38 Student Initiatives and Advocacy

Launch of McMaster Engineers with Disabilities (MEwD)

McMaster Engineers with Disabilities (MEwD) was launched in late 2023 and is a student-led organization at McMaster University dedicated to fostering accessibility and inclusion within the Faculty of Engineering. MEwD collaborates with equity-focused groups like McMaster EngiQueers and the Women in Engineering Society to host events that provide safe spaces for students to share experiences and receive guidance. Additionally, MEwD offers a mentorship program connecting students with upper-year peers or those with specific experiences. The organization also collaborates with Student Accessibility Services to better understand and address the unique needs of students with disabilities, aiming to improve the implementation of accommodations and reduce the burden of self-advocacy.

Contributors: McMaster Engineers with Disability (MEwD) 

Shaping Accessibility in Teaching and Learning: The Role and Contributions of the Student and Alumni Accessibility Council

The Student Council (STAAC) was established in Fall 2023 as an advisory body to the Accessibility in Teaching and Learning (ATL) Project, comprising 15–20 disabled students from across all Faculties, with 18 active participants during its first official year (fall 2023–spring 2024). Supported by McMaster’s Career Access Professional Services (CAPS) and the ATL Project Team, the STAAC provides wrap-around peer mentorship, community-building, and lived-experience consultation. Coordinated by a PhD student with disabilities, the Council offered consistent and authentic input into accessible education initiatives and contributed directly to the development of McMaster’s inaugural Accessibility in Teaching and Learning Roadmap. The STAAC has also supported the University’s progress toward fulfilling AODA PSE Recommendation 121 by embedding disabled student perspectives into institutional planning. Its ongoing contributions underscore the transformative impact of student consultation, demonstrating how meaningful engagement with persons with lived experiences of diverse disabilities can strengthen accessibility efforts across both strategic planning and day-to-day implementation in teaching and learning.

Contributors: The Accessibility in Teaching and Learning Project Team, Office of the Vice-Provost, Teaching and Learning