Richard Allegra, M.S., AHEAD Bea Awoniyi, Ph.D., Florida State University Melanie Thompson, Ed.S.,...

Richard Allegra, M.S., AHEADBea Awoniyi, Ph.D., Florida State University

Melanie Thompson, Ed.S., LMHC, Southeast Missouri State University

Students with disabilities: Who are they? Campus response to students and their needs Compliance considerations Campus wide engagement to respond and

support access and inclusion Faculty and staff training Creating accessible and welcoming environment Assessment considerations Disability as a tenet of diversity

Association on Higher Education and Disability (AHEAD) 2009 2

Percentage of US population: 18% (www.aapd.com)

Unemployment rates of persons with disabilities: 16.2% cf. non-disabled 9.2% (www.bls.gov/cps/cpsdisability.htm/)

Percentage of college students reporting a disability: 11% (nces.ed.gov)

Types of disabilities represented in college (highest numbers): LD, Psychiatric, Chronic Health, AD/HD. (nces.ed.gov)

Association on Higher Education and Disability (AHEAD) 2009

3


Katrina Aid worker carrying prosthetic legs

wheelchair

Guide dog in harnessPhoto of diverse students without obviously disabled person in group

5Association on Higher Education and Disability (AHEAD)

2009

at “best” – mysterious (Romantic art

era image of blind Teresias the Greek seer)

Diseased, weak, in need of cure (medieval image of ill man and doctor)

feared, evil, to be shunned (medieval image of exorcism)

object of pity (lithograph of woman giving alms to blind beggar)

6Association on Higher Education and Disability (AHEAD)

2009

Remarkable or SUPER

Diseased, weak, in need of cure (1940’s polio poster showing two girls)

feared, evil, to be shunned (poster for Elephant Man movie)

object of pity or charity (image of Dicken’s Tiny Tim)

Photo of disabled mountain climber

Photo of Helen Keller touching Pres. Eisenhower’s face


“Peter, confined to a wheelchair, attended his first day of college.”

“There but for the grace of God, go I”

“That crippled girl is an inspiration.”

“I’d rather be dead than be wheelchair-bound for the rest of my life!”

“You’re one of God’s special angels.”

“That’s so retarded!”

Photo of actress Marlee Matlin

Photo of Barbara Jordan

Photo of Stephen Hawking

Photo of Gov. Paterson of NJ

Shared history/experience of oppression Finding a voice Community leaders Social Justice/Civil Rights Movement Legislation/Enforcement

Zames, F.D., Zames, F. (2001). The disability rights movement: From charity to confrontation. Philadelphia: Temple University Press.

Shapiro, J. (1994). No pity : People with disabilities forging a new civil rights movement. New York: Three Rivers Press.

8Association on Higher Education and Disability (AHEAD) 2009

Image of diverse group of people incl. man in a wheelchair

Section 504 of the Rehabilitation Act of 1973

"No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . .“ http://www.ed.gov/about/offices/list/ocr/504faq.html

The Americans with Disabilities Act (1990, amended 2008) www.ada.gov

State disability laws

9Association on Higher Education and Disability (AHEAD) 2009

By Carol J. Gill, University of Illinois-Chicago, Chicago Center of Disability Research. As quoted on page 17 of Accessing Student Life: Steps to Improve the Campus Climate for Disabled Students. By Gene Chelberg, Wendy Harbour and Roberta Juarez. (1998). Minneapolis, MN: Disability Services, University of Minnesota.

Medical Model(Pathological, Individual

Model)

Interactional Model(Social, Cultural Model)

Disability is a deficiency or abnormality.

Disability is a difference.

Being disabled is negative. Being disabled, in itself, is neutral.

Disability resides in the individual.

The remedy for disability-related problems

is a change in the interaction between the individual and

society.

The agent of remedy is the professional.

The agent of remedy can be the individual, an advocate, or anyone who affects the arrangement between the

individual and society.

Adapted by University of Illinois Springfield Safe Zone, from: Riddle, D. (1985). "Homophobia Scale." In Opening Doors to Understanding and Acceptance. ed. K. Obear and A. Reynolds. Boston: Unpublished essay.


Attitude Characteristics

Repulsion People who are different are strange, sick, crazy, and aversive. Anything which will change them to be more normal or a part of the mainstream is justifiable.

Pity People who are different are somehow born that way and that is pitiful. Being different is definitely immature and les-preferred. To help thesepoor individuals, one should reinforce normal behavior.

Tolerance Being different is just a phase of development that ... most people 'grow out of.' Thus, they should be protected and tolerated as one does a child who is still learning.

Acceptance Implies that one needs to make accommodations for another‘s differences; does not acknowledge that another's identity may be of the same value as his/her own.

Support Works to safeguard the rights of those who are different. Such people may be uncomfortable themselves, but they are aware of the climate and the irrational unfairness in our society.

Admiration Acknowledges that being different in our society takes strength. Such people are willing to truly look at themselves and work on their own personal biases.

Appreciation Values the diversity of people and is willing to confront insensitive attitudes.

Nurturance Assumes the differences in people are indispensable in society. They view differences with genuine affection and delight, and are willing to be advocates of those differences.

What is required?

◦ Letter of the law

What is ideal?

◦ Spirit of the law

Visual example of two surfboarders riding a wave to demonstrate the balance between letter of law and spirit of law


What is challenging about transition? Transitional challenges for all students Transitional challenges unique to

students with disabilities

Cartoon depicting a worm unable to move demonstrating taking life too seriously

Policy considerations◦ How do you define access?◦ How do you define inclusion?◦ Who is eligible, how is it determined, and why?◦ Who is responsible for “these” students after all?

Pragmatic considerations◦ Who is responsible for ensuring access?◦ What types of support do they have/enjoy?◦ What budgetary considerations are being made?

Image of group discussion; necessary for campus

engagement and support


Academic Considerations◦ Inclusionary practices (e.g. statement on syllabus)◦ Universal design principles of teaching and

assessment◦ Policies on academic/programmatic courses

Programming ◦ Example 1: Recreation Center◦ Example 2: Student Government

Image of diverse group of students engaged in campus

sponsored activity and learning and disabilities


Curricular Engagement◦ Access is a three-legged stool, which leg is missing?◦ How intentional are we to inform and engage?◦ What trainings do we have in place for our faculty

and how often are those trainings?

Co-Curricular Engagement◦ How informed are our campus wide staff and what

types of training opportunities exist for them?◦ How inclusive is our student organization and what

types of training do we have for them?

Image of books and glasses, as reflective of faculty


Information Dissemination◦ Five W’s

Diversity Exemplified

Use of Universal Design

Programming

Visual example of different ways to accomplish goal (reaching the top) as an example of the concept of Universal Design



Cartoon depicting janitor shoveling snow off of steps for students without disabilities, telling student using wheelchair that he’ll have to wait for the ramp to be cleared. Example of concept of Universal Design.

Why are you doing what you are doing?

Informal options

Formal options

Qualitative and Quantitative



Cartoon example of miscommunication: play on the childhood song, “If you’re happy and you know it clap your hands”

Part of creating welcoming and accessible environment

Information dissemination◦ Traditional modes◦ Technology based modes

Connecting to community resources


Assess campus climate◦ Civil Rights focus◦ Socio-political focus

Institutional diversity initiatives

Student first focus

Campus collaborations


How engaged are students with disabilities on How engaged are students with disabilities on my campus? my campus?

What are the philosophies of access on my What are the philosophies of access on my campus?campus?

What policies do we have that may What policies do we have that may unintentionally discriminate? How do we unintentionally discriminate? How do we address the issues?address the issues?



Work to Date{

{Work Remaining

Picture of sun shining on a small iceberg with a reflection in the sea acknowledging efforts of campus engagement to date and how much more work we have left to do


Picture of clock illustrating that it is time to engage the entire campus to effectively serve the needs of students with disabilities and to embrace disability as a part of diversity


Questions?

THANK YOU

Americans with Disabilities Act (ADA)◦ http://www.usdoj.gov/crt/ada/adahom1.htm

Association on Higher Education And Disability (AHEAD)◦ http://www.ahead.org

Disabilities, Opportunities, Internetworking, and Technology (DO-IT)◦ http://www.washington.edu/doit/


Disability-Related Resources on the Internet◦ http://www.disabilityresources.org/index.html

HEATH Resource Center – student & family◦ [email protected]◦ http://www.heath-resource-center.org


Richard Allegra, M.S.Association on Higher Education and Disability

[email protected]

Bea Awoniyi, Ph.D.Florida State University

(850) [email protected]

www.disabilitycenter.fsu.edu

Melanie Thompson, Ed.S., LMHCSoutheast Missouri State University

(573) [email protected]

www.semo.edu/lapdss


Richard Allegra, M.S., AHEAD Bea Awoniyi, Ph.D., Florida State University Melanie Thompson, Ed.S.,...

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