di(ver)sability awareness searching for new lines of flight support center for inclusive higher...

Di(ver)sability AwarenessSearching for new lines of flight

Support Center for Inclusive Higher Education

Karen LeymanLeen Thienpondt

I N H O U D 1.Support Center Support all Flemish higher

education institutions

1. Support Center

2. Need for awareness

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4. Unintentionally…

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I N H O U D 1.Support Center

Goals? Realize inclusive higher

education Equal opportunities Full participation

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I N H O U D 1.Support Center

How? Bottom-up In dialogue

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I N H O U D 1.Support Center Part of an international

network:

www.thelinknetwork.eu

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http://www.thelinknetwork.eu/

I N H O U D 2. Need for awareness… Increased enrollment among

students with a disability in higher education.

“Students with disability find their way to university”

(29/11/2011)

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I N H O U D 2. Need for awareness…Real questions…

What are the appropriate adjustments for (all) students with label dyslexia?

What to do when an autistic student comes into my class?

How to handlestudents with ADHD?

…

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I N H O U D 2. Need for awareness…International research

“students and faculty still feel awkwardness, embarrassment, or pity when interacting with persons with disabilities” (Bruder & Mogro-Wilson, 2010)

“Students and faculty voiced concern that their actions or conversation might have been inappropriate.” (Bruder & Mogro-Wilson, 2010)

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I N H O U D 2. Need for awareness…

“students’ experiences in higher education depended to a great extent on the level of awareness of the members of the staff they came into contact with.” (Tinklin & Hall, 1999)

“Negative attitudes were the single biggest barrier reported by participants” (Hanafin et al., 2007)

“Attitudinal barriers' is recognized widely as an impediment to success of persons with disabilities” (Rao, 2004)

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“Faculty at institutions of higher education need to be better informed to improve their attitudes” (Rao, 2004)

“… findings indicate that students and faculty would benefit from, for example a disability awareness campaign aimed at students and faculty to increase interaction and understanding of disability.” (Bruder & Mogro-Wilson, 2010)

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“Attention needs to be paid to raising awareness amongst all staff of the institution, including academic, support and service staff.” (Tinklin & Hall, 1999)

“…address the challenge of how genuinely to celebrate and embrace differences among students.” (Tinklin & Hall, 1999)

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I N H O U D 2. Need for awareness…Flemish research (Soetaert,

2011):

“There’s often a lack of understanding, when I say ‘I have autism’, they instantly have an image of a person who’s sitting in the corner of the room. All those prejudices, it’s not nice.”

“That’s not possible, dyslexia doesn’t exist.”

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I N H O U D 2. Need for awareness…Flemish research (Soetaert,

2011):

“They see a healthy person, but actually I’m not healthy. (…) I think it would be easier if I had lost a leg, so they can see there is something.”

“I had an attack and I heard her say: “Ah that’s not epilepsy” or “He shows off”. You also get those kind of comments.”

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I N H O U D 3. Workshop 1.0

Make persons aware of their attitude towards persons with a disability.

Tips and advice.

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I N H O U D 3. Workshop 1.0 Terms Stereotypes Barriers Disability as a social construct Ableism Tips

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I N H O U D 4. Unintentially …

As a reflective practitioner…

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I N H O U D 4. Unintentially…

Myths:

They are helpless and depending on us…

They play the victim role to receive an allowance and additional support.

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Di(ver)sability

Awareness

I N H O U D 5. Workshop 2.0 Encourage people to

reflect.Perspectives on disability.Construction of categories.Own attitudes.

Non-stereotypical depiction.

Respect for diversity

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I N H O U D 5. Workshop 2.01. Support Center


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Can you find the person with a

disability?



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Difference

Differenciation



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http://www.siho.be/files/portretten/laima%20portret.pdf



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Exercise: In need of support

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Exercise: Who am I ?

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Exercise: Groups & Identity

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“The map of a nomadic topos is unlike any other map; it is at once map and territory. It is onrepresentational, which is to say, it does not

represent but makes connections and projects new lines of flight. Each concept in the map is also a living circuit of becoming, rather than a dead icon. It is a becoming-map

— therefore, one cannot read this map with the idea of a referent; one can only experiment with

it, insert oneself into the making of it even as one constructs it.

(Roy, 2003, p.80, cited in Steeves, 2012).

I N H O U D

6. Questions? Remarks? 1. Support Center


3. Workshop 1.0


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Thank you for your attention!

Contact [email protected]@[email protected] and follow us on

http://www.siho.be/

di(ver)sability awareness searching for new lines of flight support center for inclusive higher...

Documents

awareness faculty

support center goals

level of awareness

diversability awareness

awareness attention

awareness students experiences

disability awareness

awareness flemish resea