By Maggie Biunno

Students often take for granted the one step up to the door when entering Davison Hall or how simple it may be to walk through the revolving door at the Nassau and Suffolk residence halls. As part of its great success over the years, the University has built a reputation that is made of the many opportunities available to students as they enter the school as a freshman. From a variety of clubs, sports, and educational extra-curricular activities, there is hardly an aspect that has been forgotten. The Hofstra family and University faculty has been working since 1963 towards an environment that is suitable for each and every individual who wishes to apply and attend. The University has established an outstanding system called the Program for the Higher Education of the Disabled which gives physically disabled students that are eligible academically a chance at better and equal opportunities and was the first institution on the East coast to provide these accommodations.

Although the University did not want to act as a rehabilitation center, the founders of the Program for the Higher Education of the Disabled, or PHED, wished to eliminate all of the problems that might act as an obstacle for the disabled students on campus. According to a publication on PHED from Selwyn James of Manhattan, the program was run by Professor Harold E. Yuker, who had a mild case of cerebral palsy, Professor Alfred Cohn, who worked in the Psychology department, and the Assistant Dean of Students Stuart Seader. PHED finally began production, after two years of brainstorming and ideas, in 1965. The program was funded by many donations, including over $65,000 from the U.S. Welfare Department’s Vocational Rehabilitation Administration, $40,000 in donations from other individuals, assistance from the Otis Elevator Company engineers and their wheelchair lifts, and Abilities, Inc. which is a Long Island firm that only hires disabled workers.

Professor Yuker was associated with the Human Resources Foundation of Long Island, a part of Abilities, Inc. which involves research and teaching. Yuker worked throughout his time at the University to abolish architectural barriers as well as make the disabled students on campus feel as equal as possible with other college students. He believed in encouraging the students and helping them keep a positive attitude to help them succeed and graduate as quickly as possible, since some of these physically disabled students could need an extra year to graduate, depending on credits per semester. The disabled students would follow the same path as any other student, helping ease the transition from being a disabled student to just being a college student.

The students that would be accepted into this program need to be able to move around mostly on their own, although some assistance would be available. They would qualify academically to pursue a college education and be able to complete the appropriate work. A helpful aspect to creating such a program is the location of the University. Its place on central Long Island makes the campus much more level than many other college campuses. The removal of architectural barriers began with the addition of ramps on to curbs and up to certain buildings. Bathrooms and parking spots were made wider for easier access by an individual in a wheelchair. It was easy to accommodate all of these new additions through the construction of the Student Center and new dormitories, but the old buildings were not forgotten in the process. The total reconstruction and additions to the campus was estimated to exceed $300,000 and in the end cost over a $1 million.

According to a newsletter titled SACcess, a report on the progress of the Total Accessibility Program by the Society for Accessible Construction, the University went as far as producing a movie and book to express the need for the equal access for all students on college campuses. In March of 1967, it explained how the book, The Development and Effects of an Inexpensive Elevator for Eliminating Architectural Barriers in Public Buildings, and the movie “All Things on Wheels Aren’t Equal,” were both a big success. Its goal was to spread the word to other universities and to allow individuals interested in the program to learn more about the efforts.

Documentation at the University and from other sources such as the “College and University Business” publication and fact sheets from The National Society for Crippled Children and Adults give insight on the new changes that would be occurring at the University. In addition to adding ramps and fixing parking spots and bathrooms, there were many other changes on the agenda to better the PHED program. Landscaping was designed to allow at least one entrance to each building to be at ground level. Automatic doors were added wherever possible and all were at least 32 inches wide. Water fountains on campus would have controls in the front and preferably a shorter fountain for those individuals in wheelchairs and elevators would be located on the first floors of buildings. The tower dormitory Alliance is the ideal place for these disabled students with a helpful ramp and its location so near to the Student Center.

All of the changes made on campus were completed after 18 years. By 1981, the University’s campus was ready to accommodate disabled students, making their journey to and from class as easy as possible. At this point, there were about 150 students in the program and 1,200 had already graduated through PHED. The program continues to invite students around the country to take advantage of the opportunities to succeed.

Students accepted into the program must be able to manage on their own for the most part, but assistance is available for those students who cannot take notes or with other similar needs. Although they may be given extra time for tests in some occasions, most of the requirements are identical for PHED students and others at the University. The students must have documentation from a physician stating their health condition. Through the application process, an interview is required to fully evaluate the needs and capabilities of each individual disabled applicant. These students are able to participate and join clubs on campus, just like other students. Once in the program, the students are guided through advisement to find a desired major that can be successfully completed.

The Program for the Higher Education of the Disabled has received significant recognition for its accomplishments in several publications from the past and present. Newsday commented on PHED in 1981. There has been much coverage on the program in newsletters and publications that focus to the needs of the disabled. One example is a 1981 article in Newsday that commented the PHED program in the University.

The University has crossed a boundary that many other colleges seem to acknowledge. The great extent of passion and hard work behind the Program for the Higher Education of the Disabled really demonstrates what can be accomplished if desired. Through dedication, the University’s campus is now obstacle-free for those with physical disabilities .

The opportunities for the disabled have increased and through PHED, workers hope to make these students feel as equal as the person walking next to them to class. Just like every other student on campus, they are finally given a chance to reach their goals and succeed.

Pat Clark and Peyton Henry (left) discuss the great weather and classes ending soon with Chris Casazza on Tuesday. The University has helped students with disability be a part of the the University community. (Paul Palazzolo/The Chronicle)