José Rizal University strengthens its commitment to building an inclusive and accessible academic community through an SDG 10 webinar focused on students and employees with disabilities.
In support of the United Nations Sustainable Development Goal 10: Reduced Inequalities, the José Rizal University Sustainable Development Goals (JRU SDG) Committee conducted the University-wide webinar “Reducing Inequalities: Building an Inclusive University for Students and Employees with Disabilities” on August 7, 2026.
The webinar brought together students, faculty members, administrators, and non-teaching personnel to strengthen awareness of disability rights, accessibility, reasonable accommodation, inclusive education, equal opportunities, and the shared responsibility of the JRU community in creating an environment where persons with disabilities can participate meaningfully and equitably.
The initiative forms part of JRU’s continuing commitment to translating the Sustainable Development Goals into meaningful actions within the University community.
Building Awareness, Understanding, and Inclusion
The webinar sought to promote a deeper understanding of the experiences and needs of students and employees with disabilities while providing practical insights into how the JRU community can contribute to a more accessible and inclusive learning and working environment.
Among its key objectives were to increase awareness of disability rights and equality; encourage reasonable accommodation and inclusive practices in University programs, facilities, services, and learning environments; strengthen collaboration among University stakeholders; promote sensitivity toward both visible and invisible disabilities, including neurodivergent conditions; and gather feedback that could guide future institutional initiatives for persons with disabilities.
Through expert perspectives, advocacy, and discussions on lived experiences, the webinar emphasized that reducing inequalities goes beyond providing access. Genuine inclusion requires an environment in which every member of the University community is respected, supported, heard, and empowered to participate.
316 Participants Share Their Feedback
A total of 316 participants completed thde post-activity evaluation, reflecting participation from different sectors of the JRU community.
Of the respondents:
222 or 70.3% were students
71 or 22.5% were faculty members
15 or 4.7% were non-teaching personnel
8 or 2.5% were administrators
The evaluation also showed that 16 respondents, or 5.07%, identified themselves as persons with disabilities, providing important perspectives from members of the community who may directly experience accessibility and inclusion concerns.
The broad participation demonstrates the relevance of disability inclusion not only as a student concern but as a shared institutional responsibility.
Participants Give Webinar Highly Positive Evaluation
Participants evaluated the webinar using 20 indicators covering four major areas: Event Content and Organization, Speakers and Facilitators, Venue and Technical Arrangements, and Learning and Overall Experience.
Overall, participant feedback was overwhelmingly favorable, with Excellent (5) emerging as the most frequently given rating, followed by Very Good (4).
Participants expressed high satisfaction with the relevance of the topics, organization of the webinar, knowledge and effectiveness of the resource speakers, technical arrangements, and overall learning experience.
The speakers were identified as one of the strengths of the activity, receiving favorable feedback for their subject knowledge, clarity of presentation, participant engagement, and ability to respond to questions.
Participants also indicated that the webinar increased their knowledge and awareness, provided information applicable to their academic, professional, and personal experiences, met their expectations, and encouraged them to participate in and support similar activities in the future.
From Participant Feedback to Institutional Action
Beyond measuring participant satisfaction, the evaluation provided the JRU SDG Committee with valuable insights into how the University can further strengthen its support for persons with disabilities.
Participants were asked:
“What do you think JRU needs to extend to PWDs?”
Their responses identified several important areas for consideration.
Improving Physical Accessibility
Physical accessibility emerged as one of the most prominent themes. Participants recommended continued attention to ramps, elevators, accessible pathways, PWD-friendly restrooms, handrails, wheelchair accessibility, tactile paving, accessible entrances, priority seating, designated parking, and improved connectivity between buildings.
Some participants also identified mobility challenges in multi-level buildings and suggested further improvements to ensure easier and safer movement around campus.
Strengthening Academic Accommodations
Participants emphasized that accessibility must also extend to teaching and learning.
Recommendations included accessible learning materials, flexible academic arrangements when appropriate, accessible classroom assignments, alternative requirements, permission to use assistive devices, priority seating, and teaching approaches responsive to different learning needs.
These suggestions highlight the importance of ensuring that students with disabilities are provided equitable opportunities to participate and succeed academically.
Expanding Assistive Technology and Digital Accessibility
Participants recommended greater use of assistive technologies, including screen readers, hearing-assistance devices, captioned materials, accessible digital learning resources, alternative formats, and accessible University online platforms.
The feedback recognizes that digital accessibility has become an essential component of an inclusive educational environment.
Exploring a Dedicated PWD Support Mechanism
Another significant recommendation was the establishment or strengthening of a coordinated support mechanism for PWD students and employees.
Suggestions included a PWD Support Desk, trained personnel for disability-related concerns, priority assistance in University transactions, mechanisms for requesting reasonable accommodations, accessible counseling and guidance, wheelchair assistance, and a centralized channel for reporting accessibility concerns.
Continuing Disability Awareness and Sensitivity Programs
Participants strongly supported continuing disability awareness seminars, sensitivity training, inclusive teaching programs, faculty development, information campaigns, and student awareness activities.
Their feedback repeatedly emphasized empathy, understanding, patience, respect, fairness, and equal treatment as essential elements of an inclusive University culture.
Recognizing Invisible Disabilities and Neurodiversity
The evaluation also brought greater attention to disabilities that may not always be visible.
Participants raised issues involving autism, ADHD, sensory sensitivity, psychosocial disabilities, sensory overload, mental health, and the use of assistive devices such as noise-cancelling headphones.
One recommendation was to explore the creation of sensory-safe or quiet spaces where individuals experiencing sensory overload could regulate themselves before returning to their academic or work activities.
Strengthening Inclusive Emergency Preparedness
Participants also recommended that emergency preparedness consider the specific needs of persons with disabilities.
Suggestions included PWD-inclusive evacuation procedures, accessible emergency routes, evacuation chairs, designated refuge areas, and appropriate procedures during emergencies when elevators cannot be used.
Proposed JRU SDG 10 Action Plan
Guided by the evaluation results, the JRU SDG Committee identified several areas for possible follow-through and coordination with relevant University offices.
Among the proposed actions are:
Conducting an accessibility audit of ramps, elevators, classrooms, restrooms, pathways, and other University facilities;
Reviewing accessibility in older and multi-level buildings and identifying feasible infrastructure improvements;
Assessing the feasibility of a centralized PWD Support Desk or designated coordinating mechanism for disability-related services and accommodations;
Developing or reviewing guidelines on reasonable academic accommodations for students with disabilities;
Conducting continuing faculty and staff development on inclusive teaching and supporting learners with disabilities;
Institutionalizing disability awareness and sensitivity programs for students, faculty members, administrators, and employees;
Reviewing the accessibility of JRU’s digital platforms, including websites, learning management systems, portals, and electronic learning materials;
Assessing assistive technology requirements and the availability of accessible learning resources;
Exploring sensory-safe or quiet spaces for neurodivergent students and other members of the community who may experience sensory overload;
Strengthening PWD-inclusive emergency preparedness and evacuation procedures;
Conducting periodic consultations with PWD students and employees to ensure that their voices are reflected in programs and services; and
Developing measurable SDG 10 indicators to monitor the University’s progress in advancing disability inclusion.
Moving From Awareness to Action
The overwhelmingly positive participant evaluation demonstrates that the SDG 10 webinar was relevant, meaningful, and timely. More importantly, the feedback transformed the activity into an opportunity for consultation and institutional learning.
The webinar reinforced the understanding that disability inclusion is multidimensional. It involves physical accessibility, academic accessibility, digital accessibility, administrative support, social and cultural inclusion, emergency preparedness, and meaningful participation of persons with disabilities in decisions that affect them.
For the JRU SDG Committee, the webinar is therefore not the conclusion of an SDG 10 initiative. Rather, it provides a foundation for continuing dialogue, collaboration, and institutional action.
As Jose Rizal University continues to advance the Sustainable Development Goals, it remains committed to creating a learning and working environment where diversity is respected, barriers are addressed, opportunities are accessible, and every member of the community is empowered to participate and succeed with dignity.
From awareness to action, JRU continues its commitment to reducing inequalities and ensuring that no Rizalian is left behind.