服務(wù)型動物到底應(yīng)不應(yīng)該將進入實驗室?

服務(wù)型動物到底應(yīng)不應(yīng)該將進入實驗室?

Before they enter the research lab where they spend most work days, Joey Ramp outfits Sampson with his own personal safety gear: goggles, a lab coat, and four boots — one for each paw. Sampson is a service dog. Service animals like Sampson will become a common sight in university and professional laboratories.

在他們進入工作時間最長的研究實驗室之前，喬伊·拉普給桑普森配備了它自己的安全裝備:護目鏡、實驗服和四只靴子——每只爪子一只。桑普森是一只服務(wù)犬。像桑普森這樣的服務(wù)型動物在大學(xué)和專業(yè)實驗室里很常見。

Ramp is a former horse trainer and a current researcher at Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign. A traumatic horse training accident in 2006 left her with lasting physical and psychological trauma. She now uses a service dog to help her balance while she's walking, pick things up for her.

拉普曾是一名馴馬師，現(xiàn)任伊利諾伊大學(xué)厄巴納-香檳分校貝克曼高級科學(xué)與技術(shù)研究所研究員。2006年一次創(chuàng)傷性的馬匹訓(xùn)練事故給她留下了持久的身心創(chuàng)傷。她現(xiàn)在用一只服務(wù)犬幫助她走路時保持平衡，幫她拿東西。

Although Ramp's service dog enables her to navigate the world more freely, when she decided to go back to school to study neuroscience, bringing Sampson along became one of her biggest educational obstacles. Ramp's chosen scientific discipline requires her to be in a lab, but she's had inconsistent support from faculty and administrators, who can be unsure of how to bring service animals into a lab safely.

雖然拉普的服務(wù)犬使她能夠更自由地在世界上穿梭，但當(dāng)她決定回學(xué)校學(xué)習(xí)神經(jīng)科學(xué)時，帶著桑普森一起成為她最大的學(xué)習(xí)障礙之一。拉普所選擇的科學(xué)學(xué)科要求她呆在實驗室里，但她得到了教職工和管理人員不一致的支持，他們不確定如何安全地將服務(wù)型動物帶進實驗室。

According to Ramp, her current university had questions when she first enrolled: What if the dog gets in the way? What if someone has allergies, or is afraid of dogs?

據(jù)拉普介紹，她現(xiàn)在就讀的大學(xué)在她剛?cè)雽W(xué)時就提出了一些問題:如果狗擋住了去路怎么辦?如果有人過敏，或者害怕狗怎么辦?

Lab classes are requirements for many STEM degrees, and keeping people with disabilities out of the lab effectively rules out certain degrees for students with service animals, Ramp says. "Sadly, there are a lot of science faculty that are reluctant to allow anyone with a disability into STEM or science. And when you have a service dog, that makes it an even bigger problem.

拉普說，實驗室課程是許多STEM學(xué)位的要求，將殘疾人排除在實驗室之外實際上排除了擁有服務(wù)動物的學(xué)生獲得某些學(xué)位的可能性。“可悲的是，有很多理科教員不愿意讓任何殘疾人士進入STEM或理科。當(dāng)你有一只服務(wù)犬時，這就成了一個更大的問題。”

From the moment you walk in, it's very visible, it's very different, and they have the power to say 'No.' "Ramp says she personally knows students who have not gotten their degree solely because their service animals were banned from laboratory classes. "One student I know of was in their last semester of college with a 3.96 GPA.

從你走進來的那一刻起，你就能明顯地感覺到，這是非常不同的，他們有權(quán)力說‘不’。’”拉普說，她自己認識一些學(xué)生，他們沒有拿到學(xué)位僅僅是因為他們的服務(wù)動物被禁止上實驗室課程。“我認識的一個學(xué)生在大學(xué)的最后一個學(xué)期，平均成績是3.96.

They were asked to leave a laboratory class and told they couldn't return because they had their service animal," she says. "That student not only dropped out of that class but dropped out of the entire college."

他們被要求離開實驗室，并被告知他們不能回來，因為他們有自己的服務(wù)動物，”她說。那個學(xué)生不僅退出了班級，而且還從退出了整個學(xué)院。”

Leading research institutions like the National Institutes of Health are vocal about wanting to increase the diversity of people working in STEM fields, which includes people living with disabilities. In a survey of recent graduates with health, science, engineering bachelor's degrees, only 5 percent of people employed in those fields were people living with disabilities.

美國國立衛(wèi)生研究院等主要研究機構(gòu)直言不諱地表示，希望增加STEM領(lǐng)域工作人員的多樣性，其中包括殘疾人。在一項針對擁有健康、科學(xué)、工程學(xué)士學(xué)位的應(yīng)屆畢業(yè)生的調(diào)查中，在這些領(lǐng)域工作的人中只有5%是殘疾人。

Part of the problem, Ramp says, is the lack of understanding of what the Americans with Disabilities Act says about service animals, and how to apply it to a laboratory setting.

拉普說，問題的一部分在于缺乏對《美國殘疾人法》對服務(wù)性動物的定義以及如何將其應(yīng)用于實驗室環(huán)境的理解。