dr. catherine schmitt whitaker mcc 30 days of social justice disability awareness experience 2013...
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SEEING EQUITY:IMPACT OF DISABILITY SOCIAL JUSTICE
Dr. Catherine Schmitt Whitaker
MCC 30 Days of Social Justice
disAbility Awareness Experience 2013
Cal Poly Pomona
February 18, 2013
Major Disability-Related Education Laws
Section 504 of the Rehabilitation Act of 1973
PL 94-142 Education for All Handicapped Children Act of 1975
Americans with Disabilities Act (ADA) of 1990
Individuals with Disabilities Education Act (IDEA) of 1990
Major Disability-Related Education Laws (cont.)
Section 508 of the Rehabilitation Act of 1998
California Mental Health Services Act (MHSA) of 2004
AdA Amendments of 2008
21st Century Communication and Video Accessibility Act of 2010
Guide to Disability Rights Laws
http://www.ada.gov/cguide.htm#anchor65310
Disability
A physical or mental impairment that (substantially) limits
one or more major life activities; a record of such
impairment; or being regarded as having such an
impairment.Americans with Disabilities Act
Functional Limitation
Any health problem that prevents a person from completing
a range of tasks, whether simple or complex.World Health Organization
Accommodation
An adjustment to make a workstation, job,
program, facility, or resource accessible to a
person with a disability.
Inclusion of Disability Types Over the Decades
Decade Inclusion
1970 orthopedic, physical, sensory
1990 learning disabilities, ADD
2000 mental health conditionsveterans with disabilitiesautism spectrum disorders
Enrollment of Students with Disabilities
Undergraduates: 1995 – 1996 6% 2003 – 2004 11.3% 2007 – 2008 10.8% 2008 – 2009 11.8%
Students by Disability Type Registered with DRC at Cal Poly Pomona
Atten-tion
Deficit/Hyper-active20%
Autism Spec-trum Disor-
der4%Com
muni-cation Dis-
ability0%
Deaf/Hard
of Hear-
ing3%
Learn-ing Dis-
ability28%
Mobil-ity
Limi-tation
8%
Other Func-tional Limi-tation
s18%
Psy-cholog-
ical/Psy-chi-atric12%
Temporary Disabilities
2%
Visual Limitation4%
Students Served by Disability—Fall 2012
DisabilityCoun
tPercenta
geAttention Deficit/Hyperactive 85 20%Autism Spectrum Disorder 19 5%Communication Disability 1 0%
Deaf/Hard of Hearing 14 3%
Learning Disability 117 28%
Mobility Limitation 32 8%Other Functional Limitations 78 18%
Psychological/Psychiatric 53 12%
Temporary Disabilities 8 2%
Visual Limitation 18 4%
Total 425 100%
Transition: K – 12 to College
The transition from K-12 to college requires students who were traditionally served under IDEA to now initiate the registration process with the disability office on campus by identifying as disabled and requesting academic accommodations based on documented disability-related limitations.
(Madaus and Shaw, 2006; Monroe, 2007)
Do the Disability-Related Laws allow for “Separate but Equal” programs and services for College Students with disabilities?
• Yes• No• Sometimes
Barriers Experienced by Students with Disabilities
Limited understanding about their disability, and themselves
Lack of access to information about the nature and purpose of disability accommodations
Concerns about confidentiality and discrimination
Barriers (cont.)
Stigma of self-identifying as having a disability
Concerns as to how disability information will be used to identify them and impact when applying to graduate school or employment
Students from culturally diverse backgrounds tend to access disability services less frequently
Barriers Experienced by Students with Invisible Disabilities
Students with non-apparent disabilities often fail
to seek services due to the misconception that
the accommodation process is exclusive of
students with “non-visible” cognitive and mental
health conditions, and therefore the latter do not
qualify as disabilities warranting academic
modifications under federal statutes.
(U.S. Department of Education, National Center for Education Statistics, 2006).
Dyslexia Simulation
http://webaim.org/simulations/dyslexia
Web AIM
Equity is Being Able to…
Access the materials
Share in the social/cultural bonding experience
Sit at the table for policy/ decision-making
Bureau of Labor Statistics January 2013 Employment Rates
People EmployedUnemployed
with Disabilities 18.0% 13.7% without Disabilities 63.2% 8.3%
People with Disabilities and Financial Literacy
1 in 3 lives at or below the poverty level
Some of the highest rates of financial dependency of any group
Only 30% have either a checking or savings account
Saving for college appears out of reach
National financial literacy movement has not met needs of people with disabilities
Disability Innovation Context
People with disabilities who have functional
limitations are early adopters of Universal
Design (UD), assistive and accessible
technology, and activate market trends:
Disability Innovation Context Examples
Deaf/Hard of Hearing Community: Texting, vibrating pagers, captions (gyms, bars)
Blind/Low Vision Community: Talking caller ID, books on tape, audio descriptions
Mobility Community: Voice recognition software, curb cuts for rolling
baby strollers, skate boards, deliveries
Intellectual Disabilities Community: Picture menus, gadgets with icons
Universal Design
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.
Copyright @ 1997 NC State University.
The Center for Universal Design.
Universal Design Continued
PRINCIPLE ONE: Equitable Use
The design is useful and marketable to people with diverse abilities.
PRINCIPLE TWO: Flexibility in Use
The design accommodates a wide range of individual preferences and
abilities.
PRINCIPLE THREE: Simple and Intuitive Use
The design is easy to understand, regardless of the user's experience,
knowledge, language skills, or current concentration level.
PRINCIPLE FOUR: Perceptible Information
The design communicates necessary information effectively to the user,
regardless of ambient conditions or the user's sensory abilities.
Universal Design Continued
PRINCIPLE FIVE: Tolerance for Error
The design minimizes hazards and the adverse consequences of
accidental or unintended actions.
PRINCIPLE SIX: Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of
fatigue.
PRINCIPLE SEVEN: Size and Space for Approach and Use
Appropriate size and space is provided for approach, reach, manipulation,
and use regardless of user's body size, posture, or mobility.
Copyright @ 1997 NC State University.
The Center for Universal Design.
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