Farah Sadek
BASc Student, Chemical and Biological Engineering
Tell us a little bit about yourself and your role.
I am a Chemical and Biological Engineering student here at UBC, set to graduate in May 2026 (fingers crossed!). I currently volunteer with the Disabilities United Collective (DUC) UBC. DUC is a resource group on campus designated with advocating for and developing resources for disabled students on UBCV campus. Within the organization, I have held multiple roles. As the Professional Development and Mentorship lead, I organized a team that piloted a mentorship program for students with disabilities. The initiative led to the UBC Career Centre adopting the mentorship program. As an advocacy committee member, I initiated the Center for Accessibility (CFA) improvement campaign to improve upon the communication, policies, and roles the CFA has with disabled students. My efforts have supported improving accessibility to services, spaces, and education at the University. In addition, I am an aspiring guitar player, I have two scaley babies (leopard geckos), and I am disabled.
How would you describe your identity as a Disabled person?
I have achromatopsia, which means I am monochromatic color blind —everything appears in shades of gray. I also have extreme light sensitivity, so bright environments can be blinding. My vision is poor and non-correctable, and I have trouble seeing fine details. I additionally have very limited peripheral vision and depth perception. I generally rely on contrast, texture, and sound to navigate the world. Altogether, I am classified as legally blind.
I have always had a tumultuous relationship with my identity as a disabled person. From learning to overcome a lot of internalized ableism to navigating an inaccessible world, I have settled my identity as a disabled person as someone who is just allowed to be. My status as a disabled person does not mean I owe the world to be inspirational, a mold breaker, or anything else. My disability does not need to provide the world value in order for me to exist. It is neither a tragedy nor a resource, but simply a neutral aspect of who I am, which means I navigate the world differently. Although this perspective cannot, and perhaps should not, be taken by every disabled person, it is the perspective that has felt true to me and could continue to evolve.
What challenges have you encountered around accessibility and disability at UBC?
I can only speak to my accessibility challenges at UBC as a visually impaired student. In my time navigating several years in undergrad, co-op, and student life, notable challenges include but are not limited to:
Inaccessible lab equipment and lab settings as a whole. This can be as simple as measurement tools having very small or low contrast font, to complex issues around the layout of a lab, where there is a lot of light, and many individuals in the space, making the experience of working within it slow and disorienting.
Lack of consistent support from instructors. There does not appear to be a universally applied standard for how professors, TA
's, etc., address accessibility needs and accommodations. The large majority have been very helpful and understanding, but there are instances where one person can make an accommodation while others can be resistant to it or outright refuse. This lack of consistency can make approaching new classes,frustrating and unpredictable.
Stigma surrounding accommodations or different paths through engineering. A clear example of this is around reduced course load. It often takes me longer to read and write than the average person, and it makes sense for my mental and physical health to reduce my course load, so that I can best learn the material. This approach can be looked down upon by peers and faculty, regardless of reasoning. On an institutional level, these attitudes result in STTs that are designed to be completed in four years. Those choosing different paths must adapt and take risks that their peers don’t have to fulfill degree requirements.
Lastly, it would just be ignorance towards navigating the world with a disability. An example of this is how co-op advisors are not able to answer questions regarding disclosure or accommodation in the workplace.
What do you want people to know about disability that you think they need to hear?
Disabled folks make up the largest equity-seeking group, and almost everyone will experience being a part of this group due to circumstance, old age, or injury. Ensuring that accessibility is considered in design, policy, and life as a whole guarantees a world built for everyone at all stages of life.
This profile format was developed by Dr. Jennifer Gagnon, President of the UBC Disability Affinity Group and Lecturer, School of Journalism, Writing, and Media.
The Disability Affinity Group is an independent volunteer-run group that creates a community of care, support and advocacy for self-identified Disabled faculty, staff, faculty, postdoctoral fellows, students, alumni, past employees, consultants and others with a connection to either UBC campus. You can learn more about their work on the Disability Affinity Group’s website or join their community of care and mailing list.
