From Compliance to Inclusion: Reframing Disability in Student Affairs - PowerPoint Presentation

Slide1

From Compliance to Inclusion: Reframing Disability in Student Affairs

Adam Crawford, Missouri State University

Joe Hartsoe, University of Central ArkansasSlide2

Introductions

Adam Crawford,

Missouri State University

Graduate Assistant, Disability Resource CenterGraduate Student, Student Affairs in Higher EducationJoe Hartsoe, University of Central ArkansasAccommodations Coordinator, Disability Support ServicesGraduate School, College Student Personnel & AdministrationSlide3

Overview

Reasons to Care

Study: Accessibility of Student Affairs

Conceptual FrameworksDeveloping StrategiesClosingSlide4

Reasons to Care

6-9% of college students have disabilities

largest/fast growing group: learning disabilities

Students with disabilities are less likely to:pursue/attend collegestay enrolledobtain degree

successfully transition from two-year to four-year schools

secure employment

(Burgstahler & Moore, 2009)Slide5

Reasons to Care (Cont.)

“For individuals with disabilities, the positive correlation between level of education and rate of employment is stronger than for the general population” (Burgstahler & Moore, 2009, p. 155).

“It is estimated that only one in four (26%) postsecondary students with disabilities self-disclose their disabilities to the campus disability services office” (Burgstahler & Moore, 2009, p. 156). Slide6

Study Introduction

Making Student Services Welcoming and Accessible Through Accommodations and Universal Design

Burgstahler & Moore, 2009

Examined barriers to Student Affairs at multiple institutions nationwide and potential solutions to those barriers53 Students with Disabilities13 Focus Groups72 Student Affairs Administrators

14 Focus GroupsSlide7

Study Findings

Types of Problems Identified

Three Primary Categories

KnowledgeLack of Awareness, Inadequate InformationAttitudeClose-Mindedness, Negative PerspectivesSkills

Lack of Ability to Offer Accommodations

All Important when working with students with disabilities!Slide8

Study Findings (Cont.)

Students with Disabilities

71% of students identified problems in accessing the student affairs offices on their campus

Biggest problem identified: Lack of KnowledgeStudent Affairs staff often did not understand their responsibility to accommodate.Perceptions of Student Affairs professionals toward students with disabilities: Impatient, Disrespectful, SuspiciousStudents reported feeling like a burden to Student Affairs staff.Slide9

Study Findings (Cont.)

Student Affairs

Professionals

93% of Student Affairs professionals identified problems in the accessibility of Student Affairs on their campus.Biggest Problem Identified: Lack of KnowledgeLittle collaboration with Disability Support OfficesFindings suggest Student Affairs is:

Reactive, not proactive

Lacking knowledge in legal requirements

Inexperienced in providing appropriate accommodationsSlide10

Conceptual Frameworks

To create the foundation for reframing disability in student affairs, it is important to:

explore our perceptions of disability

realign from compliance model to an inclusive modelThree Conceptual Frameworks:Medical Model vs. Interactional Model of DisabilityDisability as Diversity

Universal DesignSlide11

Conceptions

of Disability

When we think about disability and disabled individuals, what messages are out there in our popular culture?Slide12

Conceptions of Disability (Cont.)

Let’s apply this to higher education:

What do these messages say about what it means to have a disability in higher education?

Who is at the focus of these messages?Slide13

Traditional Perceptions of Disability

Traditional perceptions of disability place emphasis on the disabled person as:

an object of pity

a “super crip”a charity casea burdena “fate worse than death”

Notice that the focus is on the

individual

with the disability.Slide14

Medical Model of Disability

A common model where the individual with a disability is perceived of as:

sick, broken, or otherwise deficient

in need of professional help The focus, again, is on the individual.While perhaps helpful in a doctor’s office, the medical model is not conducive to addressing the systemic issues of accessibility in the world, and on our campuses.Slide15

See what traditional perceptions of disability you can identify in this video:

https

://www.youtube.com/watch?v=9s3NZaLhcc4

Rethinking Disability VideoSlide16

A New Model of Disability

The Interactional (a.k.a. Sociopolitical) Model of Disability focuses not on the individual, but on the environment and its interaction with the individual.

Instead of perceiving a wheelchair user’s abilities as deficient for being unable to use a staircase (

à la Medical Model), the Interactional Model would ask:“Why are staircases built in a world with people who use wheelchairs?”Slide17

Medical Model vs. Interactional Model

Medical Model (Old)

Interactional Model (new)

Disability is a deficiency or abnormalityDisability is a differenceBeing disabled is negativeBeing disabled, in itself, is neutralDisability resides in the individual

Disability derives from the interaction between the individual and society

Carol J. Gill, Chicago Institute of Disability ResearchSlide18

Medical Model vs. Interactional Model (Cont.)

Medical Model (Old)

Interactional Model (new)

The remedy for disability-related problems is cure or normalization of the individualThe remedy for disability-related problems is a change in the interaction between the individual and societyThe agent of remedy is the professionalThe agent of remedy is the individual, an advocate, or anyone who affects the arrangements between the individual and societySlide19

Disability as Diversity

Many Student Affairs units today are focusing their efforts on recruiting/promoting diversity on their campuses

However, disability is often not thought of as a part of diversity

Using the interactional model, disability is a difference. As such, Student Affairs should consider:disability as an identity (Gibson’s Model)including disability as a valued part of diversity

the culture surrounding students with disabilities

various perspectives students with disabilities bring to campus Slide20

Universal Design

(UD)

“Universal Design (UD) is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” – Ron Mace

“UD is designing for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics.” – DO-ITSlide21

Examples of UD

Information/materials provided in multiple formats

Standard, Electronic, Large Print, Braille

Height-accessible service desksAccessible websites

Captioned videos

Door handles that do not require a grip

Diverse individuals featured in publications

Statement of accommodation process in publicationsSlide22

Examples of UD (Cont.)

Choose color and fonts carefully

High-contrast colors

Large enough print to be read comfortablySans serif font (Arial, Helvetica)Offer multiple ways to participate in programs/services

If it’s visual, make it auditory - and vice versa

Include Disability Support Office staff /disabled students on planning boards, advisory councils, etc.Slide23

MSU Recreation Center

Disabled Students/DRC included in design process

UD Features:

Sloped walkway entranceHigh contrast signageZero-depth sloped entry to pool

Height-variant counters, lockers

Adaptable workout machinesSlide24

MSU Recreation CenterSlide25

Developing Strategies

Small Group

Activity

As a small group, discuss some of the ways Student Affairs presents barriers for students with disabilities.Then, develop ideas about how to approach these barriers:What might you be able to do (proactively if at all possible)?

Creating accessible programming

Offering services that can be used by all students

Is there an outside resource that can help?

Are there policies or processes that need to be altered?Slide26

Presenting StrategiesSlide27

Questions?Slide28

References & Resources

Burgstahler, S., & Moore, E. (2009). Making student services

welcoming and accessible through accommodations and universal design.

Journal of Postsecondary Education and Disability, 21(3), 155-174.Etiquette Materials: http://www.missouristate.edu/disability/141653.htmMSU Rec Center: http://www.missouristate.edu/reccenter/

UD Resources (DO-IT):

http://www.washington.edu/doit/Resources/udesign.html

Accessibility in Student Services (DO-IT):

http://www.washington.edu/doit/Brochures/Academics/equal_access_ss.html

Gibson’s Model of Disability Identity Development:

http://www.disabilitypsychology.com/wp-content/uploads/2010/11/Disability-and-Clinical-Competency-Article.pdfSlide29

Thank You!

Joe Hartsoe: JHARTSOE@UCA.EDU

Adam Crawford: ADAM1991@LIVE.MISSOURISTATE.EDU