University accessibility: when a useful room is hard to enter
I have a disability, get me out of here!
By Jack Gillespie · Originally published 17 August 2016
Original article
Last semester, I spent the hour that I should’ve been in my first class stuck in a not-so-disabled-friendly, disabled-friendly room. Most of that time was spent ringing numbers recommended to me and waving to people who couldn’t see me through translucent glass. But that’s for later.
Generally speaking, I’ve found places that actively try to cater for people with disabilities and promote inclusivity do so pretty well, whether it be the placement of a ramp over a front door lip, the lowering of a lift button to the average waist height, or ensuring no corridors or doorways are particularly narrow.
Nowadays, nine out of ten places I go tick many of these boxes, which gives myself and many others like me some independence. However, in many cases, and particularly when the establishments are run by a larger managerial hierarchy, the ticking of one box proves useless because another hurdle lies ahead that someone’s failed to consider.
For instance, that ramp has given someone access to a higher level, only for a set of stairs to meet them at the other end. Often the cause of this is some manager who’s opted to do the bare minimum, just to cross it off the list on paper.
But it can often be a case of that manager simply never having gained an insight into what it looks like at ground level – and this is the one we can fix.
The room that I was stuck in earlier was my university’s designated computer room for people with disabilities. It has some really valuable things in it, like a height-adjustable desk and multiple software programs designed for a number of physical impairments. The problem? I couldn’t get in. The room was guarded by a bloody great door that someone such as myself, who has limited physical mobility, couldn’t open. I needed help to get in and out, and on one occasion found myself stuck inside for about an hour.
They had taken a step in the right direction by building such a facility, but it had been overshadowed by economic concerns and a simple lack of understanding. It must be said before I continue, however, that someone has since caught on, installing an automatic door.
I believe that for society to enhance its inclusivity and become more assertive, people in an authoritative or managerial role must first understand what and whom their decisions will affect, and gain firsthand experience in the specific area they are governing before they are appointed to such a position.
If these things were done beforehand, I wouldn’t have been stuck in a room for an hour, missing class.
Jack Gillespie
Jack is 20 years old and was born with Cerebral Palsy. He uses an electric wheelchair for mobility and has very limited control over both his legs and right arm. Jack is in his third year of a Bachelor of Arts, studying in Queensland.
Clickability editorial update: October 2026
Describe the complete access problem and its effect on study
Record what you could not use, when it occurred and how it affected attendance or participation. Ask the institution’s disability or accessibility service for a practical response and an interim arrangement. Explain your own access requirements rather than relying on a generic accessible-room label.
Check entry, exit and emergency arrangements as well as the equipment inside. The Disability Standards for Education provide the relevant education-access framework. You should not have to rely on someone happening to pass by to leave a room.
Test the journey with the person, not just the facility checklist
Review the route, door controls, circulation space and exit alongside the advertised equipment. Seek the person’s input, assign responsibility for faults and explain what will happen while a repair is pending. Do not shift an institution’s adjustment responsibilities to a participant’s NDIS budget.
Questions readers ask
Does an accessible computer prove the room is usable?
No. The route, entry, exit and individual requirements also matter.
Find practical support alongside your study
For disability assistance beyond the institution’s responsibilities, describe your needs through Clickability. Compare providers and clarify roles before arranging services.
