Diversity on Diversity on CampusCampus

People with Disabilities

Presented to Hofstra University

Diversity Advisory Council

May 2, 2011

Hofstra UniversityHofstra University 1963 - the Board of Trustees resolved to

make Hofstra architecturally barrier-free for individuals with physical disabilities, stating that all students should have access to higher education.

Although this later became federal law, Hofstra was recognized as a pioneer.

People with DisabilitiesPeople with Disabilities

Nation’s Largest Minority

People with DisabilitiesPeople with Disabilities

If you do not currently have a disability, you have about a 20% chance of becoming disabled at some point during your work life.

People with DisabilitiesPeople with Disabilities

People with disabilities cross all

racial, gender, educational, socioeconomic, and organizational lines.

PART IPART I

OVERVIEW

◦Historical◦Legal & Legislative◦Concepts

Dr. Darra PaceDr. Darra Pace

Chairperson of the Department of Counseling, Research, Special Education, and Rehabilitation

(CRSR)

BackgroundBackground

The history of universities and colleges and students with disabilities is a rather recent one.

BackgroundBackground

Student attendance at institutions of higher education is a direct mirror of the dispositions of society in regard to individuals with disabilities.

BackgroundBackground150 years after schools for children

were established in the US, the college door opened for them.

In 1945 the University of Illinois started the first support program in the states for the individuals with disabilities.

Who are the Students with Who are the Students with Disabilities?Disabilities?

Comparison between 1990 and 2005 of postsecondary education enrollment of youth with disabilities out-of-high school up to 4 years, by disability category (Adapted from the NLTS2 Report 2005)

Disability LD SP/Lang

ID ED/BD

Hear-ing

Visual Ortho-pedic

OHI/Autism

MultipleDeaf/Blind

Cohort11990

29.7 47.0 8.4 18.0 49.5 57.9 41.0 47.5 13.4

Cohort 22005

48.2 55.5 28.1 34.7 72.6 77.6 54.2 55.8 37.2

% of Change

+18.5**

+8.5 +19.7***

+16.7**

+23.1***

+19.7 +13.2 +8.3 +23.8

Who are the Students with Who are the Students with Disabilities?Disabilities?

Importantly, unlike K-12, college students must self-identify. As a result the numbers reported for certain populations are likely lower than the actual number of students enrolled.

Disability LD SP/Lang

ID ED/BD

Hear-ing

Visual Ortho-pedic

OHI/Autism

MultipleDeaf/Blind

4 yr college

9.7 20.8 .0 41.5 17.7 5.9.9 6.5 1.0 N/A

Faculty and Administrator Faculty and Administrator InformationInformation

Legislation in the United States also supported the acceptance of students with disabilities at the post-secondary level.◦ Section 504 of the Rehabilitation Act of 1973◦ Title II of the American with Disabilities Act of

1990 (ADA) ◦ Higher Education Opportunity Act of 2006

(HEOA). ◦Both the Rehab Act and ADA are civil rights

legislation, while the HEOA is the reauthorization of the Higher Education Act of 1965.

Law and ProvisionsLaw and ProvisionsThe Americans with Disabilities Act &

Amendments to the Act (ADA-AA) Prohibits discrimination against people with all

disabilities

Requires public and private institutions to make accommodations for persons with disabilities in the areas of education, employment, transportation, public accommodations, state and local governments, and telecommunications.

Law and ProvisionsLaw and ProvisionsThe Section 504 of the

Rehabilitation Act of 1973 (504) Requires postsecondary students to identify their own

disability

Requires students to verify their eligibility for accommodations and services

Requires students to provide adequate documentation (‘proof’) of their disability that may include: a diagnosis of current disability; the date of the diagnosis, how the diagnosis was reached, credentials of the professional conducting the evaluation; how the disability affects a major life activity, and how the disability affects academic performance

Law and ProvisionsLaw and ProvisionsThe Higher Education Opportunity Act

(HEOA)

Provides financial assistance to students

Encourages collaboration among colleges, businesses, and relevant organizations to improve accessibility and support in higher education, to reach out to students with disabilities, and to work to reduce attitudinal barriers that prevent participation of individuals with disabilities in their community

Allows early counseling of youth about postsecondary opportunities and what students need to do to prepare for these opportunities.

Aims to keep students in college until they graduate and encourages programs that counsel students about financial aid and support services.

Provides grants to colleges to develop support services for students

Those include providing financial aid for the students with disabilities, disseminating information to faculty about support services for students with disabilities offered on campus, and conducting seminars for college faculty and administrators about student accommodation needs, and accommodations in the classrooms and on campus.

http://www.heath.gwu.edu/modules/students-with-disabilities-in-the-college-classroom/

Access to Curriculum:Access to Curriculum: Universal Design for Learning Universal Design for Learning

Universal Design for Learning (UDL) is currently seen as a means to reconceptionalize curriculum.

A major concern of practitioners of UDL is equity and inclusion at the core of the learning environment (Pliner & Johnson, 2004).

Access to Curriculum:Access to Curriculum: Universal Design for Learning Universal Design for Learning

The Center for Applied Special Technology, CAST (2001) states the goal of UDL is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to curriculum

Principles of UDLPrinciples of UDL Principle 1: To support recognition learning,

provide multiple, flexible methods of presentation.

Principle 2: To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

Principle 3: To support affective learning, provide multiple, flexible options for engagement.

http://www.youtube.com/watch?v=bDvKnY0g6e4

AbleismAbleism

ABLEISM is a pervasive system of discrimination and exclusion that oppresses people who have mental, emotional, and physical disabilities… Deeply rooted beliefs about health, productivity, beauty, and the value of human life, perpetuated by the public and private media, combine to create an environment that is often hostile to those whose physical, mental, cognitive, and sensory abilities… fall out of the scope of what is currently defined as socially acceptable. L. Rauscher & M. McClintock (1996)

Ableism in EducationAbleism in Education It is preferable for children with

disabilities to do things the same way as their nondisabled peers.

Reflects the resistance to universal design

Dominant cultural response to disabilities People with disabilities are childlike,

dependent, in need of charity and pity

Response to Ableism in Response to Ableism in EducationEducation Recognize the existence of ableism in

schools Disabilities must be included in the

discussion of diversity Need for supportive environments for

students with disabilities Question ingrained assumptions Perhaps things must be done differently 

PART IIPART II

Hofstra University and

People with Disabilities

Julie YindraJulie Yindra

Director for Services for Students with Disabilities

(SSD) Hofstra University

SSD at HofstraSSD at Hofstra

The current status of

Disability Services Operations

Whom Do We Serve?Whom Do We Serve?

Definition of Disability SSD Registrants Student, Faculty, Staff & Parent Outreach

Our StudentsOur Students

Disability TypesDisability Types

Largest Categories: LD 241

ADHD 140 Psychiatric

75

Disability TypesDisability Types

Fastest Growing:Autism SpectrumChronic IllnessPsychiatric

What’s Working??What’s Working??

The registration process Process for typical accommodations

Architectural Accessibility Customer Service Model One-to-One Service

Current Current Initiatives/ImprovementsInitiatives/ImprovementsExpansion of Assistive Technology Use

WebpageCampus Collaborations

Current Current Initiatives/ImprovementsInitiatives/ImprovementsNew Programs

◦Academic Coaching◦Delta Alpha Pi)◦Bender Consulting/Employment Initiatives

◦COSD (Career Opportunities for Students with Disabilities)

SSD Time & ResourcesSSD Time & ResourcesFall 2010 snapshot

◦1,300 accommodation letters◦Proctored 481 exams◦200 note-takers (129 volunteer, 71 paid)

◦90% of SSD operational budget spent on accommodations for 1% of registrants

What’s NOT Working??What’s NOT Working??Office Locations and adequacy of facilities

Non-apparent disabilities◦Fears associated w/ disclosure◦General campus awareness◦SSD as a resource for Faculty◦Accessibility Upgrades/Emergency Response

Creating a Welcoming Creating a Welcoming EnvironmentEnvironmentIncrease and encourage campus collaborations

Implementation of UDL principles

Training and Awareness Opportunities

More accessible SSD space

SSD Satisfaction SurveySSD Satisfaction SurveyWhat our students told us

84% satisfied with registration process

91% believe SSD will maintain their confidentiality

96% believe SSD staff treats them with respect & fairness

SSD Satisfaction SurveySSD Satisfaction Survey

◦ Suggested improvements – Testing facilities Office location Add disability related clubs Support groups

Final ThoughtsFinal ThoughtsACCESSIBILITY is an asset to a

college for many reasonsACCESSIBILTY allows students with

disabilities to become part of the student body and encourages diversity amongst the students.

INCREASING DIVERSITY not only allows students with disability a fair chance at a higher education but also allows other students to gain from the perspective of someone with disability.

Final ThoughtsFinal Thoughts

People with disabilities – students, faculty, administrators,

staff – provide new perspectives, different experiences, and diversity to a college campus.

Thank you…Thank you… Nancy F. Kaplan, Ph.D.

Associate Professor

Department of Radio, Television, Film

School of Communication

Darra Pace, Ed.D.

Chairperson and Associate Professor

Department of Counseling, Research, Special Education & Rehabilitation

School of Education and Allied Human Services

Julie Yindra

Director

Services for Students with Disabilities