FROM COMPLIANCE TO INCLUSION: REFRAMING DISABILITY IN STUDENT

AFFAIRS

ADAM CRAWFORD, MISSOURI STATE UNIVERSITY

JOE HARTSOE, UNIVERSITY OF CENTRAL ARKANSAS

INTRODUCTIONSAdam Crawford, Missouri State University

• Graduate Assistant, Disability Resource Center

• Graduate Student, Student Affairs in Higher Education

Joe Hartsoe, University of Central Arkansas• Accommodations Coordinator, Disability

Support Services

• Graduate School, College Student Personnel & Administration

OVERVIEW

• Reasons to Care

• Study: Accessibility of Student Affairs

• Conceptual Frameworks

• Developing Strategies

• Closing

REASONS TO CARE• 6-9% of college students have disabilities

o largest/fast growing group: learning disabilities

• Students with disabilities are less likely to:o pursue/attend collegeo stay enrolledo obtain degreeo successfully transition from two-year to four-year schoolso secure employment

(Burgstahler & Moore, 2009)

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).

STUDY INTRODUCTIONMaking 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 barriers

• 53 Students with Disabilitieso 13 Focus Groups

• 72 Student Affairs Administrators o 14 Focus Groups

STUDY FINDINGSTypes of Problems Identified• Three Primary Categories

o Knowledge Lack of Awareness, Inadequate Information

o Attitude Close-Mindedness, Negative Perspectives

o Skills Lack of Ability to Offer Accommodations

• All Important when working with students with disabilities!

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 Knowledge

• Student Affairs staff often did not understand their responsibility to accommodate.

• Perceptions of Student Affairs professionals toward students with disabilities: Impatient, Disrespectful, Suspicious

• Students reported feeling like a burden to Student Affairs staff.

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 Knowledge• Little collaboration with Disability Support Offices• Findings suggest Student Affairs is:

o Reactive, not proactive o Lacking knowledge in legal requirementso Inexperienced in providing appropriate accommodations

CONCEPTUAL FRAMEWORKS• To create the foundation for reframing disability in

student affairs, it is important to: o explore our perceptions of disabilityo realign from compliance model to an inclusive model

• Three Conceptual Frameworks:o Medical Model vs. Interactional Model of Disabilityo Disability as Diversityo Universal Design

CONCEPTIONS OF DISABILITY

When we think about disability and disabled individuals, what messages are out there in

our popular culture?

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?

TRADITIONAL PERCEPTIONS OF DISABILITY• Traditional perceptions of disability place emphasis on

the disabled person as:o an object of pityo a “super crip”o a charity caseo a burdeno a “fate worse than death”

• Notice that the focus is on the individual with the disability.

MEDICAL MODEL OF DISABILITY• A common model where the individual with a disability is

perceived of as:o sick, broken, or otherwise deficiento 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.

See what traditional perceptions of disability you can identify in this video:https://www.youtube.com/watch?v=9s3NZaLhcc4

RE-THINKING DISABILITY VIDEO

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?”

MEDICAL MODEL VS. INTERACTIONAL MODEL

Medical Model (Old) Interactional Model (new)

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

Disability derives from the interaction between the individual and society

Carol J. Gill, Chicago Institute of Disability Research

MEDICAL MODEL VS. INTERACTIONAL MODEL (CONT.)

Medical Model (Old) Interactional Model (new)

The remedy for disability-related problems is cure or normalization of 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 is the individual, an advocate, or anyone who affects the arrangements between the individual and society

DISABILITY AS DIVERSITY• Many Student Affairs units today are focusing their efforts on

recruiting/promoting diversity on their campuseso 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:o disability as an identity (Gibson’s Model)o including disability as a valued part of diversityo the culture surrounding students with disabilitieso various perspectives students with disabilities bring to campus

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-IT

EXAMPLES OF UD• Information/materials provided in multiple formats

o Standard, Electronic, Large Print, Braille

• Height-accessible service desks

• Accessible websites

• Captioned videos

• Door handles that do not require a grip

• Diverse individuals featured in publications

• Statement of accommodation process in publications

EXAMPLES OF UD (CONT.)• Choose color and fonts carefully

o High-contrast colorso Large enough print to be read comfortablyo Sans 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.

MSU RECREATION CENTER• Disabled Students/DRC included in design process

• UD Features:o Sloped walkway entranceo High contrast signageo Zero-depth sloped entry to poolo Height-variant counters, lockerso Adaptable workout machines

MSU RECREATION CENTER

DEVELOPING STRATEGIESSmall 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:o What might you be able to do (proactively if at all possible)?

Creating accessible programming Offering services that can be used by all students

o Is there an outside resource that can help?o Are there policies or processes that need to be altered?

PRESENTING STRATEGIES

QUESTIONS?

REFERENCES & RESOURCESBurgstahler, 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.htm

• MSU 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.pdf

THANK YOU!

Joe Hartsoe: JHARTSOE@UCA.EDUAdam Crawford: ADAM1991@LIVE.MISSOURISTATE.EDU