margaret camp university of south carolina upstate gladys loewen consultant
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Disability Services: Gate Keeper or Door
Opener
Margaret CampUniversity of South Carolina Upstate
Gladys LoewenConsultant
Session Plan
Explore
attitudes, policies & practices that open doors
intended & unintended outcomes of policies & practices
civil rights intent of the law
Core Beliefs (Presentation)
Inclusion & full participation are a right, not a privilege
Policies, practices & language can open and close doors
Access issues stem from inaccessible or poorly designed environments
Door Opener
What policies & practices in DS office open doors for disabled students, ensuring inclusion & full participation?
Impact of these policies & practices
Gate Keeper
What policies and practices in DS office have a gate keeper function?
Impact of these policies and practices?
Part of the Problem
“We can’t make ourselves part of the solution without seeing clearly how we’re connected to the problem.” Alan Johnson. Privilege, Power, and Differences. 2006
Gatekeeper Role
How does it creep into DS work?Diagnosis/forced categorization: false binary
of ability/disability• standard deviation• discrepancy model
Documentation/eligibility requirements
Legal compliance as a threat and a threshold
Individualized accommodations (versus inclusive design)
The Gatekeeper Role
“services” versus “access”ownership of “our” students and
increasing numbers
Discrimination
“...implementation of the medical model in health care, social services, education, private charity and public policies has institutionalized prejudice and discrimination” Longmore, 2003
The Call for Change
“…especially in light of the ADA amendments which tell us to move away from burdensome demands to prove disability and to focus more on what accommodations a person will need. Just as we evaluate and determine what is a reasonable accommodation, taking into account the individual’s needs and the requirements of the environment in which the person is situated (classroom, lab, dorm, etc.), I believe that disability departments need to rethink what constitutes “reasonable documentation” and its purposes.” Jean Ashmore, June 2011 Alert
The Call for Change
Discrepancy Model vs. Response to Intervention (RTI)
focus on internal nature of disability vs. external changes statistics to determine significant outliers in normal
distribution requires student to fail a certain degree before being
identified testing occurs outside learning environment; testing error
not taken into account; accepted as average performance
The Call for Change
ADA Amendments Act Restore original human rights protections and intents That became too narrowly defined through legislation It moves the question from does the student have a
qualifying disability to has the institution made every effort to provide access? Salome Hayward webinar, 2011
MessagesIntended and Unintended
Consider
How policies, procedures, language, and actions give off messages
Accommodations
What messages are given when accommodations are recommended or arranged?
Accommodation Quote
Adjustments and accommodations tend to “reinforce the individual/medical notion that disability resides with the individual” Guzman, 2008
Design
…has the power to make us feel competent or incompetent; it has the power to include us or exclude us.
Elaine Ostroff, Founding Director, Institute for Human-Centered Design
Sample Mission Statement
Disability Services for Students is the University’s student affairs office which assures program access to the University by students with disabilities. We coordinate & provide reasonable accommodations, advocate for an accessible & hospitable learning environment, & promote self-determination on the part of the students we serve.
Sample Documentation Guidelines
Students with disabilities are responsible for providing documentation of their disabilities to the Office of Disability Services. This documentation must both establish disability & provide adequate information on the functional impact of the disability so that accommodations can be identified & provided. This documentation will be kept confidential & maintained in a locked file. All documentation should:
Sample Documentation Guidelines Cont.
Come from an appropriate licensed clinical professional familiar with the history & functional implications of the disability
Verify the nature & extent of the disability in accordance with current professional standards & techniques. This must include a description of the diagnostic criteria, evaluation methods, procedures, tests & dates of administration, as well as a clinical narrative, observation & specific results
Accommodations Specialist: Learning Disorders
is responsible for recommendation & delivery of academic support services & accommodations to new & continuing students with LD, ADHD & other disorders that affect learning. This employee works directly with faculty, instructional staff & university administration to address & resolve issues concerning equitable treatment &reasonable accommodations for students with disabilities both in policy & practice...this individual serves as a resource to prospective applicants to the university regarding services available through DSS
What Changes in DS
If we believeFull participation is right, not a
privilegeRight to equal accessDesign has the power to include
and exclude
Ponder How
DS policies & procedures can be a barrier to achieving full participation
DS work changes when accommodations viewed as social solution due to poor design & discriminatory practices
Consider Ways to
Design inclusive environments, minimize need for retrofitting & different treatment
Lessen emphasis on documentation to reduce segregation, special treatment & discrimination
Consider Ways to
Ensure full participation is a right not a privilege based on documentation & benevolence
Capacity for Change
“...the true sign of success is not whether we are a source of perpetual aid that helps people scrape by -- it's whether we are partners in building the capacity for transformational change.” Barack Obama, 2009
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