Shortly before my second year of college, I received a few orientation and mobility lessons for learning how to navigate with low vision and a blindness cane. These lessons were helpful for learning general travel skills, but I noticed they didn’t get into specifics about navigating college campuses or using university resources available for students with vision loss. One lesson that would have been really helpful is learning how to report accessibility issues and ADA access violations, so I’ve created the College O&M series to share my most-used tips and strategies for learning about this topic and others. Here are my tips for learning how to report accessibility issues and ADA compliance issues with campus buildings, targeted at students with vision loss (inclusive of low vision/blind).
Disclaimer
I am not a Certified Orientation and Mobility Specialist (COMS), and I strongly recommended working with a COMS from the state department for visual impairment or vocational rehabilitation to determine the appropriate mobility solution for individuals. The tips and strategies shared throughout this post are informed by my lived experiences using a blindness cane (white cane) on my college campus.
Background
My college has several students and staff members with varying degrees of visual impairment, and prospective students often ask if this means our campus is the most accessible college campus for visually impaired students. While the advocacy work of students and faculty/staff has helped to make our campus more accessible for all, it is not uncommon to encounter accessibility issues that impact people with visual impairments that others may not be aware of. Although it’s unfair to expect people with disabilities to be accessibility experts or to expect them to provide accessibility knowledge for free all the time, I have found that when I am as specific as possible about accessibility issues on campus, my college is more receptive to implementing solutions or identifying a potential fix/workaround that can help improve campus accessibility.
Reporting accessibility issues is a form of self-advocacy or self-determination, a skill that is part of the Expanded Core Curriculum (ECC) for students with visual impairments. Learning to identify barriers, communicate needs clearly, and follow through on solutions are all skills that carry over into every area of adult life, not just college, and reporting accessibility barriers and issues is a valuable way to practice this skill.
Related links
- Ten Questions to Ask When Choosing a College
- Ten More Questions to Ask When Choosing A College
- Learning to Self-Advocate With Low Vision
- What If I Have To Report Disability Accommodation Violations?
Examples of accessibility issues
So, what exactly are accessibility issues? For this post, accessibility issues are obstacles or barriers that keep people with visual impairments from accessing a certain place, specifically focusing on physical places or areas. There can also be accessibility issues with accessing software and websites, though that topic will be tackled in a different post.
Examples of accessibility issues that my friends and I have reported in the past include:
- Stairs with poor contrast or no tactile strips
- Lack of a stair-free route to buildings
- No barriers around areas with sharp drops
- Items blocking curb cuts to cross the street
- Issues with campus services, e.g. laundry
- Strobing or rapidly flickering lights in main areas of campus
- Broken or missing tactile pavement (detectable warning surfaces) at crosswalks
- Propped-open doors that block the accessible path of travel
- Temporary construction that eliminates a previously accessible route without a clearly marked alternative
- Poorly lit pathways that make low vision navigation difficult or impossible
When encountering a barrier, it helps to document this information as quickly as possible. A simple photo, video, or recording can go a long way in capturing details that can supplement personal experiences.
Related links
- Ten “Odd” Things I Do With Double Vision
- Tactile Pavement and Accessible Walkways For Visually Impaired
- Navigating Campus Construction: College O&M
- Doing Laundry In College With Low Vision
- Campus Delivery Robots: College O&M
How to document campus accessibility issues
One of my favorite ways to document campus accessibility issues is by taking pictures and noting the time, date, and location they were taken. Sometimes, my friends will also message me pictures of issues and I request that they include the same information. Having visual aids when explaining issues is extremely helpful, especially in meetings with sighted stakeholders. Here are some additional documentation strategies that can strengthen reports:
- Use built-in camera metadata: Most smartphones automatically embed the date, time, and GPS coordinates in photo files. This can serve as built-in documentation without any extra steps.
- Record a short voice memo: After encountering a barrier, record a quick voice memo describing what was experienced and where it happened. This can also be paired with a video.
- Use what3words to pin the exact location: Open the app at the location of the barrier and note the three-word address. This gives you a precise, shareable location that is much more specific than a building name or general area, as what3words provides a 3-meter square area.
- Simulate low-visual experience: Sometimes, I edit photos to simulate visual impairment conditions that can serve as a powerful illustration for showing the impact of accessibility barriers. Visual impairment is a spectrum, so this is not meant to capture a universal experience.
- Extract text from images or record how signage is read (or not read) with visual assistance applications.
Related links
- Using PicsArt To Simulate Low Vision
- what3words
- Accessible Maps and Wayfinding Tools For Low Vision
- Walking In The Rain: College O&M
- Walking In The Snow: College O&M
Writing about accessibility issues
In addition to taking pictures, include a short written summary of the issue along with any ideas on how to solve it. For example, I reported an issue with an area on campus that had a sharp drop next to a flight of stairs (not a ramp; more like a grassy cliff); the lack of barrier presented a risk for students with visual impairments who may walk closer to the edge of the pavement. My proposed solution was to add a protective barrier so that students wouldn’t fall in the area. I also mentioned that I had almost fallen in this area and shared that another friend had the same experience.
When writing a summary, consider including:
- A clear description of the barrier: Where is it? What does it look like? When did you first notice it? Noting the time is especially helpful, as environments can change throughout the day or due to weather conditions.
- How it affects navigation: Be specific about how the barrier impacts your ability to travel safely.
- Who else is affected: If other students, staff, or visitors with visual impairments or disabilities are also affected, mention this. Collective impact strengthens a report. This can also include social media posts of people discussing the same barrier; I was able to find Reddit posts from other students that included photos and comments about the area.
- A proposed solution: Someone doesn’t have to be an ADA expert to offer a potential solution. Some potential solutions could include adding tactile pavement strips, improving lighting, adding high-contrast paint to stair edges, clearing blocked curb cuts, or installing a protective barrier. Framing a report around a solution rather than just a complaint tends to result in faster action.
- Relevant ADA standards, if known: The ADA Standards for Accessible Design include specific requirements for detectable warning surfaces, accessible routes, and signage. You don’t need to cite the exact standards but mentioning that a feature is “required under ADA accessibility standards” can strengthen the report.
If this seems overwhelming, focus on answering these three questions:
- Identify what activity is impacted by your visual impairment (e.g., finding the accessible entrance to a building).
- Identify why it is limited (e.g., poor contrast on signage, no tactile indicators near the door).
- Identify how the limitation can be decreased so the activity can be performed safely and independently (e.g., requesting high-contrast signage or tactile pavement strips).
Another helpful strategy is to search for an ADA map of campus to find a list of accessible and stair-free entrances. This can also help you identify which buildings or routes are already documented as accessible and provide more context for reporting barriers that impact these routes.
Related links
- Ten Templates For Emailing Professors
- What If I Get A Housing Violation?
- Ten Things To Know About Going To College With A Blindness Cane
- Disability Accommodations For Graduation
- How I Write Research Papers On Accessibility Topics
Finding someone who will listen
Now that you have pictures and a written statement, it’s time to find someone who can listen and address this accessibility issue. I prefer to send information over email so it can be forwarded as needed, and I can easily find staff contact information on university websites. Here are some examples of people to contact about accessibility issues on campus:
- Disability services: Your first and most important contact for most accessibility issues.
- Assistive technology specialist/accessibility specialist: If your campus has one, they are often well-connected and can help route your report to the right person.
- ADA coordinator: Every college that receives federal funding is required to have an ADA coordinator. This person is specifically responsible for ensuring the institution complies with the ADA.
- Facilities management: For physical barriers like broken tactile pavement, blocked curb cuts, or missing handrails.
- Parking and transportation: If the issue involves roads, parking lots, or campus shuttle accessibility.
- Building managers: For issues specific to a particular building, such as a broken accessible door opener or poor lighting in a stairwell.
- Campus offices: If the issue originates from a specific department, such as housing or dining, contact that department directly.
Since I have a strong relationship with the assistive technology department at my college, I typically contact them before reaching out to other offices. If there is another visually impaired faculty member at the college, they may also be able to assist with helping to report accessibility barriers.
Related links
- Ten Staff Members To Meet Before Starting College
- What To Know About College Assistive Technology Specialists
- Using Disability Transportation Services In College
- How To Create A Disability Services File
Meeting with campus staff about accessibility issues
Sometimes, different campus staff members will want to meet with students talking about accessibility issues to learn more about the problems. I have attended many meetings of this type, both in person and over the phone, typically accompanied by one of the assistive technology specialists from my college. During these meetings, I tend to refrain from negative or accusatory language and instead listen to how staff plan to fix this issue or come up with another alternative. I’ll also go over images in greater detail to show why something is an issue if needed, as typically not everyone in the room has seen the images prior to the meeting.
A few additional tips for these meetings:
- Bring your documentation: Have your photos, voice memos, and written summary ready to share. If you edited photos to simulate your visual experience, this is a great moment to walk staff through them.
- Use your assistive technology to demonstrate: If the barrier involves signage that is unreadable with low vision, you can demonstrate this in real time using visual assistance apps or by showing how the sign appears through your phone camera.
- Be specific about your O&M experience: Explain how the barrier affects your ability to use your blindness cane safely. For example, “When I approach this intersection, my cane doesn’t detect the missing curb cut until I’ve already stepped into the street.” Concrete, first-person descriptions of navigation challenges are often more persuasive than descriptions of ADA violations.
- Ask for a timeline: Before the meeting ends, ask when you can expect to hear back about the proposed fix. This sets a clear expectation and makes follow-up easier.
Related links
- Learning to Self-Advocate With Low Vision
- Tips And Advice For New Accessibility Advocates
- Reporting Academic Ableism For Someone Else
- Tips For Handling Academic Ableism In The Classroom
Following up on reports
Shortly after my meeting with campus staff or after communicating via phone or email about the issue, I will send a follow-up message thanking them for their time and request status updates as needed. I try not to send lots of requests for updates as this can be seen as annoying, but if I never hear back from someone I will send a message.
A few follow-up strategies:
- Set a calendar reminder: Follow up if you haven’t heard back within two to three weeks.
- Keep a record of all communications: Save emails and note the dates of phone calls. If the issue escalates, having a paper trail is essential.
- Escalate if needed: If the issue is not resolved after reasonable follow-up, consider contacting your state’s Protection and Advocacy organization for pro bono legal assistance. In Virginia, this organization is the Disability Law Center of Virginia.
Under the ADA and Section 504 of the Rehabilitation Act, colleges and universities that receive federal funding are required to ensure that their programs, services, and facilities are accessible to students with disabilities. Physical accessibility barriers that prevent equal access are not just inconvenient; they may be legal violations. You have the right to report them and to expect a response.
Related links
- My Experience With Disability Law Center of Virginia
- How I Keep Track Of My Schedule With Low Vision
- Services Provided By State Department/State Unit for Visual Impairment
Other tips for reporting accessibility issues with college buildings
- Connect with a student disability organization: Some colleges have student organizations for students with disabilities that can be a powerful tool for advocacy and getting accessibility issues fixed. There is strength in numbers, and a collective report from multiple students often carries more weight than an individual one. Student advocacy, student government, or other campus policy organizations can also be great resources.
- Talk to professors with realistic expectations. Professors are not the most helpful people for getting building issues fixed, as they often don’t have control over where their classes are taught. However, they may be able to put in maintenance requests for their individual classroom if there is an accessibility issue there. I mention this in How I Talk To Professors About Photosensitivity
- Learning multiple routes to navigate campus can help to minimize interactions with accessibility barriers. I share tips for learning to identify buildings in Building Identification: College O&M
Published November 11, 2019. Updated November 2025