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Research Question

What happened to Julie Cochran at OSU and how did her experience influence progress for disability services here as well as disability rights activism within a broader historical context of the time?

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The Case of Julie Cochran

Julie Cochran was born March 24 1941, healthy and happy to Ray and Ruby Cochran in Mount Vernon. In 1955 at the age of 14, she was paralyzed by polio. Nevertheless, she persisted, even offering her volunteer services while still hospitalized, helping out with Sunday school classes for younger kids. She grew up and graduated high school in Fredericktown, and was famously one of the first wheelchair users to be admitted to and attend the Ohio State University.

However, her journey in pursuit of higher education in order to find work as a disabled person did not begin without some difficulty. She was sent a rejection letter by the university in 1968, informing her that she could not attend her Speech and Hearing classes on the third floor of Derby Hall at OSU due to her being in a wheelchair and the building’s lack of an elevator. It was recommended that she consider attending the University of Illinois and Southern Illinois instead, as they offered the same major as well as proper wheelchair accommodations. Nevertheless, she persisted and finally found a way to get her ass to class.

The Ohio State chapter of the Delta Chi fraternity volunteered its members to help escort her to class. Every morning a small group of men walked half a mile to her apartment on West Lane Avenue to help push her wheelchair to campus and carry her up the five flights of stairs to the third floor of Derby Hall for her Speech and Hearing classes. Julie professed her appreciation and is quoted as saying, “Without the help of men from Delta Chi, it would be impossible for me to attend Ohio State. I can’t possibly tell you what their help means to me.” But her story doesn’t end there.

Julie was also a student activist who played a key role in the development of disability services at Ohio State, playing a key role in raising $32,000 in funds to remove the barriers for disabled students on campus in 1972. Even after her graduation with a Bachelor’s and then a Master’s degree, she remained active in the push for disability rights and services at the university and in the Greater Columbus community. Julie worked 23 years at Dodd Hall as speech therapist, and was a member of a number of grassroots and official organizations, including Easter Seals, Faith Independent Living Council, Columbus Advisory Committee on Disability Issues, Client Assist Program Advisory Board, and Governor's Council on People with Disabilities. She also campaigned for the 1990 Americans with Disabilities Act.

She was nominated for several awards in recognition of her work, including the Henry B Betts Award in 1996. She was honored by the District 10 Pilot Club in 1971 as the Professional Woman of the Year. She also received certificates from the American Congress of Rehabilitative Medicine, and the Board of Directors for Generous Contributions to Easter Seal Programs for Persons with Disabilities. To top it all off, she was an honorary member of the Vaud-Villities in 1985.

Julie died of post-polio syndrome at age 59 on October 17, 2000, but will be immortalized  in memory, her legacy from disability literature that she donated to local libraries, and Posthumous Nomination for 2001 YWCA Women of Achievement.

Sources:

Cochran, Julie. “Julie Cochran thanks the Delta Chi’s for starting revolution at OSU.” Delta Chi Martlet.  UA 2005 007 001 RG 42.49. Newspaper Articles (Dec 1955-Oct 2000). University Archives. June 1972.

District 10 Pilot Club. “Julie Cochran honored.” The Knox County Citizen. UA 2005 007 001 RG 42.49. Newspaper Articles (Dec 1955-Oct 2000). University Archives. 9 March 1971.

Hawk, Carla Jean. The Henry B. Betts Award 1996 Nomination Form. UA 2005 007 001 RG 42.49. Awards and Certificates. University Archives. 5 May 1996.

Kidder, Kevin. “Julie Rogers, advocate for disabled, dies.” The Columbus Dispatch. UA 2005 007 001 RG 42.49. Newspaper Articles (Dec 1955-Oct 2000). University Archives. 21 October 2000.

Lehunen, Kerry. “Julie Cochran loves the Delta Chi’s.” UA 2005 007 001 RG 42.49. Newspaper Articles (Dec 1955-Oct 2000). University Archives. December 1968.

Mariani, Mary Louise. “‘Shoot for stars’ via senior aid to disabled.” The Lantern. UA 2005 007 001 RG 42.49. Newspaper Articles (Dec 1955-Oct 2000). University Archives. 17 April 1972.

Schlanger, Phoebe. Letter to Julianna R. Cochran. 18 Oct. 1966. MS. The Ohio State University Hospitals, Columbus, Ohio. UA 2005 007 001 RG 42.49. University Archives.

Unknown author. “Julie Cochran helps spread glad tidings.” The Knox County Citizen. UA 2005 007 001 RG 42.49. Newspaper Articles (Dec 1955-Oct 2000). University Archives. 8 December 1955.

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A Contextual History of Disability Services at OSU

1972

Mariani, Mary Louise. “‘Shoot for stars’ via senior aid to disabled.” The Lantern.  

Spolter, Sharon $3000,000 granted for disabled.

Julie Cochran once said, “We have reached the moon and with the aid of Ohio State’s legacy, we can shoot for the stars.” Her optimism inspired the Class of 1972 to conduct a Senior Challenge during Disability Awareness Week to raise money to donate to OSU as a parting gift with a goal of $75k in funds to remove physical barriers for handicapped students. The project raised $32,000, which was met and quadrupled by a grant from the  Rehabilitation Services Commission.

As of the plans for use of the Class of 1972 gift and grant money for the Handicapped Improvements Plan, OSU purchased and modified 2 vans to serve as wheelchair friendly student transportation. Back then, only 3 or 4 buildings were accessible and the university had to accommodate 689 handicapped students. Today, the university only offers 2 wheelchair friendly student transportation vans for the entire Columbus campus and disabled student body, meaning that the number of these vans and quality of transportation service have not changed since 1972.

See: ‘Shoot for stars’ via senior aid to disabled, $300,000 granted for disabled, Our challenge, Students will help improve facilities for handicapped

1974

Suddes, Thomas. “Disabled receive advocate.” The Lantern. Small Accessions Box 46. Disability Services: Office for: 1968-1991. University Archives. 4 November 1974. The OSU Board of Trustees finally approved the creation of Office for the Physically Impaired two years after Julie Cochran graduated with her Bachelor’s degree. It was directed by Nancy Brower, former coordinator of handicapped resources on campus. This development came in response to affirmative action legislation. The new office was instructed to “remove remaining barriers” according to President Enarson. Unfortunately, forty some years later, many of these barriers still exist and obstruct disabled students from receiving the same quality of life and education as non-disabled students at OSU.

1978

Access Guide 1978. Small Accessions Box 46. Disability Services: Office for: 1968-1991. University Archives. Print.

The Access Guide of 1978 was published for and distributed to students with disabilities. It included a list of campus office and classroom buildings that indicated which had what accessibility features, maps of said buildings and features, and a list of accessible residence halls.

From these documents, I discovered that back in 1978:

-8 out of 157 buildings on campus were NOT ACCESSIBLE AT ALL!

-43 out of 157 buildings on campus did NOT have accessible restrooms, meaning only 114 were friendly to wheelchair users who had to pee/poop and wash their hands.

- 47 out of 157 buildings on campus did NOT have modified accessible elevator, an additional 20 did not have an elevator at all.

- 49 out of the 56 buildings on campus that had drinking fountains did NOT have modified accessible drinking fountains, meaning only 7 had water fountains for thirsty wheelchair users.

-only 11 out of 19 residence halls had any accessible rooms, meaning, well, you get the idea...

1979

Anderson, Erica. “OSU to be investigated for discrimination.” Small Accessions Box 46. Disability Services: Office for: 1968-1991. University Archives. May 1979. Print.

In 1979, OSU was accused of failing to comply with federal law that prohibits discrimination based on physical handicaps in a lawsuit filed by ACLU, CWA, local 4501, as well as a number of OSU students and faculty. They claimed that OSU had fired an employee for complaining about lack of disability services, refused to hire disabled people, and required disabled people to perform tasks beyond their capabilities. In accordance with the lawsuit, compliance reviews of OSU ordered through the Department of Labor and Department of Health Education and Welfare. However, interpretations of “reasonable accommodation” subjective, and not clearly defined by the law, nor OSU policy.

Charles, Lisa. “OSU policy for handicapped under review.” Small Accessions Box 46. Disability Services: Office for: 1968-1991. University Archives. 6 July 1979. Print.

During the review, it was predicate that OSU was required to meet regulations of Rehabilitation Act of 1973 because they received funds from Department of Health Education and Welfare. This review came based upon complaints that OSU fails to make the most obvious accommodations for disabled students. For example, one student with a mobility handicap was suspended for 10 days for tardiness due to inadequate accommodations.

1980

US Department of Labor, Employment Standards Administration, Patricia Greene, and The Ohio State University. Notification of Results of Investigation. Small Accessions Box 46. University Archives. 12 May 1980. Print.

The following information is sourced from a Notification Letter attached to correspondence with President Enarson.

It contained results of investigation conducted March 1980  by Office of Federal Contract Compliance Programs and US Dept of Labor of complaints filed by Patricia Greene on Sept 17, 1979 about discrimination based on disability and violation of obligations under regulation of Section 503 of the Rehabilitation Act of 1973 by government contractor The Ohio State University.

Greene was born with a connective tissue disease which necessitated her use of crutches and caused her limited manual dexterity. Greene complained that: OSU refused/denied her promotion based on disability despite her qualifications, OSU refused/denied her transfer to similar position, OSU demoted her without due cause,  OSU failed to provide her reasonable accommodations and failed to implement affirmative action, and harassed her for complaining about her grievances.

OSU claimed that: they offered Greene a promotion but she declined it, Greene didn’t meet the requirements for her desired promotion, OSU denied Greene transfer due to change in requirements of that position, OSU demoted Greene due to unsatisfactory performance, the demoted role was the only one available, OSU adapted her furniture, work hours, schedule and assignment, OSU granted Greene access to all benefits of affirmative action.

The investigation found: OSU had not violated obligations under regulation - Greene agreed to the new job description, the promotion she wanted was a new job under an old name with different requirements, duties of position changed for Medicare, she received counseling.

-but-

OSU had violated obligations under regulation - OSU placed Greene in a job that they knew damn well she could not perform, they lacked formal procedure for handling complaints and accommodations, they failed to fully meet the requirements of Section 503.

Unfortunately, we found no information on any aspects of resolution in this case.

Any disciplinary actions taken against OSU, if any, are unknown, and any reparations paid to Greene, if any, are unknown.

1982

Warth, Mark. “Improvements make all classes accessible to OSU handicapped.” The Lantern. Small Accessions Box 46. Disability Services: Office for: 1968-1991. University Archives. 5 February 1982. Print.

In 1982, it was finally mandatory that every course to have at least one section accessible to disabled students. In order to achieve this, modifications had to be made to the existing infrastructure of the university. First priority were the high traffic buildings, such as the Ohio Union, main library and Administration Building, then general education buildings and places where disabled people worked. All other existing structures were slated to follow suit. Accessibility modifications included: elevators, wheelchair ramps, curb ramps, accessible restrooms, automatic doors and library for the blind. The goal was total equal access, which has still not been achieved at the Columbus campus.

1988

Stewart, Tonja. “Special needs ignored on campus.”  The Lantern. Small Accessions Box 46. Disability Services: Office for: 1968-1991. University Archives. 14 April 1988. Print.

Despite the efforts made in 1982, there were still many essential aspects of life that remained inaccessible to disabled students.Bank machines were not designed with wheelchair users in mind, campus area housing was not accessible, many High Street buildings and businesses were not accessible, and sidewalks and crosswalks were still commonly uneven and  inaccessible.

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I don’t have a handicap, I have an inconvenience.

Julie Cochran Rodgers

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Disabled Activists in College From the 1960s - 1970s

College was the starting point for many disabled activists. Julie Cochran Rogers is a part of a legacy of disability activists that emerged in the late 1960s and early 1970s. Disabled activists all over the United States forced their way into Universities. In cases where multiple disabled students were allowed to attend a sense of a common identity was often forme, they supported each other, and helped one another develop their politics. Disabled student activists had varying tactics and levels of radicalness. Regardless, disabled students across the country made major improvements to their universities.

Disabled students such as, Fred Fay, Mary Lou Breslin, Kitty Cone, and Sharon Mistler fought for disability rights at the University of Illinois in the 1960s (Patterson, 475-476). The University of Illinois was a clear choice for Fray because there were already programs for disabled students (Patterson, 475). At The University of Illinois, Timothy Nugent developed the Rehabilitation Education Services Program there in 1948 and in 1949 Delta Sigma Omicron (DSO) was formed in 1949 as a fraternity for all disabled students (Patterson, 475-476). The disabled students at the University of Illinois formed a community there and the politics of the disabled students there became radical (Patterson, 476). The DSO formed an architectural barriers committed in 1964. Members, including fay, “...evaluated every classroom on campus for accessibility and compiled lists of necessary curb ramps” (Patterson, 476). Frustrated by the Universities slow response, Fay compared disabled students inability to access buildings to business owners ability to refuse to serve African American people (Patterson, 476-477). Eventually, “Nugent and a small group of students with disabilities under cover of night took sledgehammers to ‘high priority’ curbs to force the university to rebuild them with ramps” (Patterson, 477). Their tactics, though unorthodox, brought about necessary changes for disabled students.

After they refused to admit him to the university because he was disabled, Edward Roberts took out a  lawsuit against University of California Berkeley and won in 1962 (Patterson, 478). Roberts lived in Berkley’s Cowell Memorial Hospital because Berkley’s dorms could not accommodate him (Patterson, 478). By 1966 seven other disabled students joined him at Cowell Memorial Hospital (Patterson, 478). Due to their segregation from other students they came together as a group and formed the Rolling Quads (Patterson, 478-479). The Rolling Quads fought to make Berkley more accessible to disabled students (Patterson, 479). They also provided support to each other (Nielsen, 163). Their activism centered around funding for personal care assistance and housing for disabled students outside of Cowell Memorial Hospital (Patterson, 479), but they also supported each other emotionally and fostered a sense of disability pride in each other (Nielsen, 163). The Rolling Quads eventually formed the Disabled Students Program (DSP) at Berkeley in 1969. “ Roberts and others across the nation developed independent-living centers organized on the principle of self-determination, consumer control, and deinstitutionalization” (Nielsen, 163). The Disabled Students Program helped form the Committee for the Removal of Architectural Barriers (CRAB) in 1970 (Patterson, 479). Together they developed radical politics surrounding disability that helped change their university and eventually the entire nation.

Judith Heumann was one of the first wheelchair users to go to Long Island University, Brooklyn Campus (LIU) (Patterson, 481). Out of Heumann’s work came the Handicapped Integration Movement (HIM), Student Organization for Every Disability United for Progress (SOFEDUP) People United in Support of the Handicapped (PUSH) (Patterson, 482). Their activism was similar to Cochran's activism, as it didn’t violently push against administration and instead fought to work with administration (Patterson, 483). Heumann became the director of Berkeley’s Center for Independent Living (Nielsen, 163). Heumann's activism and advocacy continued throughout her live, much like Cochran Rodger’s.

Like Cochran Rogers, their activism continued beyond college and they went on to make changes for their communities and the entire nation. Together they even went on to change laws that affected disabled people across the country. Disabled activists were prepared for their future activism through their political development and their experiences with organizing at their respective universities. Often, disabled college activists continued their activism and advocacy for much of their lives.

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Laws, Activism, and Disability

Architectural Barriers Act (ABA) of 1968

“The [Architectural Barriers Act of 1968] requires access to facilities designed, built, altered, or leased with Federal funds. Passed by Congress in 1968...” (Architectural Barriers Act).

The Architectural Barriers Act states that any entity who gets Federal funds must henceforth make their new buildings accessible to disabled people. However, the act didn’t apply to things that were not funded by the federal government (Nielsen, 165). This includes things like privately owned businesses, public transportation, apartment complexes, or other housing (Nielsen, 165). The act also had no way of being enforced (Nielsen, 165).

Rehabilitation Act of 1973

“The Rehabilitation Act of 1973 requires access to programs and activities that are funded by Federal agencies and to Federal employment” (Rehabilitation Act of 1973).

The Rehabilitation Act of 1973 prohibited Federal agencies and any entity that recieved federal funding from discriminating against people with disabilities (Rehabilitation Act of 1973). The act was put into place to help Vietnam veterans (Nielsen, 166). Section 504 required both public and private colleges and universities to accept disabled students that met their requirements and provide them with accommodations (Madaus, 9). The language in Section 504 became very influential in disability activism because it centered on the rights of disabled people (Nielsen, 166). Richard Nixon vetoed the bill twice, but it was finally passed in 1973 (Nielsen, 167). Section 504 was not always enforced and activist struggle occurred (Nielsen, 167).

Individuals With Disabilities Act (IDEA)

“The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities” (Individuals with Disabilities Education Act).

The IDEA states that public education must be accessible to disabled children (Individuals with Disabilities Education Act). Many disabled children had to go without an education, so activists hoped the IDEA would bring about great change (Nielsen, 167) However, activists had to fight to get the IDEA enforced (Nielsen, 167).

Americans with Disabilities Act (1990)

“The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation. It also mandates the establishment of TDD/telephone relay services. The ADA was revised by the ADA Amendments Act of 2008… (The Americans with Disabilities Act of 1990 and Revised ADA Regulations Implementing Title II and Title III).

The goal of the Americans with Disabilities Act of 1990 was to end discrimination of disabled people by employers and create more accommodations in the private sector (The Americans with Disabilities Act of 1990 and Revised ADA Regulations Implementing Title II and Title III). The Americans with Disabilities Act has had a huge impact on disabled Americans, but it didn’t take long before legislation was put into place that rolled back some of the improvements that were made (Nielsen, 180-181). In 2008, the ADA Amendments Act was passed (Nielsen, 181). The Act lessened the effect of the ADA (Nielsen, 181).

Activism

Many disabled college students continued their activism beyond college and fought to bring about legislation we have regarding disability today. The Rolling Quads protested Ronald Reagan's proposed cuts to Rehabilitation Services in California (Patterson, 480). The cuts would have affected disabled people’s access to education (Patterson, 480). Judy Heuman, along with other disabled activists blocked off the traffic of Manhattan’s Madison avenue in protest of Richard Nixon veto of the Rehabilitation Act of 1973 (Patterson, 473). They continued their protest by occupying the New York Committee to Re-Elect Nixon (Patterson, 473). Disabled activists across the country protested until the Rehabilitation Act of 1972 was signed (Patterson, 473). Disabled activists continued to protest after the Rehabilitation Act of 1972 was not enforced (Patterson, 473). Their grassroots activism was vital to force lawmakers to give disabled people basic rights. Without their activism, we would not be where we are today.

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Conclusion

The work of Julie Cochran and other disabled activists was necessary to facilitate the development of disability services, and advance the rights of disabled people all over the United States of America. These same disabled activists continued to advocate for disability rights after and beyond college. Some disabled activists continued their work at universities. Julie continued to be involved at the Ohio State University and pursued a career in Speech and Hearing, so that other disabled students could have access to education. Without disabled activists, such advancements at universities would not have been possible. Others fought for federal legislation that would transform the lives of disabled people across the country. Despite the laws in place that afforded disabled students rights on paper, it was still a major struggle to make those rights available on the ground. Without disabled activists work, conditions for disabled people would not have changed, even to the bare minimum accessibility standards known today. Although there is still work to be done, it is crucial to recognize the progress that disabled student activists have accomplished. Together they influenced disability theory, created communities, and made the world a more accommodating place.

The case of Julie Cochran at the Ohio State University does not exist in isolation. Many other disabled college students were experiencing similar difficulties and discrimination across the country and joining various student disability rights activist groups around the same time. While her approach may not have been as radical as some of the other activists, such as the Rolling Quads, her activism was necessary to make the Ohio State University even the slightest bit more accessible to disabled students. Although there is still work to be done, Julie Cochran paved the way for accessibility modification at the Ohio State University.

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Rejection Letters

Julie was one of the first students in a wheelchair to attend and graduate Ohio State. However, her journey in pursuit of higher education in order to find work as a disabled person did not begin without some difficulty. She was sent a rejection letter by the university in 1968, informing her that she could not attend her Speech and Hearing classes on the third floor of Derby Hall at OSU due to her being in a wheelchair and the building’s lack of an elevator. It was recommended that she consider attending the University of Illinois and Southern Illinois instead, as they offered the same major as well as proper wheelchair accommodations.

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It was members of the OSU Delta Chi fraternity chapter whose help made it possible for Julie to attend her classes on the third floor of a building that did not have an elevator. They walked half a mile to her apartment to help her get to campus and then carried her in her wheelchair up five flights of stairs everyday.

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A detailed obituary, explaining Julie’s various contributions to her community as a disability rights activist.

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Childhood

Julie was an active community member from a very young age, even offering her volunteer services while still hospitalized and recovering from polio, helping out with Sunday school classes for younger kids.

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The OSU class of 1972 had been greatly touched by Julie Cochran’s story and student activism on campus, and so wanted their gift to the university to be a donation of $75,000 to “remove physical barriers for the physically handicapped.” The construction and modification of ramps, restrooms and elevators took top priority. They set up a senior challenge during Disability Awareness Week in attempts to meet this fundraising goal, and managed to collect $32,000.

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Julie received a certificate of appreciation from the Board of Directors for Generous Contributions to Easter Seal Programs for Persons with Disabilities in 1993. She was nominated for several awards in recognition of her work, including the Henry B. Betts Award in 1996. Julie received a certificate for being an active member of the American Congress of Rehabilitative Medicine in 1978. She was honored by the District 10 Pilot Club in 1971 as the Professional Woman of the Year. She was also an honorary member of the Vaud-Villities theater troupe in 1985.

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Julie wrote a letter to the Delta Chi Martlet to express her appreciation for the members volunteered assistance in attending her classes on the third floor of a building that did not have an elevator by carrying her in her wheelchair up and down five flights of stairs everyday for four years. 

She also talks about the fact that it is almost impossible to find work as a disabled person in her rural hometown, and the resulting necessity of her obtaining higher education in order to get a career to support herself.

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A letter written by Julie in response to Dr. Enarson, accepting his offer for a position on the task force for review of the needs of the physically handicapped on campus.

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October 2000. A short obituary for Julie by the Columbus Dispatch, including information on her birth, death and occupation as a speech therapist in life.

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“For 25 days in April 1977, a group of roughly 150 disability rights activists took over the fourth floor of a federal building in San Francisco. They would not leave, they said, until President Jimmy Carter's administration agreed to implement a four-year-old law protecting the rights of people with disabilities” (Grim).