A Henry Ford College (HFC) student sat in her car in a parking lot off Telegraph Road. Her heart was pounding, and she was sweating as she faced a feeling of her impending doom. According to the Mayo Clinic, panic disorder “involves repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks).” By definition, the student was experiencing a panic attack.

That student in the parking lot was me. I was practicing a new route to HFC before the upcoming semester. It had been a few years since I had been on campus, as I was taking online classes. Before this incident, I had struggled driving to school due to construction on Evergreen Road a few years ago. Although I struggled, I arrived at campus every time, as my commitment to education outweighed the anxiety I was having. Looking back, I wish I had sought assistance, as additional support may have eased barriers I did not know how to navigate at the time.

According to HFC’s accessibility policy, “No otherwise qualified student with a disability is denied the benefits of, participation in, or otherwise subjected to discrimination in an educational program, pursuit, or activity.” The policy states that the college is committed to providing an accessible campus through its physical spaces, programs and services for students, staff, and visitors, while complying with the Americans with Disabilities Act (ADA) and other applicable state and federal regulations. Ensuring accessibility at HFC includes both direct student accommodations and ongoing improvements across campus grounds, facilitated through multiple departments.

Regarding the Adray Auditorium, HFC continues efforts to create an accessible experience for both audience members and participating students. Theatre Program Director, Dr. John Michael Sefel (“Dr. John”) explains, “In every way that we can, we’re really trying to find ways to both, not just meet our obvious legal obligations, but to really create an experience, a welcoming, accessible experience for everybody who benefits from this space.”

Accessibility-related technology enhancements are being pursued, according to Dr. John. Developing assisted listening devices has been a joint effort between him and his colleagues. He further explained that updated technology allows microphone audio to stream directly to users’ cell phones, where they can listen via Bluetooth. A new fully digitized soundboard has also been ordered, allowing assisted learning devices to be used.

Additionally, upgraded projector capabilities are being pursued, including captioning options and brighter projection that could help individuals with low-light visibility needs and other visual impairments.

Currently, the lighting in the sound booths is inaccessible to anyone who cannot navigate a spiral staircase. The short-term solution would be to move the equipment downstairs to meet immediate needs, while a longer-term solution would be to rebuild the booth on the ground floor.

“We really do our best to keep the audience’s needs in mind,” Dr. John said. Building on that approach, he explained that some productions have explored low-stimulation performances, particularly children’s shows. Strobe lighting is intentionally avoided, while certain fog and smoke effects are limited to accommodate individuals with asthma and other underlying conditions.

The curtains in the theatre were recently replaced to meet modern fire safety codes. Safety mechanisms and curtain rigging were also updated. Dr. John said the improvements also support accessibility by ensuring the space is safe for all users.

When asked what he wanted students to know, Dr. John replied, “I think the best thing that all members of the HFC community can do regarding accessibility is to listen to each other.” He encouraged open dialogue in which community members can express their needs, and others can approach concerns with an open mind. “Accessibility is something that affects us all,” he said.

Dr. Adriza Caesar, the director of Assisted Learning Services (ALS), said, “We work with a lot of students that have emotional impairments and anxiety, and change is very difficult for them.” Dr. Caesar is hopeful the college is considering ADA requirements as part of creating an inclusive environment during any future renovations. The ALS department is adamant on keeping students up to date by working with The Mirror News and the college’s marketing department to report any new changes.

Located in the Learning Success Center (LSC), Building A, in room A-125, ALS provides academic accommodations alongside personal and career counseling. Dr. Caesar and Dr. Bosa both serve as counselors within the department. “When people think of disabilities, they think of people with physical impairments,” Dr. Caesar explained. However, she said that ALS mostly receives requests from individuals with ADHD, learning disabilities, autism, and anxiety. The reason I did not seek assistance is aligned with Dr. Caesar’s assessment of societal stigma: “They feel that they have to project a sense of who they are to live in this society.”

The first step to applying for assistance is self-advocacy. Dr. Boza explained, “They have to identify their own needs and express those needs to others, first to us.” Students need to make an appointment with ALS and bring written documentation of their disability, if available. The first appointment is used to determine a student’s eligibility for accommodations and to see if any guidance is needed on submitting documentation to support requests.

When asked what students should do if they are unsure if they qualify, Dr. Caesar explained, “Definitely, fill out the accommodations request form. They do not have to provide any documentation, and they can just have a casual conversation.” ALS is available through multiple channels, including phone, video call, and in-person appointments. What students share with the counselors is kept confidential. Dr. Boza explained, “We don’t tell the instructor what the disability is. We keep that confidential, but we tell them what the service is.” Services include, but are not limited to, reader/writer services for tests, learning station modification, specialized instructional equipment, textbooks in alternate format, and special testing conditions.

The legal distinctions at each level of education determine how accommodations are implemented. Accommodations for Pre-K-12 are to ensure student success, and students may receive modifications when appropriate. Through the Individualized Education Program (IEP), public schools identify students by conducting free evaluations, as required by law, for those eligible. Students who qualify may receive services such as student aids.

In college, the goal of accommodations is to provide equal access; however, academic standards are not altered. A key difference between Pre-K-12 and college education is that students in Pre-K-12 are entitled to accommodations, whereas college accommodations are determined by eligibility.

“The students and parents think they’re gonna get the same kind of thing that they had in high school, and that’s not necessarily the case,” explained Dr. Boza. Both Pre-K-12 schools and colleges are guided by Section 504 of the Rehabilitation Act. According to the U.S. Department of Education, the law ensures students with disabilities have equal educational opportunities. Subpart D of Section 504 applies to preschool through secondary education, while Subpart E applies to postsecondary education. Additionally, Pre-K-12 is governed by the Individuals with Disabilities Education Act (IDEA), while colleges operate under the ADA.

According to ADA.gov, legislation signed in 1990 states, “The ADA guarantees that people with disabilities have the same opportunities as everyone else to enjoy employment opportunities, purchase goods and services, and participate in state and local government programs.”

As education becomes increasingly technology-driven, online accessibility is essential to student success. Web Accessibility Manager Rachel Ford describes her outlook on accessibility as “a form of equity in action.” She further explained the importance of understanding accessibility, “Making all types of content, communications and spaces available to everyone helps all of us, not just those who have a disability or condition that might require what we consider an ‘accommodation.’”

The importance of accessibility is reinforced by Ford’s sentiment: “In the long run, if we get it right, accessibility won’t be an appendage or a stand-alone concept; it will be something we naturally focus on, bring to all our work, and continue to improve. The message that we send by being an accessible college is that everyone is welcome here. And that aligns perfectly with our mission and values.”

With ever-changing laws and technology, online accessibility requires continual improvements and, according to Ford, those improvements should go beyond meeting standards. A primary factor causing initial barriers to improving web accessibility is that technology has not fully caught up to individual needs. However, that does not prevent the college from seeking solutions or guidance from other colleges working on the same goal.

Accessibility awareness is essential to creating digital resources. Creators need to ask themselves what barriers might exist. Ford explains, “If you start from the beginning of content or service creation, there are ways to address those questions by integrating accessibility into the functionality of the content or service.”

According to Alison Buchanan, the faculty chair of the Instructional Technology Committee, the college currently uses the accessibility checker Ally, a product developed by Anthology. Anthology states on its Ally accessibility webpage that “Students benefit from alternative formats that suit their learning preferences, while instructors receive guidance on how to improve the accessibility of their course materials.”

The committee meets once a month during the academic year to discuss changes to teaching and instructional technology. Changes to the accessibility software are currently being discussed.

The Department of Justice (DOJ) has extended the deadline for web and mobile accessibility compliance. For state and local government entities with a population of 50,000 or more, the compliance date has been extended from April 24, 2026, to April 26, 2027. For public entities serving a population of fewer than 50,000, the compliance date has been extended from April 26, 2027, to April 26, 2028, according to FederalRegister.gov.

The DOJ wrote that it “finds the compliance concerns raised in the foregoing correspondence to be compelling and, upon its own review, determines that it overestimated the capabilities (whether staffing or technology) of covered entities to comply with the rule in the time frames provided.” The revised regulations for implementing Title II of the ADA also apply to HFC.

As referenced by multiple departments, including ALS and Campus Safety, an underlying barrier to campus access has been the elevators. In the past, elevators have experienced mechanical issues, and misuse has also caused a temporary loss of access.

Manager of Campus Safety Karen Schoen explained, “Some history on that, too, for those elevators in building K, they were being abused, people playing on them, and they’d stay in the elevator, taking them up and down.” Although it was a more frequent issue in the past, Schoen said she still receives complaints. If an elevator becomes inoperable with a wheelchair user inside, it is protocol for Campus Safety to contact the fire department to assist in getting the person out.

There are references to three elevator-specific repairs in the college’s Capital Outlay Plan FY2027- 2031, available on the college’s website. Appendix G lists an elevator update as the first priority in the Athletic Memorial Building H. Elevator modernization in Building A is ranked second. In the Learning Technology Center, currently Building N, elevator modernization is ranked as third. Building N is planned for demolition as part of plans to build a new Student Success Center, which may also address the elevator needs in Building A.

Where appropriate, Campus Safety works closely with ALS to meet accommodations. Campus Safety provides immediate assistance when needed. “We can assist in emergencies if they weren’t prepared for something,” Schoen explains. When students’ requests fall outside Campus Safety’s role or authority, Campus Safety collaborates closely with ALS. Examples of incoming requests include special parking and classroom relocation.

Regarding accessibility, Schoen emphasized not being afraid to use the emergency call boxes placed throughout the buildings and parking lots. “It doesn’t send an alarm off. Right, it doesn’t go to the police. It goes here,” Schoen explained that the boxes are a way to reach campus safety 24/7 as it routes to a dispatch center.

The emergency call boxes are not just for emergencies; they are accessible resources for everyone’s use. “If you don’t have the answer and you just need some help, just ask the question,” Schoen said. Additionally, students can call the 24/7 Emergency Dispatch number at 313-845-9630.

Manager of Facilities Stephanie Scicluna works directly with the State of Michigan to maintain ADA and civil rights compliance. Facilities has a 24/7 internal team that works closely with several departments, including Human Resources, ALS and external sources to identify and maintain state and federal compliance throughout campus. In 2024, the State of Michigan’s Department of Education performed a week-long walkthrough that identified several ADA and civil rights areas in need of updates due to regulatory changes. The department dedicated half a million dollars to the necessary upgrades.

Scicluna said upgrades included lowering or raising product dispensers to meet wheelchair-height regulations, changing door handle styles for entire floors of buildings, installing audible chimes on several elevators to indicate floor changes, paving and restriping several portions of parking lots for van accessibility and increasing wayfinding signage for Building E.

Scicluna concluded, “Through our commitment to comply with the requirements set forth in the State guidelines, all areas of ‘noncompliance’ were properly addressed, and our College remains in good standing with all State and Federal regulations.”

There are a variety of external resources available to students with disabilities after high school, according to Dr. Caesar. In collaboration with local community partners and educational agencies, Pre-Employment Transition Services (Pre-ETS) are “designed to be an early start at job exploration and will assist students with identifying career interests to be further explored through additional VR services,” according to Michigan.gov.

There are five pre-employment transition services: job exploration counseling, work-based learning, post-secondary exploration, workplace readiness training, and self-advocacy instruction. Dr. Caesar explains, “Michigan is the only state that provides transition services up until the age of 26.” For more information, students can contact the Bureau of Services for Blind Persons at 800-292-4200 or visit a local BSBP office.

The mission of the Bureau of Services for Blind Persons Training Center (BSBPTC) is “to provide opportunities to individuals who are blind or visually impaired to achieve employment, and/or achieve maximum and meaningful independence in life through comprehensive rehabilitative services.”

The classes offered are extensive, including adaptive technology, Braille, industrial arts and personal finance. Participants attending are ages 14 and older and are referred by a counselor or by Michigan Rehabilitation Services. The campus boasts 25 acres of land offering an array of features, including disc golf, a recording studio, and private apartments or dormitory rooms.

Tours of the campus are available upon request, Monday through Friday from 10 a.m. to 2 p.m. Those interested in scheduling a 45-minute tour can contact BSBPTC at 269-337-3848 or LEO-BSBPTrainingCenter@michigan.gov.

Living with panic disorder has shown me that it is okay to ask for help, even if you do not know exactly what support you need. HFC’s staff echoes the same message: self-advocacy matters, and students do not have to navigate challenges alone. A recurring theme in conversations with staff was that accessibility is intended to benefit the entire campus community and is strengthened through collaboration across the departments.