Building a Collaborative Network: the University of Toronto Experience The ODA Planning Process &...
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Transcript of Building a Collaborative Network: the University of Toronto Experience The ODA Planning Process &...
Building a Collaborative Network: the University of Toronto Experience
The ODA Planning Process & the SFBA Access Centre
The “Worlds” of Disability Activism
The mainstream disability movement
Organizations, coalitions, groups loosely working toward the same goals
“Ambassadors-at-Large”Individuals representing the best people with disabilities have to offer
The “Worlds” of Disability Activism
Same applies specifically to the students with disabilities movementLevels of collaboration, feedback and tensionCan there be action on disability issues outside a students with disabilities movement?
Yes!
Mainstream Disability MovementStrengths
Strength in numbersOrganizational abilityCoalition buildingLong-term movement buildingPotential to access money
WeaknessesRepresentative?Negative association possible“Lowest common denominator”
“Ambassadors-at-Large”Strengths
One-on-one approachesConcerted lobbying/negotiating tactics“Your reputation precedes you”Leadership by exampleAbility to integrate within, but not necessarily be assimilated by, organizations
WeaknessesOne person’s worldviewLittle permanenceLittle money
At the University of Toronto…Worlds in partnership – worlds in feedback – worlds in balance
A friendly environment created by “Ambassadors-at-Large” leads to the creation of a students with disabilities movementThe movement in turn fosters an environment for mentorship and individual and personal self-advocacy, leading to more Ambassadors
Common goals: A universally inclusive post-secondary education system
A Unique Collaboration
Over the past 3 years, awareness of and action on disability issues at the University of Toronto has grown in leaps and boundsCollaboration between:
StudentsService ProvidersAdministrationStaff and Faculty
Student ApproachEstablish a presence for students with disabilitiesRaise awarenessProvide educationEffective lobbying strategiesDirect influence of systemic issues through an established networkLeadership by exampleCase study of a consistent and long-term students with disabilities movement
Understanding the System
Building a networkWho do we need to meet and talk to?What do people do?How do we best approach them?
Understand how governance worksUnderstand how to lobby effectivelyDo rallies work?
Vision of an Inclusive Campus
A community where all its members understand the need for and work toward a universally accessible environment for everyone, including people with disabilities
The ODA Planning Process: A Unique Opportunity for Partnership and Success
The Ontarians with Disabilities Act 2001
Legislates public sector and scheduled organizations in the province of Ontario to develop annual publicly available Accessibility PlansPlans must:
Report on initiatives undertaken to date, or in previous plansIdentify barriers to be addressed in the new planIdentify initiatives to remove/prevent/ameliorate barriers
U of T Planning Process: Year II
Global Advisory Committee40 membersCross-section of the University populationIncludes members with disabilities
7 Subcommittees, including a consultative processCo-ordinating Committee to write Plan
5 members, including 1 student
Subcommittees
AttitudesIncluding Information, Communication strategies
PolicyPhysical Facilities(Information) TechnologyUniversal Instructional DesignStudent LifeHuman Resources
Documentation, Recommendations
98 pagesReport on 2003-2004 initiatives
42/45 initiatives completed• With or without next steps identified
3/45 initiatives started, and yet to be completed
Presentation of 2004-2005 initiatives40 initiatives total, including ongoing projects
Highlights of InitiativesAttitudes
Breaking Down Barriers 2004Poster campaignEnrolment StudyDisability Issues and Orientation Training
PhysicalUniversal design seminarsElevator auditAccessible spacesChemical sensitivitiesWayfindng
TechnologyPurchasing guidelinesAccessible workstationAlternative formatsWireless technology
Instructional DesignAwareness campaignsAccommodation for facultyPublication of materials
Highlights of student involvement
Breaking Down Barriers 2004 conferencePoster awareness campaignPolicy: Statement of Commitment to Persons with DisabilitiesSFBA Access CentreAccessibility education for student leaders
Groundswell of Accessibility
Many independent projects, distinct from the ODA Plan
Accessible chemistry teaching labsDisability anthologyHart House Barrier FreeRedesigned and upgraded accessibility websitesUTSC accommodations funding
Community awareness, involvement and action on accessibility issues
Breaking Down Barriers
Model of a localized grassroots disability awareness and education conferenceDesign for long-term self-sustainabilityWorking conferencesMotivation of community
Poster Awareness Campaign
Similar to Mac Campaign (2003-2004)11 students from different constituencies, with different programs of study and with different disabilities
Majority are “Ambassadors-at-Large”Would never have been possible 4 years ago
Cross-University distributionLaunch: November 25, 2004
Critical Mass for Self-Organization4 years ago:
Few people working in isolation on accessibility issues
Today:Many people working in loose concertPromotion of an inclusive and welcoming climateGreater awareness of issues and their need to be addressedGroundwork for co-ordination
The future?
Problems with the SystemProjects are moonlighted every year
Firm commitments of resources beneficialInstitutional or departmental commitment to funding
Institutional inertia“Dilution of standards” – how do equity and accessibility meld with a meritocracy?Administration indifference/resistance“The numbers game” and community indifference“Equity is part of our principles – isn’t that enough?”
The Graduate Accessibility Committee
Mandate:To act to improve the quality and accessibility of the graduate school experience for graduate students with disabilities.
The Work of the Graduate Accessibility Committee
Research, policy, lobbying groupBest of both worlds
Policy influenceGraduate Students’ Union Accessibility Policy
• Passed April, 2003• Under review November 2004-March 2005
Canadian Federation of Students (Ontario Component)
• Round 1: August, 2003• Round 2: February, 2004
The Work of the Graduate Accessibility Committee
Taskforce/committee membershipProvost’s Taskforce on Student HousingODA Planning ProcessStanding Committee on Barrier-Free AccessHart House Barrier-FreePresidential Search process
Personalized and targeted lobbying strategy
Extensive contacts networkRaise awarenessGet things done!
History of the GAC
November 2002: Committee originatedMarch-April 2003: Development of GSU Accessibility PolicyApril-August 2003: Participation in ODA Planning Process Year 1October 2003-February 2004: Coalition building and work with other student groupsJanuary 2004-Present: Implementation of lobbying strategyOctober 2004-Present: Review of Committee and policies and long-term recommendations for future
Case Study: The SFBA Access Centre
Students for Barrier-Free AccessFounded in 2002Advocacy/outreach on behalf of students with disabilitiesOriginated Breaking Down Barriers conference series
Collaborates with Canada-Wide Accessibility for Post-Secondary Students in conference organization
Accessibility Rally (May 2003)Work in conjunction with Graduate Accessibility Committee on accessibility issues at U of T
“Access Centre”
Funded by a student levy from the Students’ Administrative Council
Future funding possible from Graduate Students’ Union
Staffed by a 0.8 FTE Co-ordinator, and student volunteers
Timeline
March 2004: Proposal of referendum questionMarch 2004: Successful referendumApril-May 2004: Development of business planJune-July 2004: Securing spaceAugust 2004: Hiring of Co-ordinatorSeptember 2004-Present: Launch of Access Centre and its activities
Goals of Access Centre
To serve as a nonacademic resource and support network for students with disabilities.To provide disability and accessibility-related resources to all members of the University community, including persons with disabilities.To provide a welcoming space for people with disabilities within the University of Toronto community.
Goals of Access Centre
To provide an accessible workspace for students with disabilities.
To conduct outreach campaigns around accessibility issues within the campus community, in collaboration with other ongoing efforts at the University of Toronto.
Goals of Access Centre
To assist with the organization and promotion of the annual Breaking Down Barriers conferences.
In collaboration with conference organizational authority: Canada-wide Accessibility for Post-Secondary Students
To participate in the development of the University’s annual Ontarians with Disabilities Act Accessibility Plans.
Governance Model
Majority student representationInclusion of student governmentsInvolvement of host sitesInvolvement of disability service providerChaired by the Chair of the SFBA
Involvement of University Community
Discussion of business plan with members of senior administrationSecuring host sites
Hart HouseFaculty of Arts and Science/Sidney Smith HallNew CollegeComplementary capabilities of host sites
Creation of Centre projects listInclusion in the ODA Planning Process
ODA Plan Documentation
6.5 Student-run Centre
Barrier: Currently, there is no central coordination of social, recreational and other activities with respect to nonacademic issues for students with disabilities.
Initiative: Establish a student-run Access Centre on the St George campus. Funding has been secured for the next five years, through an annual $2.00 levy from full-time undergraduate students.
The Access Centre will provide social support and resources for students with disabilities. In its first year of operation, the Centre would like to accomplish the following:
Explore the feasibility of a mentoring program, researching best practices from other programs at University of Toronto and elsewhere.
Establish a resource that identifies all those engaged in disability scholarship at UofT.
Develop a safe online discussion space for students with disabilities.
Compile and maintain a list of frequently asked questions about financial options available for students with disabilities, who do not qualify for the Ontario Student Assistance Program and are seeking funding for accommodations.
Provide American sign language training for students
Responsibility: Students for Barrier Free Access with support from Hart House; Accessibility Services, ATRC; Student Affairs; Information Commons; and Faculty of Arts and Sciences
Timeline: September 1, 2004 – August 31, 2005
6.6 Accessibility Education for Student Leaders
Barrier: Although many students are in the forefront of disability activism, people with disabilities continue to encounter negative attitudes within the student population as they do in the community at large.
Initiative: Develop an educational module for student leaders.
Develop an educational module to raise awareness on equity issues, including accessibility, to be used by student leaders with associations and clubs.
Responsibility: Hart House, with support from: Students for Barrier Free Access; Student Affairs; Faculty of Physical Education and Health; Accessibility Services; and Graduate Students’ Union.
Timeline: September 1, 2004 – August 31, 2005
ConclusionsTwo “worlds” of disability activism
Mainstream movement“Ambassadors-at-Large”
Interface and symbiosis between bothCollaborative atmosphere at University of Toronto built over 3 years
Essential to understand “how the system works”
Development of SFBA Access Centre as a marker of permanence at U of T
AcknowledgementsGraduate Accessibility CommitteePatrick Houssais, Chair SFBA (2004-2005)Uzma Khan, CanWAPSSCarol Krause, Chair SFBA (2003-2004)Julia Munk, Access Centre Coordinator and SFBA FounderJanice Martin, Manager, Accessibility Services, St. George Campus, University of TorontoUniversity of Toronto Community
Contact:
Mahadeo A. Sukhai, PresidentGraduate Students’ Union 2004-2005Tel: 416-978-2391Email: [email protected]