At MWCC, we are fortunate to have Hailey Walker, a passionate advocate for disability services, on our team. With years of experience and an immensely personal connection to her work, Hailey—who herself has a disability—understands firsthand the importance of accessibility and the value of advocacy. In this interview, we explore Hailey’s inspiring journey and her philosophy on supporting students with disabilities in higher education.
A Personal Journey: From Cochlear Implants to a Career in Disability Support
Hailey’s story is one of perseverance, advocacy, and a deep desire to make a difference. Born profoundly deaf, Hailey became the first child in Rhode Island to receive a cochlear implant, as well as one of the first to undergo this surgery at Boston Children’s Hospital. As a young student, she watched her parents tirelessly advocate for the best education and accommodations, which inspired her to ensure that others had access to the same support.
“Growing up, I saw how hard my parents worked to get me the education I deserved,” Hailey shares. “Their dedication inspired me to pursue this career path, and I realized I wanted to advocate for others who faced similar challenges in higher education.”
Since 2017, Hailey has supported students with disabilities at multiple institutions, including WPI, Springfield College, and Quinsigamond Community College. Now, she’s thrilled to be part of the MWCC community, where she continues her work in Disability Support Services, making a meaningful impact on students’ academic journeys.
College disability services are there to help students with disabilities access their education and campus activities. This can include accommodations, such as working with students to determine reasonable arrangements, such as extra time on exams or note-takers. Support is another example like providing protection from discrimination and ensuring students can learn and achieve their goals. As well as coordination, like working with instructors and other campus departments to provide services.
A Personalized Approach: Tailoring Support for Every Student
One of Hailey’s core beliefs is that every student’s journey is unique. She takes an individualized approach to support, engaging in a collaborative process to understand each student’s specific needs. Through her partnership with students, Hailey ensures that the appropriate academic accommodations are put in place.
“I work closely with students to figure out what will work best for them,” Hailey explains. “I believe they are the experts on their own experiences, and together, we create a plan that supports their success.”
In addition to working with students, Hailey emphasizes the importance of cultural humility. “Disability experiences intersect with cultural backgrounds, and it’s crucial to approach every conversation with sensitivity and respect for their lived experiences.”
Building an Inclusive Environment: More Than Just Accommodations
For Hailey, inclusivity in education isn’t just about providing accommodations—it’s about fostering a culture where accessibility is prioritized from the start. She believes that through collaboration and proactive design, institutions can create an inclusive environment that benefits all students, not just those with disabilities.
“Universal Design for Learning (UDL) is key,” Hailey says. “It allows us to provide multiple means of engagement, representation, and expression to support all learners. The goal is to eliminate barriers before they arise, allowing all students to fully engage with their education.”
Hailey’s ultimate dream is to reach a point where accommodations are no longer needed, because the educational experience itself would be inherently accessible and inclusive for everyone.
Advocacy in Action: Empowering Students and Building Community
Advocacy is central to Hailey’s work, and she practices it on both an individual and institutional level. At the student level, Hailey uses motivational interviewing to help students develop self-advocacy skills and take an active role in managing their accommodations. Motivational interviewing is a counseling approach where a therapist helps a person identify their own reasons and motivations to make a positive change in their life, by actively listening and encouraging them to explore their own thoughts and feelings about the change, rather than directly telling them what to do; it’s about empowering the individual to find their own drive to change.
“I want students to feel empowered to advocate for themselves and use the resources available to them,” Hailey says.
On a broader scale, Hailey advocates for accessibility initiatives across campus, training faculty and staff on Disability Support Services, and ensuring that events and activities are accessible for all students. One of her goals is to reopen the Delta Alpha Pi (DAPi) Honor Society, which recognizes the achievements of students with disabilities while promoting advocacy and disability awareness.
“For me, advocacy isn’t just about accommodations,” Hailey explains. “It’s about creating a culture where accessibility and inclusion are integrated into everything we do.”
Celebrating Student Success: Hailey’s Most Rewarding Moments
One of the most rewarding aspects of Hailey’s work is seeing the tangible impact she has on students’ lives. Whether it’s helping a student overcome an academic challenge or attending their graduation ceremony, Hailey finds joy in every milestone.
“Every victory, no matter how small, is meaningful,” she says. “Whether it’s completing an assignment or walking across the graduation stage, seeing students gain confidence and self-advocacy is incredibly fulfilling.”
One standout moment for Hailey occurred when she created a tactile WAIS-IV assessment for a student with a visual impairment. “The look on the student’s face when they realized they could independently administer the assessment was priceless,” Hailey recalls. “It reaffirmed why I do this work and why accessibility is so important.”
The tactile WAIS-IV is a test that helps measure how well someone thinks and solves problems. Normally, people use pictures or written questions, but for those who can’t see well, this test uses things you can touch instead. So, it’s a way of checking someone’s intellect, using their sense of touch instead of sight.
Maintaining Balance: Self-Care in a Demanding Role
Working in a field that can be emotionally and mentally demanding, Hailey emphasizes the importance of maintaining work-life balance. She recharges by spending time outdoors, taking walks during lunch breaks, and soaking in fresh air.
“I try to take care of myself so I can be effective in my role,” Hailey says. “Spending time outside or exploring the art galleries on campus helps me unwind and recharge for the work ahead.”
Hailey is also passionate about the arts and often encourages students to share their own creative work. “I love seeing the creative expressions of students,” she adds. “It’s a great way to build connections outside of the office.”
Collaborating Across Services: Supporting The Whole Student
In her role, Hailey works closely with other campus departments to ensure that students receive holistic support. In particular, she collaborates with mental health counseling services to provide comprehensive care for students with both mental health and disability needs.
“Collaboration is key,” Hailey says. “We work together to ensure that students have the accommodations they need while also addressing their mental health challenges. The goal is to create an environment where students can thrive both academically and personally.”
Looking Ahead: Hailey’s Vision for Accessibility and Inclusion
As Hailey continues her work at MWCC, she remains focused on making a lasting impact. She envisions a future where accessibility and inclusion are fully integrated into every aspect of education, from course design to campus initiatives.
“I hope that one day we won’t need accommodations because the system itself will be accessible to all,” Hailey concludes. “Until then, I will keep advocating for every student and working to create a community where everyone has the opportunity to succeed.”
How to Get Connected with Disability Support Services
Step 1: Provide Documentation
- To begin the process, students must submit professional documentation of their disability. This documentation helps determine appropriate accommodations. Such as an IEP, or 504 plan ect.
- Important: College differs from high school. Unlike in K-12 settings, students must voluntarily disclose their disability and provide documentation to receive accommodations.
- Need help requesting documentation? We have a Documentation Request Letter that students can give to their healthcare provider to guide them in writing appropriate documentation.
Step 2: Schedule an Intake Appointment
- Once documentation is ready, students should schedule an intake appointment with Disability Services. Visit Room H120 on the Gardner Campus to get started or give us a call.
Step 3: Request Accommodations Each Semester
- Accommodations are not automatically renewed—students must request them at the start of each semester for each course.
How to Submit Documentation
Students can provide documentation in one of the following ways:
- Healthcare Provider Letter – A signed letter from a medical professional that includes:
- Diagnosis & treatment
- How the condition impacts learning
- Recommended accommodations
- Recent High School Documentation – An IEP, Evaluation, or 504 Plan (must be less than three years old).
Submission Options:
- Fax: 978-630-9540
- Email: Send as a PDF attachment to studentservices@mwcc.mass.edu
- In-Person: Drop off at Student Services, Room H128 (Gardner Campus)
📢 For more information, visit MWCC Disability Services.