[NFBOH-Cleveland] Two Good Reads

[smturner.234 at gmail.com]

 <https://governor.ohio.gov/media/news-and-media/governor-dewine-signs-executive-order-awarding-funds-to-help-families-in-need-support-children-and-encourage-workforce-development> Governor DeWine Signs Executive Order Awarding Funds to Help Families in Need, Support Children, and Encourage Workforce Development

 

 <https://sites.miamioh.edu/mu-regional-pulse/2025/12/miamis-universal-design/> An In-depth Look at Universal Design and Inclusion of Those With Disabilities at Miami Regionals – OOD Mention

 

 <https://www.wtol.com/article/news/local/goodwill-to-open-new-location-in-former-rite-aid-building/512-47458114-4bb4-4230-8b1c-c7f8050c34f6> Goodwill Industries to open new location in former Rite Aid building

 

 <https://www.northeastohioparent.com/worth-noting/choosing-the-right-accessible-toys/> Choosing the Right Accessible Toys

 



Governor DeWine Signs Executive Order Awarding Funds to Help Families in Need, Support Children, and Encourage Workforce Development

Office of Governor Mike DeWine
December 10, 2025

(COLUMBUS, Ohio)—Ohio Governor Mike DeWine signed  <https://links-2.govdelivery.com/CL0/https:%2F%2Fcontent.govdelivery.com%2Fattachments%2FOHIOGOVERNOR%2F2025%2F12%2F09%2Ffile_attachments%2F3488424%2FSigned%2520Executive%2520Order%25202025-07D.pdf/1/0101019b08ff025e-f0c45cfb-a50a-4698-8c10-f279e6340874-000000/2tMT81_siRNzSuyHc6MnJvuKASNb35wFU6-iwXUvicI=435> Executive Order 2025-07D, directing Temporary Assistance for Needy Families (TANF) program funding to initiatives that will assist struggling families, support children, and encourage workforce development.

The executive order distributes funds to the following organizations:

Up to One Hundred Ten Thousand Dollars ($110,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of Appalachian Ohio in providing mentorship programs to eligible children in Muskingum and Guernsey counties.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of Butler County in providing mentorship programs to eligible children in Butler County.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of Central Ohio in providing mentorship programs to eligible children in Franklin County.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of East Central Ohio in providing mentorship programs to eligible children in Tuscarawas, Carroll, and Harrison counties.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of Greater Cleveland in providing mentorship programs to eligible children in Cuyahoga County.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of South-Central Ohio in providing mentorship programs to eligible children in Ross County.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of Summit, Medina, and Stark Counties in providing mentorship programs to eligible children in Summit, Medina, and Stark counties.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Big Brothers Big Sisters of West Central Ohio, Inc. in providing mentorship programs to eligible students in Allen, Hancock, Hardin, and Putnam counties.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist BLOC Ministries in providing workforce development training programs that support eligible women and teen girls in Hamilton County.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Brigid’s Path in providing newborn recovery services as well as education, support, and resources to their families in Auglaize, Butler, Champaign, Clark, Clermont, Clinton, Darke, Fayette, Franklin, Greene, Hamilton, Highland, Logan, Madison, Mercer, Miami, Montgomery, Preble, Shelby, Union, and Warren counties.

Up to Fifty-Nine Thousand Dollars ($59,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Catholic Charities Corporation, Catholic Charities Wayne County in providing skill building and educational programs for eligible families in Wayne and Holmes counties.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Catholic Charities Corporation, Regional Services in providing mentorship and educational programs to eligible families in Geauga, Lake, Lorain, and Summit counties.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Catholic Charities Regional Agency in providing food assistance to eligible families in Columbiana, Mahoning, and Trumbull counties.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Catholic Social Services, Inc. in providing food assistance, nutritional classes, meal planning, and parenting classes to eligible families in Franklin and Licking counties.

Up to Three Hundred Fifty Thousand Dollars ($350,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Children’s Hunger Alliance in providing food assistance statewide.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Citilookout Counseling and Trauma Recovery Center in providing counseling and group support for eligible individuals who have experienced trauma in Clark, Champaign, and Madison counties.

Up to Two Hundred Forty Thousand Dollars ($240,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Cleveland Kosher Food Pantry in providing food assistance to eligible families in Cuyahoga, Lake, and Geauga counties.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Elizabeth’s New Life Center, Inc. in providing pregnancy care to eligible mothers in Auglaize, Butler, Clark, Clermont, Greene, Hamilton, Miami, Montgomery, Shelby, and Warren counties.

Up to Two Hundred Seventy-Five Thousand Dollars ($275,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Emerge Recovery and Trades Initiative in providing support services, such as workforce training, personal development, housing assistance, and transportation, to eligible men in Greene, Montgomery, Clinton, Clark, Miami, Warren, Hamilton, Butler, Franklin, Darke, and Fayette counties.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Esperanza in providing support services, such as food assistance and workforce development training, to eligible families in Cuyahoga County.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Family Promise of Greene County in providing housing support to eligible families in Greene County.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Freestore Foodbank in providing workforce development training in Hamilton and Clermont counties.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Goodwill Easter Seals Miami Valley in providing mentorship and personal development training to youth in Montgomery and Greene counties.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Inspiring Minds in providing eligible services to youth in Franklin, Mahoning, and Trumbull counties.

Up to Three Hundred Ninety Thousand Dollars ($390,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Marion Goodwill Industries, Inc. in providing workforce development training to eligible children in Adams, Butler, Carroll, Clermont, Clinton, Crawford, Cuyahoga, Defiance, Delaware, Franklin, Fulton, Geauga, Hancock, Hamilton, Henry, Lake, Lucas, Jefferson, Madison, Marion, Morrow, Seneca, Stark, Tuscarawas, Union, Warren, Williams, and Wood counties.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Miami Valley Urban League in providing workforce development training to eligible families in Montgomery County.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Motherful in providing support services, such as food assistance and workforce development training, in Franklin County.

Up to Five Hundred Thousand Dollars ($500,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Ohio Alliance of Boys and Girls Clubs in providing workforce development services to eligible youth in Allen, Ashtabula, Athens, Butler, Cuyahoga, Erie, Franklin, Hamilton, Huron, Licking, Lorain, Lucas, Mahoning, Marion, Montgomery, Scioto, Stark, Summit, Washington, and Wayne counties.

Up to Two Hundred Fifty Thousand Dollars ($250,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Ohio Association of Foodbanks in providing food assistance to families statewide.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Ohio Council of Churches in providing family support services, workforce development, temporary housing assistance, and food assistance to eligible families in Franklin, Athens, Cuyahoga, Montgomery, Mahoning, Hancock, and Lucas counties.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Ohio Domestic Violence Network in providing housing and transportation assistance statewide.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Ohio Suicide Prevention Foundation in providing suicide prevention resources and strategies to eligible families in Franklin County.

Up to Four Hundred Thousand Dollars ($400,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Omega Community Development Corporation in providing after-school and summer enrichment programs, family coaching, workforce development, and crisis stabilization to eligible families in Montgomery County.

Up to One Million Dollars ($1,000,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Operation Warm in providing new coats and shoes to eligible children statewide.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Pregnancy Decision Health Centers (PDHC) in providing parenting classes and resources to new and expecting parents in Fairfield and Franklin counties.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Pregnancy Resource Clinic of Clark County in providing support to eligible mothers in Clark, Champaign, Greene, and Montgomery counties.

Up to Four Hundred Ninety Thousand Dollars ($490,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Pregnant with Possibilities Resource Center in providing support to eligible mothers in Cuyahoga County.

Up to Four Hundred Fifty Thousand Dollars ($450,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Providence House in providing family preservation and crisis intervention services in Cuyahoga, Lorain, Lake, and Summit counties.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Ronald McDonald House Charities Dayton in providing eligible services to families in Butler, Clark, Hamilton, Miami, Montgomery, and Shelby counties.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Rosemary’s Babies in providing housing support and workforce training to eligible teenagers in Hamilton County.

Up to Two Hundred Ninety Thousand Dollars ($290,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Seeds of Literacy in providing an adult beginner literacy program to eligible individuals in Cuyahoga County.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Sister of Charity Health System in providing workforce and personal development training to eligible families in Cuyahoga County.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Society of St. Vincent DePaul Particular Council of Cincinnati in providing housing assistance to eligible families in Hamilton County.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist The Foodbank Inc. in providing eligible recovery services to women in Montgomery County.

Up to Two Hundred Seventy Thousand Dollars ($270,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist The Salvation Army – Cleveland in providing support services, such as housing assistance and job placement support, to eligible individuals in Cuyahoga County.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist The Salvation Army – Columbus in providing after-school and summer day camp programs to eligible students in Franklin County.

Up to One Hundred Thousand Dollars ($100,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist The Word Church in providing food assistance to eligible families in Cuyahoga County.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist United Way of Greater Cincinnati in providing housing assistance and workforce development training to eligible families in Clermont and Brown counties.

Up to One Hundred Ninety Thousand Dollars ($190,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Urban League of Greater Southwestern Ohio in providing workforce and personal development training to eligible families in Hamilton County.

Up to Fifty Thousand Dollars ($50,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Valley Interfaith Community Resource Center in providing food assistance to eligible families in Hamilton County.

Up to Five Hundred Thousand Dollars ($500,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist Moms2B - Wright State University in providing maternal support services to eligible women in Montgomery County.

Up to Two Hundred Ninety Thousand Dollars ($290,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist YMCA of Central Stark County in providing a safe place for eligible students to continue learning while having access to tutoring and resources to ensure growth and development in Stark County.

Up to Two Hundred Ninety Thousand Dollars ($290,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist YMCA of Greater Cleveland in providing summer leadership and life skill training to eligible youth in Cuyahoga County.

Up to Two Hundred Ninety Thousand Dollars ($290,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist YWCA of Greater Cincinnati in providing housing assistance to eligible families in Adams, Brown, Clermont, and Hamilton counties.

Up to Two Hundred Ninety Thousand Dollars ($290,000) in each of the next two fiscal years (FY2026 and FY2027) will be used to assist YWCA of Greater Cleveland in providing eligible services to families in Cuyahoga County.

  _____  

An In-depth Look at Universal Design and Inclusion of Those With Disabilities at Miami Regionals – OOD Mention

Miami Regionals Pulse News
December 4, 2025

The “Universal Design” concept originated in architecture in the 1980s, but has since been adopted by education in addition to several other fields. It refers to the practice of reworking older construction to be more accessible, while also keeping accessibility in mind for new designs, such as making sure that sturdy, visible ramps are included as an alternative to stairs. Salient questions are: How do the Hamilton campus and the Middletown campus approach accessibility and disability for students, and how does each measure up to the federal and state laws pertaining to this topic–and, how do they compare to one another?

History of The Americans with Disabilities Act (ADA)

According to ADA.gov of the US Department of Justice Civil Rights Division, the ADA protects people with disabilities from discrimination.

The Americans with Disabilities Act wasn’t a single law put into place overnight, but the result of a string of acts, beginning in the 1970s. In 1973, the Rehabilitation Act was passed by President Richard Nixon. Section 504 explicitly forbad ability-based discrimination in the area of employment or government-funded programs, though compliance was resisted into the 1980s. Despite this, Section 504 is considered a monumental first step toward civil rights for disabilities.

The Vietnam War was heavily controversial for being televised, exposing the true horrors of war to the masses. Through a combination of factors like the draft and the heavy use of chemical weapons on the field, this war also produced an unusually high number of veterans who were coming home either disabled or with chronic conditions that would eventually leave them disabled. Many of these chemicals, such as Agent Orange, caused permanent physical damage such as nerve or breathing problems, and chronic illnesses, among others. All of this meant that disabilities, and the troubles faced by people with disabilities, were more visible than ever, particularly among veterans.

In her memoir Being Heumann: An Unrepentant Memoir of a Disability Rights Activist, Judy Heumann (pronounced “human”) recalls how then-presidential candidate Jimmy Carter promised to support the disability community and to sign the regulations on Section 504 if elected. This, however, was delayed after Carter’s election, leading to great frustration. In protest, Heumann became one of the leaders of the famous 504 Sit-in: a large protest in the occupation of a San Francisco building, which Heumann recalls was aided by fellow civil rights groups such as the Black Panthers. Such pressure forced the president to make good on his promise and he signed the regulations. The Carter administration would also see the birth of the National Council of Disability (NCD), whose influence would ultimately draft the blueprint of the ADA.

The NCD would assist in research, advocacy and political support through the 1980s. On July 26, 1990, President George H. W. Bush would officially see the Americans with Disabilities Act sworn into federal law.

ADA and State Mandates

The Americans with Disabilities Act

The ADA is a federal law that applies nation-wide. The ADA describes a disability as an impairment, physical or mental, which impacts an individual’s quality of life in a significant way. The Act is divided into five titles, each covering a different area of public life: employment, public services, public accommodations, telecommunications, and miscellaneous provisions.

Ohio Mandates

Apart from the Americans with Disabilities Act, the state of Ohio has its own laws that mandate protections for individuals with disabilities. The main one is the Ohio Revised Code, which largely falls in line with the ADA, with additional considerations to newer concepts such as developmental disabilities under Chapter 5123.

More information is available at the Ohio Laws &amp; Administrative Rules at  <https://codes.ohio.gov/ohio-administrative-code> https://codes.ohio.gov/ohio-administrative-code

Chapter 4112 (the chapter dealing with education) states…

It shall be an unlawful discriminatory practice for any educational institution to discriminate against any individual on account of any disability:

(A) In admission or assignment to any academic program, course of study, internship, or class offered by the institution.

(B) In permitting participation in any activity that is sponsored by the institution or that takes.

place on property owned, operated, or controlled by the institution.

(C) In the awarding of any form of financial aid or other benefits available to students.

(D) In admission or assignment to housing or other faculty owned, operated, or controlled by the institution.

(E) In awarding of grades or granting of certificates, diplomas, or degrees offered by the institution.

Ohio’s Social Programs

OhioMeansJobs

This program works with both Opportunities for Ohioans with Disabilities and Miami University. OhioMeansJobs assists all job-seekers, including the disability community, in gaining and keeping gainful employment. Many centers offer resources such as large-print or alternate-format materials, assistive technology, and wheelchair access. This organization was named as an assistant involved in the plans for the upcoming shift of the Hamilton Campus to the polytechnic model. They will be overseeing the project’s compliance with the ADA’s guidelines for building accessibility.

Opportunities for Ohioans with Disabilities

This state agency of Ohio is responsible for helping people with disabilities get jobs, keep jobs, and live as independently as possible. It is Ohio’s official vocational rehabilitation and disability determination agency. Their tasks include job training, resume development, and enforcing worksite accommodations. They are also heavily involved in school-to-work programs such as Projects LIFE and SEARCH.

College2Careers

College2Careers is a disability assistance program that focuses on university students. They assist in transportation, interview practice, resume development, internships, help navigating benefits and resources, and job placement upon graduation. College2Careers also offer some financial support for students who qualify for their services. Wendy Taylor is Miami’s College2Careers counselor for both Hamilton and Middletown.

Accommodations for Disabilities

Services Provided

Both Regional campuses provide the following accommodations to students upon proof (documentation, assessment) of disability:

1. Extended time for tests and exams. According to the head of the Disabilities Department, Karen Yates, this is the most common requested accommodation.

2. Recording devices with the understanding that this device is for this student’s use only.

3. Distraction-reduced environments for tests or note-taking.

Campuses

Each campus provides the following provisions.

1. Transportation: The Butler County Regional Transit Authority (BCRTA), is a system of free buses available to both students and staff. Both Hamilton and Middletown have stops for the buses which arrive multiple times a day.

2. Wide ramps and walkways are common on both campuses.

3. Every building includes at least one automatic or motion-sensitive door.

4. The parking lot is spacious, with many rows of accessible parking spaces surrounding the campus grounds.

Campus Grounds

The two campuses are very different in terms of how they handle accessibility. Both are currently commuter campuses with no on-campus housing, and in terms of federal and state requirements, all buildings are accessible.

The Hamilton campus is much smaller and on flat land, providing stable and level ground for those who need it. However, other areas, such as the path to the gymnasium or the brickwork outside of Phelps Hall, feature uneven or crumbling pavement in places. Throughout the Fall 2025 semester, the worst of the uneven brickwork outside of Phelps was blocked off by traffic cones and was repaired several weeks ago, making it much less of a hazard, in addition to looking much better. The abundance of trees on the campus can also feel crowded, and fallen branches in paths can lead to potential hazards.

The Middletown campus is much bigger, with more space between the buildings. The campus is also on hilly land, creating many occasionally steep slopes. While the land is more open and with fewer trees to drop their branches, and the pavement is generally more well-kept, these footpaths are not without cracks or uneven portions.

In terms of transportation between the two compasses, even though they use the same bussing system, they are quite a distance away from each other. At least three bus shuttles are required to successfully travel between them, which can create anxiety if a bus were to be late or missed. Unfortunately, this particular issue is not currently within the university’s jurisdiction.

Student Services

Karen Yates is the Student Disabilities Services Access Coordinator for both campuses. Her office on the Hamilton campus is located inside the Student Affairs office in Rentschler Hall. Her Middletown office is room 105 in Johnston Hall.

Both campuses have tutoring centers, free access to mental health care such as therapists, a College2Careers office, gymnasiums for physical health, tutoring to those who need it, and (as previously pictured) a TRIO office. Nearly all of these services, with the exception of the gym, are located in a single building: Rentschler Hall for Hamilton, and Johnston Hall for Middletown.

Buildings

Rentschler Hall is the most visibly accessible of the Hamilton buildings. Both the front and back entrances open up to stairs accompanied by clearly positioned ramps. While the two stairwells are much more visible, the elevator is located right beside the Student Affairs office.

Inside the building are Academic Advising, tutoring services, the TRIO office, and Student Affairs. Student Affairs include mental health counseling as well as the offices of Karen Yates and Wendy Taylor. TRIO is a program Miami Regionals is fortunate to offer. For eligible students, it makes further assistance available.. Rentschler Hall keeps these offices more visible than the Middletown campus.

Elevators are another consideration for those who may have disabilities. Every building has elevators, and in general Middletown seems to be faring better in this respect. The elevators at Middletown are roomy, clean, and steady, while at Hamilton this can vary. A couple of weeks ago, Rentschler’s elevator broke down and took a few days for repair, and the elevator in Mosler Hall nearest the front door is small, and can sometimes feel slightly unstable.

Upcoming Plans

Several weeks ago, an open house was held in Mosler Hall concerning the architectural expansion of the Hamilton campus, as part of Miami Hamilton’s planned shift to a polytechnic model. Perkins&Will is a major architecture and design firm that is currently slated to oversee the project. One clear focus is on sustainability, something the firm is known for, as well as insuring accessibility for disabled persons.

One of the firm’s partners on this project is OhioMeansJobs, so any new buildings to appear in the next couple of years will likely be accessible to all. However, this would greatly increase the size of the campus, and the possibility of on-campus housing is being considered, which would require a whole new set of accommodations and considerations.

Interviews

As part of an overview of how the Regionals tackles various issues and challenges related to providing accommodations to those who are disabled, the following questions were posed to various individuals. Their responses follow each question.

1. How does your office ensure compliance with the Disability Rights Act, and what systems are in place to monitor that?

Karen Yates, Head of the Disabilities Department: It’s understanding the law, learning what I can about the law, but it goes beyond that. I think of the law as a kind of base or framework that has to be individualized. Each accommodation I give is not as if you have one accommodation for every student; it applies the same as long as one qualifies for it.  Is that how you meant to say that? You’re just constantly applying the intention of the law. It’s mostly understanding the law and then what the office of Civil Rights looks at is called the “interactive processes.” It can’t just be, “You get the accommodation and you walk away.” If a student or faculty has a concern, there’s this whole process of understanding what’s going on. Is this disability related? Is this something that can be supported by the Tutoring and Learning Center? There’s just a process with each one. When the student comes in at the beginning, I can look at their disability, everything they’re eligible for, and that’s setting them up, but ensuring that we’re following the ADA requires an interactive processes.

Wendy Taylor, College2Careers Counselor: Opportunities for Ohioans with Disabilities (OOD)’s mission is to empower individuals with disabilities through employment, disability determinations, accessibility, and independence.  The Americans with Disabilities Act (ADA) is critically important to OOD because it provides the legal and ethical foundation for helping individuals with disabilities achieve meaningful employment and full participation in society. As Ohio’s vocational rehabilitation agency, OOD helps individuals with disabilities, including college students with disabilities, get and keep employment that matches their skills, abilities, and needs.  To accomplish this, OOD partners with all public universities and colleges, including Miami and Miami Regionals, to designate vocational rehabilitation counselors (VRCs) to help students with disabilities obtain internships, careers after graduation, or even entry-level jobs so students can pay their bills while they go to school.

To ensure equitable access to our services, OOD provides reasonable accommodations such as American Sign Language (ASL) interpreters, large print materials, and assistive technology like speech-to-text software.  We will also work with individuals in their preferred language. In addition to our vocational rehabilitation services, OOD leads Accessible Ohio, a program focused on improving accessibility in communities across the state.  Regional Accessible Ohio Specialists help Ohio businesses, communities, venues, and attractions through education, consultation, and resources to identify barriers and establish goals for accessibility.

If someone believes their rights under the ADA have been violated, OOD can help connect them with the appropriate resources. Individuals may pursue their concerns through OOD’s appeal process or external organizations such as Disability Rights Ohio.  

2. What are some of the most common accommodation requests you receive, and how do you handle more complex or unique cases?

Karen Yates: The most common accommodation students receive is extended time on tests. Second to that would probably be support for note-taking. So, when the students come in, when we plan an accommodation, I take first documentation or diagnosis as given, but then I also go with the student’s own report. Again, that’s an interactive process, so I get the documentation and then I have an interview with the student, and we talk about it and the concerns they have. Based on that and listening for a block or difficulty myself, and determining if it raises to the level of a disability. For example, if someone says “Oh, I get anxious when I take tests,” most people do. I don’t know too many people who don’t get anxious when they take tests, but does that rise to the level of a disability? So that’s where I have to discern where that line is. If they meet a certain criteria, that’s when I can give the accommodation.

Wendy Taylor: All OOD services are customized to the individual and what they need to get and keep a job.  Sometimes we get requests for technology so they can read and write documents on their computer at work or to assist with accessible study materials for licensure exams.  Other times, it is supports to keep their internship or job search on track through regular meetings with a job developer. Additionally, we connect students with OOD’s employer partners, businesses that are committed to hiring qualified individuals with disabilities for their jobs.  

When someone doesn’t know what accommodations will address their need, we can bring in rehabilitation technologists to provide recommendations for accommodations that may work for that individual.  

3. How do you collaborate with faculty to balance academic integrity with accessibility needs?

Wendy Taylor: OOD works closely with Miami and Regionals Accessibility and Disability Services (RADS) to assist when a student has a disability-related need which falls into OOD’s expertise. RADS has the expertise in academic accommodations and works with the faculty to implement them.  RADS has connected me to internship and practicum supervisors when students are struggling with non-academic skills at their placement site.  I have assisted internship or practicum supervisors with suggestions on how to help students be more successful in their placement.  In a few instances, the student applied for OOD services to receive individualized job coaching to help complete their internship or practicum.  

4.  Have you noticed any gaps in awareness or communication between students and staff regarding available accommodations?

Karen Yates: Definitely. I have students that come straight from high school to college, and they think that if they have an IEP (Individualized Education Program) in high school, it automatically comes over, which it doesn’t. Or students that did not have an IEP but would be eligible for accommodations once they get to college—they don’t know that either. Every now and then, I’ll have faculty that will come to me and say, “Hey, I have a student who told me that they have anxiety and it’s above what I see with my other students.” So, sometimes faculty will refer a student to me, but I also have faculty that, even though they’ve received a letter of accommodation, don’t quite know how to apply it. There are things they need to put in their syllabus.  check that I work with the Admissions office, and they try to do as much as they can, such as letting students know that there is a Disability Services office, to make sure that students who are eligible for accommodations are getting it.

Wendy Taylor: From my limited experience in this area, students forget to request their granted accommodations or to talk with their professors about their needs each semester.  Regionals Accessibility and Disability Services has guides for students to follow on their website about how to request accommodations, as well as for how faculty can provide those accommodations. If a student needs help to learn how to advocate or feel comfortable advocating for themselves, OOD can connect them with self-advocacy skills and resources.

5.  What would you say are the biggest challenges in making a campus truly accessible — physically, academically, and socially?

Karen Yates: In order, I would say socially is the one I see the least. Physically, we are as accessible as we can be. We can’t tear down buildings and rebuild them. I wish we could, but we can’t, so sometimes I have to move a classroom around so that they’re in a more accessible building. Academically is the most challenging. Right now, the biggest challenge is supporting faculty, because even though I give the accommodation, it’s actually the professors who apply the accommodation. Even though they may have three students in their class with the same accommodation, that doesn’t mean it’s the same. Along with adding things to Canvas and trying to contribute to the weekly newsletter that goes out to the staff, I would love to do more. Honestly, that’s probably the biggest challenge I have is the implementation of the accommodation.

Wendy Taylor: Accessibility barriers on campus often arise from a lack of awareness—whether not recognizing a barrier, knowing who can address it, or how to fund improvements. Accessible Ohio offers no-cost consultations to help colleges and universities identify barriers, prioritize accessibility goals, and develop actionable plans with support from their regional specialist.  

The challenges to accessibility a campus faces are unique to each college and university. Physical accessibility includes consideration of making entrances and exits accessible, providing elevators between floors, maintaining sidewalks such as including curb cuts and removing snow, and locating accessible signage in key areas. Creating an accessible academic environment includes providing course materials in alternative formats, such as audio, large print, and Braille formats, and ensuring digital materials are accessible to screen readers. It can also include captioning videos, providing sign language interpreting, offering flexible deadlines and additional time for taking tests.

Socializing is an important aspect of college life and removing barriers ensures all students have access. Ideas to make these events more accessible include ensuring invitations and announcements are created in accessible formats (e.g., social media posts, flyers), events are hosted in accessible locations, and services like sign language interpreting are available when needed.  

The reality is that most people will experience a disability at some point in their lives.  They may develop mobility challenges requiring crutches, canes, or walkers. Then people see how many curbs are around their favorite businesses and need ramps instead. They may also realize how heavy doors are to pull open and benefit from door openers or automatic sensors.  Someone may lose hearing acuity, requiring closed captioning at the movies, a theater performance, or videos on their computer.  Someone may unfortunately develop cancer and need the flexibility to work remotely at times to manage their symptoms, which also benefits individuals who are exhausted by the flickering fluorescent lights over their work area. It’s recognizing that just because you’ve always done something “this way,” there are other ways to do the same task. 

For example, a cashier usually stands to ring items at a store.  Having been a cashier, standing is exhausting. However, with a stool to sit on, the cashier will likely spend less energy on standing and use that energy to ring merchandise quickly, thereby shortening the lines of customers.  A stool could benefit both an employee with energy restrictions and an employee without them.  

6. How do you incorporate disability representation or awareness into your teaching, regardless of the course subject?

Tory Pearman, Instructor for Miami’s Disability Lit Course: I design all of my classes using Universal Design for Learning, a teaching methodology that focuses on making material accessible to all types of learners. I usually put a statement about this in my syllabus so that students know from the first day of class that disability informs all aspects of my teaching. I am also careful to be sure to include texts written by or about people with disabilities. Disability appears in all types of literature; it’s just that we’re not often trained to see it and pay attention to it. To try to combat this, I bring up questions about disability in course discussion questions and assignments.

7. In your experience, how well does the university support faculty in creating accessible classrooms (materials, training, technology, etc.)?

Tory Pearman: I can only speak to the support I’ve received on the Hamilton campus, but my experience has been great. I feel like Student Disability Services provides clear guidelines for accommodations, and everyone is friendly and helpful if I have questions. I send students to them all of the time as well, as some students don’t realize that medical conditions that may not always be associated with disability can have disabling symptoms that accommodations would better support.

8. What are some common misconceptions about disability or accessibility you wish more educators understood?

Tory Pearman: It is a misconception that disability is a ‘niche’ topic. It is ubiquitous in all types of literature, art, and other creative expressions, and issues of disability and/or accessibility are central to everything from educational policies, to laws and human rights, to the kinds of technologies we use and how we use them. Almost every aspect of human culture and, as a result, academic disciplines can touch on disability in some way, and it is important to view it through different disciplinary lenses.

9. How do students respond when disability is discussed not just as a limitation, but as a part of human diversity and culture?

Tory Pearman: I have only had positive experiences with students with regard to disability culture. Many are shocked that they haven’t learned about disability history and culture in other courses and are happy to find new ways to think about their own lives and the world around them.

10. What improvements would you like to see in how the university approaches disability in academics or campus life?

Tory Pearman: The Regional campuses are having many discussions right now about how the physical layout might match the new polytechnic model. I would like to see accessibility at the forefront of those discussions. We need to improve access to buildings, restrooms, classrooms, and other faculty.

11. Studies show that reading, creative writing, and other artistic activities can help those with cognitive disabilities to strengthen their minds, especially in children. If the special ed classes of an elementary school decided to try this course of action out, what advice or recommendations would you give?

Tory Pearman: I think showing elementary students the work of artists and writers with disabilities would be a great place to start. There are so many artists and other creators whose work reflects their identities, bodies, and minds. Showcasing some of these creators and then letting children have the chance to explore similar creative mediums would be an excellent learning experience and lots of fun, too!

Jimmy Hollenbeck, Instructor for Miami’s Intro to Creative Writing Course: A lot of the time, in my creative writing classes, students think of creativity as something therapeutic, so the language of writing, art, etc. being able to help people work through emotions is already there. For a lot of students, that’s why they take classes in creative writing and art. I’m no specialist in elementary education, or special education for that matter, but if I were to give advice to an elementary special education class wanting to incorporate more creativity into the classroom, I’d say: Give students access to as many different creative outlets as possible. Drawing, painting, and coloring are all wonderful, but for some students, they may not be the best way to explore the things they want to explore. We see it in kids all the time: Creativity is engrained in us; it’s something we implicitly understand. So, giving students the ability to explore different things–writing, dancing, music, sculpture, photography, and more–gives them more language they can use to express themselves. And that’s so much easier now than it’s ever been, with the different digital tools at our disposal. Every phone has a camera built into it, every computer a word processor. This was something I had to learn in my first few years of teaching. To give students options.

12. If you could clarify one thing about any sort of disability (physical, mental, invisible, ect.) so that it became common knowledge quickly, what would it be and why?

Tory Pearman: I would like to emphasize that not all disabilities are visible, permanent, or appear to others in the ways we’ve been taught are conventional. I would highlight the connections (while also recognizing the differences) between illness, injury, mental disability, physical disability, neurodiversity, aging, and cognitive disability. As humans, we have a lot more in common than we might think.

13. Can you share your perspective on knowledge and accommodations and how they’ve changed in the past twenty years?

Karen Yates: It has changed drastically in the last, I’d say, five or six years. When I started at Miami eight years ago, I might have given one accommodation to students: extended time on tests or something. At this point, things have become more complex. It’s not just me. I’m hearing from professionals around the nation that accommodations are becoming more and more complex because needs have shifted. Now we’re giving five or six accommodations per student, and support beyond that. Note-taking used to be a peer in the class would take notes, and that would be it, but we’ve gone now to using technology. With the peer-taken notes, there were flaws in that, like if the note-taker wasn’t in class. With technology, the student with the accommodations now has more control over that. There’s a learning curve and they need to learn how to use that app. I think one of the reasons it’s become more complex is because there’s less taboo; people are more willing to talk about if they have a disability, and the numbers are growing. We’ve probably almost doubled the number of students on the Regional campuses that request accommodations in the last nine years or so.

14. What exactly is TRIO?

Chester Stander, student with a disability and desk person of TRIO: TRIO is a federally funded program from the Department of Education. Our thing is that we’re supporting students who might otherwise struggle more in college. Our three groups that we serve are Pell Grant recipients, first-generation students, and students who are registered with Student Disability Services. I think that one of our biggest groups is students with disabilities. Like, I’m disabled, and a lot of our other students have things like ADHD—that’s super common here. We do a lot of different things to support our students, like we have our couching meetings, free supplies, free food, free printing, and a dedicated space where students can go, do homework, etc.

15. As a student with a disability, what is your experience getting around campus?

Chester Stander: The Regionals are actually really good. There are sometimes some issues with elevators or sometimes the automatic doors aren’t working, and there’s no system to tell students about that. There are times when I come to campus and am on my way to class and suddenly, the elevator’s broken, so I can’t go to class and came to campus for no reason. Other than things like that, things breaking down as they will, I do think that there are some issues with how Miami handles it when things break down. It can take a few days for something like the elevator to be repaired, which actually happened last week. Overall, though, I think it’s good. Miami does a pretty good job with accessibility.

Disability Studies as a Subject

Disability Studies is an academic field that addresses the social marginalization of people with disabilities. This field of study includes the difference between an impairment, a handicap and a disability, the three models of disability in history and culture, and the roots of the social stigma that colors disability, among other topics. Disability Studies crosses over with many other fields such as law, medicine and literature.

Miami Regionals offers three courses on Disability Studies (DST). The two face-to-face classes are offered only at the Hamilton campus, though each of the courses are available as online-asynchronous classes for the upcoming spring semester of 2026, opening the subjects up to the Middletown campus. In addition, Miami occasionally hosts seminars and single-class courses on subjects such as metal health first-aid, which provides professional training certification to assist in a crisis.

The “Disability and Literature” course focuses on how disability is treated in literature, both historic and contemporary, as well as the writings of authors with disabilities, such as the memoir of Judy Heumann or the children’s book “El Deafo” by Cece Bell, featuring a little rabbit girl who’s new hearing aids gives her what she calls “superpowers.”

“Exploring Disability Studies” examines the principles of disability studies, which are considered an “intellectual branch” of the disability rights movement. It’s meant to challenge students’ misconceptions about disability by exploring how disabilities and the understanding of them have shifted with time and cultural impact.

“American Deaf Culture” offers an introduction to the American deaf community. It examines the medical and cultural models of deafness and the impact of each of those models on identity, language, behavior, values, education, and intervention. This is the only course of the three that will not be available as a face-to-face class next semester.

General Wellness

In addition to official accommodations, students with learning disabilities such as ADHD, chronic anxiety, or dyslexia can easily become overwhelmed by the workload of university courses. Mental health counseling is available and free in the Student Services center. The gymnasium also offers a Wellness Center, where students can go for a quiet, welcoming, low-stress place to relax.

The campus also has a small gym. The Centers for Disease Control and Prevention (CDC) notes that regular physical activity is beneficial for people with disabilities, when kept within reason. Exercise can assist with cardiovascular health, weight management, (which can both prevent the development of disabilities in the future) and mental health (can reduce depression and anxiety). The two caveats of the gym are that it’s located somewhat apart from the other cluster of buildings, and the area can sometimes become cluttered, possibly limiting mobility.

Studies on Arts

Studies show that exercising one’s creativity rewires and strengthens pathways in the brain. In those with cognitive difficulties, this looks like an improvement—not a cure, but an improvement—in conditions like ADHD or autism, so much so that they have been utilized by therapists to improve everything from patient focus to morale. For example, painting teaches planning, hand-eye coordination, focus, and patience. Miami University is a thriving arts school with courses on various arts, music, creative writing, and more. Concerning student organizations and clubs:

● The Gaming Clubs offer both video games and tabletop games such as Dungeons and Dragons. These are already fairly accessible, and the players are all accepting, open-minded, and create a low-pressure, fun environment.

● The Playlist Club, self-described as “super chill,” plays all kinds of music, including songs that can resonate with those who are disabled.

● The Illuminati is the Regionals’ creative writing club, which is also very low-pressure, and a wonderful outlet

Though Hamilton’s library is in the process of downsizing their number of physical books in favor of computers, it still holds the Percy Jackson series, as well as many of Rick Riordan’s other works. Riordan is a disability-aware author, with many of his protagonists being neurodivergent. He depicts these traits realistically—for example, a character celebrated for their intelligence may struggle with spelling due to dyslexia.

This author’s works are absent from Middletown’s libraries, though they do have a larger selection of books including several on the subject of disability.

Conclusion

Both Miami Hamilton and Middletown show a clear commitment to accessibility, though each campus presents different strengths and challenges. Hamilton’s more compact, flat layout can be easier to navigate, while Middletown’s larger campus offers newer facilities but includes steep hills that affect mobility. Despite these differences, both campuses provide strong disability services, academic support, and compliance with federal and state accessibility standards.

Overall, accessibility at the Regionals is an ongoing process. As the campuses evolve, especially with Hamilton’s planned growth, there is a valuable opportunity to build universal design into future spaces and programs. Ensuring open communication, consistent accommodations, and continued awareness will help create a learning environment where every student, no matter their level of ability, can participate fully.

  _____  

Goodwill Industries to open new location in former Rite Aid building

WTOL 11
December 10, 2025

TOLEDO, Ohio — Goodwill Industries of Northwest Ohio is preparing to open a new retail store, bringing new life to a vacant former Rite Aid at the high-profile intersection of Central Avenue and King Road in Sylvania Township.

The 14,000-square-foot store will primarily feature a large sales floor and will support Goodwill’s workforce development programs for people with disabilities or other challenges.

Tim Kralovic, vice president of donated goods and retail for Goodwill Industries of Northwest Ohio, said the project is personally meaningful.

“Really excited about it. Being from Sylvania originally, I’m a Sylvania Northview alumnus,” Kralovic said. “So it’s especially exciting for me personally because it’s great to be back in the community that kind of helped shape who I am today.”

Kralovic said the store will also include a drive-through donation area with a covered awning to make drop-offs easier for donors.

“To be able to provide opportunities for people in the community of Sylvania is a big deal to me,” he said.

Hiring is expected to begin in January, with about 40 positions to be filled. Goodwill plans to open the new location in early 2026.

  _____  

Choosing the Right Accessible Toys

Northeast Ohio Parent
December 10, 2025

“Play is fundamental to every child’s development,” writes Kendra Davenport, president and CEO of Easterseals, a nonprofit serving people with disabilities and their families. “Too many toys still present barriers for children with disabilities and choosing toys that meet their needs can lead to brighter holidays and happier experiences.”

The nonprofit organization provides the following practical advice for families and caregivers when they’re selecting accessible toys:

Easy-to-use features: Big buttons, textured parts, simple grips

Multiple ways to play: Toys that light up, make sounds, or can be used in different positions

Movement practice: Toys that build both gross-motor (balance, strength) and fine-motor (grasping, stacking) skills

Social play: Games that encourage interaction with peers or adults

Flexible design: Toys that can be adapted for different access needs

What makes a toy accessible?

An accessible toy is one designed or modifiable so that children with various special needs can engage meaningfully. Key aspects include universal design, sensory inclusivity, multiple input/output options, easy grasp/manipulation, and adaptability.

What is universal design in play?

Universal design means creating toys that can be enjoyed in different ways by children with diverse access needs and skills —
without the need for special adaptation.

This year, Easterseals released a 2025 Holiday Sensory Toys Gift Guide, designed to help families, educators, therapists and retailers identify toys that are not only fun, but also inclusive and accessible.

According to the press release, Easterseals issued a nationwide request for information to toy manufacturers and trade associations, seeking nominations of toys that feature universal design elements  such as large buttons, textured surfaces, adaptable controls, or features that support play across developmental areas like communication, gross motor, fine motor, problem solving and social interaction. The submissions were reviewed by a volunteer panel of parents, occupational therapists and individuals with disabilities.

There were 12 toys featured on the list.

Please check various retailers for availability and pricing:

1. Mattel’s Hot Wheels Monster Truck Tiger Shark Climber RC  

2. Wild Republic’s Poppykins

3. Crazy Aaron’s Hide Inside Mixed Emotions Thinking Putty  

4. Moose Toy’s Gui Gui 

5. Crazy Aaron’s Super Scarab Thinking Putty  

6. Wild Republic’s Earkins  

7. Microsoft’s Xbox Adaptive Controller 

8. Crayola’s Mess-Free Touch Lights

9. Lego’s Shape Sorter Puppy House  

10. MOLUK’s Bilibo  

11. PlayStation’s Access Controller 

12. Alphapals’ Backpack Rainbow Plush Letter Set

 

Suzanne M. Hartfield Turner

National Federation of the Blind of Ohio, Vice President

Ohio Legislative Director

Cleveland Chapter, President

 

The National Federation of the Blind advances the lives of its members and all blind people in the United States. We know that blindness is not the characteristic that defines you or your future. Every day we raise the expectations of blind people, because low expectations create obstacles between blind people and our dreams. Our collective power, determination, and diversity achieve the aspirations of all blind people.

 

P: (216) 990-6199

W: NFBOhio.ORG

Facebook:  <https://www.facebook.com/ohiosblind/photos/> https://www.facebook.com/ohiosblind/photos/

 

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