Do I Become A Note-Sharing Peer?” McGill University, https://www.mcgill.ca/osd/student-resources/note-sharing/how-do-i-become-note-sharing-peer. Accessed 6 Dec. 2021.

Ng, Bao Li. “Opinion: To Better Accommodate Students with Disabilities, U of T Should Compensate Note-Takers.” The Varsity, 12 Jan. 2020, https://thevarsity.ca/2020/01/12/opinion-to-better-accommodate-students-with-disabilities-u-of-t-should-compensate-note-takers/.

“Notetakers | Student Services – Faculty & Staff Resources.” The University of British Columbia, https://facultystaff.students.ubc.ca/student-engagement/centre-accessibility/student-assistants/notetakers. Accessed 6 Dec. 2021.

“Notetakers and Educational Attendants: Frequently Asked Questions.” University of Calgary, https://www.ucalgary.ca/student-services/access/home/notetakerFAQ. Accessed 6 Dec. 2021.

“Notetaking: Everything You Needed to Know.” Paperlike, 6 Oct. 2021, https://paperlike.com/blogs/paperlikers-insights/note-taking-guide. Accessed 14 Dec. 2021.

Parsons, Jeanette, et al. “Accommodations and Academic Performance: First-Year University Students with Disabilities.” Canadian Journal of Higher Education, vol. 51, no. 1, Mar. 2021, pp. 41–56. journals.sfu.ca, https://doi.org/10.47678/cjhe.vi0.188985.

“Student Assistants | Student Services – Faculty & Staff Resources.” The University of British Columbia, https://facultystaff.students.ubc.ca/student-engagement/centre-accessibility/student-assistants. Accessed 6 Dec. 2021.

“Volunteer as a Note-Taker | Accessibility Services.” University of Toronto Mississauga, https://www.utm.utoronto.ca/accessibility/volunteer-resources/volunteer-note-taker. Accessed 6 Dec. 2021.

“Volunteer Note Takers.” Ontario Tech University, https://studentlife.ontariotechu.ca/services/accessibility/get-involved/index.php. Accessed 11 Dec. 2021.

Video games are virtual worlds with endless possibilities for what characters can do and see. As well as providing a platform for endless possibilities, video games also provide a space of exposure for representation. A study from the Netherlands showed that approximately 92% of people with disabilities play video games. Although this is likely not representative of a global number, it is still indicative that disabled players comprise of a sizable demographic for video game studios to consider. Their experiences deserve to be represented in gaming.

Including disabilities in video games gives creators, characters, and players with disabilities a presence: the representation normalizes disabilities and tells players to not forget that people with disabilities exist in a variety of ways. The more players see positive depictions of people with disabilities in any world, be it digital or not, the more that individuals will come to understand the lives of people with disabilities. In this article, I will provide just a small sampling of the ways disabilities and individuals with disabilities have been represented in gaming.

Mental Disability Representation in Video Games

Hellblade: Senua’s Sacrifice

The main character of “Hellblade: Senua’s Sacrifice” is Senua, a warrior that must fight through Viking Hell. Senua happens to be a character with psychosis, a mental disability. According to a 2020 study on the game, players reported “less desire to keep those with mental illness away” as they assumed the role of Senua (Ferchaud et al. 6). Viewing the game world through Senua’s perspective allowed players to connect with her and to understand her disability. Inclusion of characters like Senua is a good combatant against the stigma that people with disabilities face.

The game’s official website even has a mental health support page for people that may be going through any of the issues seen within the game. While Ninja Theory, the game’s developer, is based in the United Kingdom, this page allows users to filter through mental health links from many countries over the world.

Physical Disability Representation

Marvel’s Avengers

In 2020, Meagan Marie and Mariah Robinson from game studio Crystal Dynamics discussed accessibility in the workplace, as well as how they planned to represent disabilities in their games. As Marie notes, the studio’s goal was to “normalize representation within our game world by reflecting the diversity of the real world” (Chiasson).

One example of this would be Cerise, a non-playable character in “Marvel’s Avengers.” Crystal Dynamics worked with Cherry Thompson, an accessibility specialist, to provide wheelchair motion capture for the character. Although the reaction to Cerise’s implementation in her game has been mixed, Crystal Dynamics has been applauded for the lengths they went to animate a character with a wheelchair.

 “Real-world” Representations of Disability

Pegasus Dream Tour

As the Paralympics’ first venture into gaming, “The Pegasus Dream Tour” is a mobile game based on the Tokyo 2020 Paralympics. Players can create their own avatar and try out Paralympic sports alongside avatar representations of real-life parathletes. One example is Boccia, a game in which athletes throw leather balls on the court. The objective is to get their teams’ leather balls the closest to the jack.

Unfortunately, “The Pegasus Dream Tour” is set to cease services on January 31st, 2022, due to the expiration of the Paralympic license agreement with the International Paralympic Committee. Despite its short-lived run, “Pegasus Dream Tour” is a great piece of media for disability representation, in both raising awareness for the Paralympics and athletes with disabilities.

Cosmetic Representation of Disability

Animal Crossing: New Horizons

In “Animal Crossing: New Horizons,” players manage their own island, its inhabitants, and the buildings that islanders use. Part of the fun comes from customizing one’s own islander and the interiors that they will use. A wheelchair is among the furniture items that players can purchase. The fact that it exists in a game where player customization is a big aspect of the gameplay is a good thing to include. When avatars can be used as a digital representation of the player themselves, more options can make the experience feel more personalized.

The Future of Disability Representation in Video Games

While there are disabled characters within gaming, more needs to be done: physical disability representation outweighs mental disability representation, and the type of representation is lacking in diversity (for example, not everyone in a wheelchair experiences life the same way). As Ian Hamilton describes, “games are often guilty of furthering the myth that a disability is rare” and therefore, more planned out and considerate depictions of disabilities are needed (“Diversity in Gaming: Disabled Characters in Video Games”). By including (at the very least) a small portion of disability representation in their games, games studios can help tackle the stigma associated with disabilities. The situation of disability representation in video games has been slowly improving, and these gradual improvements should continue.

Sources: 

“Boccia | Canadian Paralympic Committee.” Canadian Paralympic Committee, https://paralympic.ca/paralympic-sports/boccia. Accessed 3 Dec. 2021.

Chiasson, Améliane. “Accessibility On Marvel’s Avengers – The Journey So Far | Square Enix Blog.” SQUARE ENIX, 28 May 2020, https://square-enix-games.com/en_US/news/accessibility-marvels-avengers. Accessed 3 Dec. 2021.

Chin, Wing. “Around 92% of People with Impairments Play Games despite Difficulties.” Game Accessibility, https://www.game-accessibility.com/documentation/around-92-of-people-with-impairments-play-games-despite-difficulties/. Accessed 8 Dec. 2021.

Diaz, Jen. “Where to Get the Wheelchair in Animal Crossing: New Horizons.” Gamepur, 27 Mar. 2020, https://www.gamepur.com/guides/where-to-get-the-wheelchair-in-animal-crossing-new-horizons. Accessed 3 Dec. 2021.

“Diversity in Gaming: Disabled Characters in Video Games.” TechTalk, https://techtalk.currys.co.uk/tv-gaming/gaming/diversity-in-gaming/about/. Accessed 8 Dec. 2021.

Fahey, Mike. “I Wish The Wheelchair-Using Inhuman In Marvel’s Avengers Did More.” Kotaku, 2 Sept. 2020, https://kotaku.com/i-wish-the-wheelchair-using-inhuman-in-marvels-avengers-1844931415. Accessed 5 Dec. 2021.

Fahey, Mike. “I’m So Happy There’s A Wheelchair In Animal Crossing: New Horizons.” Kotaku, 25 Mar. 2020, https://kotaku.com/i-m-so-happy-there-s-a-wheelchair-in-animal-crossing-n-1842492728. Accessed 5 Dec. 2021.

Ferchaud, Arienne, et al. “Reducing Mental Health Stigma Through Identification With Video Game Avatars With Mental Illness.” Frontiers in Psychology, vol. 11, 2020, p. 2240. Frontiers, https://doi.org/10.3389/fpsyg.2020.02240.

K., Bobby. “That Isn’t Mii.” Can I Play That?, 3 June 2021, https://caniplaythat.com/2021/06/03/that-isnt-mii/. Accessed 8 Dec. 2021.

“Mental Health Support | Hellblade | Senua’s Sacrifice | Ninja Theory.” Hellblade, https://www.hellblade.com/mental-health-support. Accessed 3 Dec. 2021.

Miller, Mollie. “Why the Right Kind of Disability Representation in Media Matters.” The Mighty, 2 Dec. 2019, https://themighty.com/2019/12/improving-disability-representation-media/. Accessed 3 Dec. 2021.

“THE PEGASUS DREAM TOUR.” THE PEGASUS DREAM TOUR Official Website, https://pegasus-dream.com/en/. Accessed 3 Dec. 2021.

“World’s First Official Paralympic Video Game Launched.” International Paralympic Committee, 23 July 2021, https://www.paralympic.org/news/world-s-first-official-paralympic-video-game-launched. Accessed 4 Dec. 2021.