The University of Georgia Integrating Disability into Diversity Yvette Q. Getch, Ph.D. & Rodney L....
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Transcript of The University of Georgia Integrating Disability into Diversity Yvette Q. Getch, Ph.D. & Rodney L....
Integrating Disability into Diversity
Yvette Q. Getch, Ph.D. &
Rodney L. Parks, Ph.D.
DISABILITY: A FORM OF DIVERSITY
What is disability?
Why should disability be included in our discussions of diversity?
Issues related to the intersection of diversity and disability.
Legislation protects individuals with disabilities.
Section 504 of the Rehabilitation Act
The American with Disabilities Act
DISABILITY IS DIVERSITY
Perhaps the most neglected, misunderstood, and marginalized groups of individuals that we work with in the field of counseling are individuals with disabilities. While on the surface, this may seem to be a bold statement. The mere fact that so little is included in our counseling texts about individuals with disabilities give credence to this statement (Getch & Johnson, in press)
The same statement is true in higher education
INCREASING NUMBERS OF STUDENTS WITH
DISABILITIES
Approximately 707,000 students with disabilities were enrolled in 2 and 4 year colleges during the 2008-2009 academic year (Raue and Lewis, 2011)
Approximately 50% have learning disabilities Parker and Boutelle (2009)
Numbers are increasing
Students with LD/ADHD /Dyslexia have doubled in the last decade (U.S. DOE, 2000)
Disability and Post-Secondary Institutions
Total Number of Institutions
N Percent
Public 2-year 1,040 1,040 99
Private not-for-profit 2-year
110 90 76
Private for-profit 2-year
480 310 63
Public 4-year 630 620 99
Private not-for-profit 4-year
1,510 1,340 88
Private for-profit 4-year
390 290 74
Number of 2-year and 4-year degree granting postsecondary institutions, and percent that enrolled students with disabilities
Disability and Post-Secondary Institutions
Difficulty Hearing
Difficulty Seeing
Difficulty Speaking
Mobility Tx Brain
Learning ADD/ ADHD
Autism Cognitive Health Mental Other
Public 2-year
90 84 53 90 74 94 87 70 71 80 87 26
Private not-for-profit 2-year
29 26 18 35 26 67 53 36 30 56 76 7
Private for-profit 2-year
32 35 18 70 25 60 40 18 26 47 53 3
Public 4-year
92 90 46 93 84 97 94 78 39 95 94 30
Private not-for-profit 4-year
65 59 25 68 47 84 78 49 26 72 69 11
Private for-profit 4-year
60 37 16 46 19 72 64 34 27 39 52 8
Percent of 2-year and 4-year degree-granting enrolling any students in each disability category
ATTITUDINAL BARRIERS
“How is it fair to my 99 students that I have to wait to show a video until it is closed captioned just because of that one deaf student” (Conversation with a professor, Spring 2012)
“How can a blind person work with kids in schools anyway? How is she going to do her job? I feel like I’m wasting my time teaching her”
“I feel sorry for her. She makes me uncomfortable”
ATTITUDINAL BARRIERS
Indeed, the white, wealthy, male imbalance in LD and ADD diagnoses is so stark that the diagnosis has a nickname among campus disabilities experts: “We call it Wonderbread. It is an expensive white bread you buy at the store,” says Jim Kessler, director of disability services at UNC-Chapel Hill.9 While noting this label, Kessler goes on to stress that he doesn’t believe this white, high-income population is being overserved by offices such as his (Vickers, 2010 p. 5).
CONCEPT OF SPREAD (WRIGHT, 1983) FIGURE 2 BY HAMIESTER,ET AL.
(1999)
BARRIERS
“Them”
Assumptions/Attitudes
Limiting
Lack of knowledge
Spread
Resources
Lack of information
OPPORTUNITIES DENIED
Study Abroad
Organizations
Honors programs
Registration
Admission
Retention
CREATING A FRIENDLY, SUPPORTIVE
ATMOSPHERE
Diverse materials, wall decorations, etc.
Space that is accessible with universal design
Materials that are accessible
Registration and orientation sessions that meet the needs of students with disabilities
Staff and administrators who are familiar with disabilities and accommodations
RESOURCES AND ACCOMMODATIONS
Priority Registration
Time of class
Class location
Schedule conducive to needs
Assistance with Housing
Trouble shooting accommodation issues