Westar students tell district board that braille signage and building wayfinding fail accessibility checks

Eighth-graders from Westar Elementary presented research to the Liberty Elementary School District governing board on Jan. 12 about the Architectural Barriers Act and Americans with Disabilities Act history, then identified local accessibility problems. Principal Megan Hamburg introduced the students, and student Matthew Shoemaker said Westar has multiple braille-sign problems — incorrect numbers (e.g., “100s” vs. “200s”), capitalization markers inappropriately used, incorrect spelling on signs, nonstandard braille code and absent exterior wayfinding and tactile signage at entrances.

Arthur Torrance, Matthew’s one-on-one paraprofessional, displayed photographic examples of mislabeled signs, including storage and maximum-occupancy panels with capitalization markers and apparent use of an older braille code rather than UEB Grade 2. Torrance said the 100 Building signage was largely mislabeled, creating real navigation problems for blind students and those learning braille.

District staff (Mr. Young) told the board he first learned of the problem while reviewing the agenda the prior Thursday and immediately contacted the school for the deaf and blind to provide technical assistance. Young reported the district invited the outside experts to assess what is wrong and how to correct it. Board members asked that the review include up to eight district schools plus the transportation facility and district office to ensure systemic issues are identified and remediated.

Board members praised the students for their research and advocacy. The board did not adopt a formal remediation plan or budget at the Jan. 12 meeting, but staff committed to an inspection and to report back with findings and corrective steps. The board also discussed the need to be proactive across the district so future students moving into schools will not face similar access barriers.

Next steps documented at the meeting include scheduling the accessibility inspection with the school for the deaf and blind, expanding the review to additional district facilities, and producing a staff report with recommended corrections and an implementation timeline.