Download - Reducing Barriers, Reducing Risk: Increasing Access and Inclusion of Students with Disabilities
Melanie Thompson, Ed.S., NCC, LPC, LMHC
Director, Center for Access-Ability Resources
Northern Illinois [email protected]
Reducing Barriers, Reducing Risk:Increasing Access and Inclusion of
Students with Disabilities
Goals and Objectives: We Will…
Explore models of disability.
Examine individual perceptions of disability.
Briefly review key amendments to the Americans with Disabilities Act, identifying potential impact of amendments on institutional and department services.
Differentiate societal and academic perceptions of students with disabilities.
Goals and Objectives continued
Discuss characteristics attributed to students with disabilities being considered “at risk.”
Define concept of barriers for students with disabilities.
Distinguish factors that may put students with disabilities “at risk” of not being retained at participant institutions.
Determine ways to reduce barriers for students with disabilities at participant institutions.
Webinar 101
Engagement may be “harder” through webinar so feel free to: Ask questions;Respond to questions from the presenter;Let me know if I need to slow down, speed up, or
move along; andShare that you’re getting what you came for
(smile).
For institutions with multiple participants, may be useful to have one participant agree to sit by computer in order to respond to questions.
Models of DisabilityReligious/HistoricalMedicalFunctional LimitationSocial ConstructionSocial JusticeQuestions for audience
What model of disability does your campus follow?What model of disability do you use?How do either of these influence the work that you
do OR the perceptions of students with disabilities at your institution?
Religious/Spiritual Model of Disability
Image of Greek mythology “God” laying two fingers over the eyes of a man who is blind.
Religious/Historical Model 1200-1700: People with disabilities thought to be punished
by God or possessed by the devilTerm “handicapped” came from this era; result of people
with disabilities having to beg with a cap in hand to receive handouts to survive
1800-1960: People with disabilities were forced into “Insane asylums,” segregated housing; period of forced sterilization; ended with deinstitutionalization Basis for many people’s assumptions that homeless
individuals are mentally ill or disabled
1970-2011: Civil rights movement, disability as tenet of diversity; Section 504 of Rehabilitation Act 1973; Americans with Disabilities Act (ADA), 1990; ADA Amendment Act 2008
Medical Model and Functional Limitations
Image of large stack of papers with an individual trying to climb up the paperwork; Image of gated entrance that states “this exist
is for people with mobility needs of pushchairs” and includes a wheelchair symbol and a service dog symbol.
Medical Model & Functional Limitations
Focus on pathologySeeks to cure or
remediateRelies on medical
intervention and supports
Assessment and evaluation of illness
Puts responsibility on individual
Focus on rehabilitation Seeks to reduce physical
barriersRelies on
accommodationsAssessment and
evaluation of inabilityPuts responsibility on
individual
Reinforces separate but equalDisability is considered “not normal”
Social Construct and Social Justice
Image of multiple wheelchair users. One individual has a sign on the back of his
chair that reads, “I can’t even get to the back of the bus.”
1
Social Construct & Social Justice
Focus on society instead of individual
Seeks inclusion and normalization
Relies on reducing barriers and use of universal design
Assessment and evaluation of barriers
Responsibility on society
Focus on eliminating ableism
Seeks to redefine what is considered normal
Relies on individuality, reducing barriers, use of universal design, and diversity education
Assessment and evaluation of strengths and challenges
Responsibility on society
Does Perspective (model) Matter?
The view individuals have regarding disability influences how individuals include or exclude individuals with disabilities.
View inclusion of disability as legal mandate, typically view compliance as ceiling.
View inclusion of disability as tenet of diversity, typically view compliance as floor and seek ways to become a disability advocate.
Overview of Federal Laws: I am not a lawyer and this is NOT legal
advice.
Americans with Disabilities Act (ADA) 1990
Americans with Disabilities Act Amendment Act (ADAAA) 2008
Section 504 of the Rehabilitation Act 1973Section 508 of the Rehabilitation Act, as
amended, 1998ADA Standards for Accessible Design
1991 and 2010Laws establish the bare minimum;
considered to be the floor and NOT the ceiling of disability resources.
The Amendments
“Findings and purposes make clear that Congress intended to apply a less demanding standard than that applied by the courts, and to cover a broad range of individuals. A rule of construction provides that the definition of disability shall be construed in favor of broad coverage of individuals, to the maximum extent permitted by the terms of the ADA.”
Disability Rights Education and Defense Fund
The Amendments: SummaryScope of definition broadened.Mitigating measures should no longer be
considered.Maintain consistency with interpretation of
“substantially limits.”Includes a non-exhaustive list of major life
activities that includes such activities as learning, concentrating, and major bodily functions.
Reinforces that modifications should not “fundamentally alter” the nature of educational services being offered.
See: www.ada.gov for more in depth information
Section 504 and 508“No otherwise qualified individual with a
disability in the United States…shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” Section 504
Section 508 Standards – define the types of technology covered and set forth provisions that establish a minimum level of accessibility.
MANY court cases going on now related to IHE using technology that is not accessible.
Points to PonderIf your institution provides online courses, how is
Section 508 addressed? What about access in general – provision of accommodations or access to support services such as tutoring, counseling, etc…?
Does your institution have a procurement policy that address accessibility? (e.g. Blackboard, ALEKS, My Math Lab, individual college programs or computer labs)
If yes, who are the entities involved? (e.g. DRC staff, faculty development staff, IT staff)
If no, what’s the recourse for individuals when inaccessibility is encountered?
ADA Standards for Accessible Design
The DoJ published revised regulations for Titles II and III of the ADA of 1990 (ADA) in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design or "2010 Standards."
On March 15, 2012, compliance with the 2010 Standards will be required for new construction and alterations. Between September 15, 2010 and March 15, 2012, covered entities may choose between the 1991 Standards (without the elevator exemption for Title II facilities), the Uniform Federal Accessibility Standards (Title II facilities only), and the 2010 Standards.
Potential Impact of Amendments on IHE’s
Institutional levelComplianceTechnologyShared responsibilityDesign
Resources and servicesCentralized vs. decentralizedConsistencyAwareness Shift in focus
Cartoon image of children at the bottom of snow covered steps and ramp, waiting to enter a school. Student using a wheelchair
states, “Could you please shovel the ramps?” The person shoveling states, “All these other kids are waiting to use the
stairs. When I get through shoveling them off, then I will clear the ramp for you.” The student using the wheelchairs states, “ But if
you shovel the ramp, we can all get in.”
Students with DisabilitiesQuestion for audience
Do you think that the nature of a student’s disability influences individuals’ perceptions of that student?
How do these contribute to or decrease potential of student being perceived as “at risk?
“Risk” AreasModel of disability used Solely compliance basedExpectations of othersBarriers
Societal ExpectationsBehaviorDevelopmental stagesIndependenceTechnology savvyGlobal experiences
Question for participantsWhat are risks of these expectations
(assumptions)?
Academic ExpectationsFollow rules, directions, ordersStick to time limitsTechnology savvyMobilePredetermined delivery methods/content
will “work”
Question for participantsWhat are risks of these expectations
(assumptions)?
Barriers: Real and PerceivedPerceptions are reality.Attitudinal: People with disabilities are “less
than…”Physical: People with disabilities cannot do _______ .Content: inaccessible materials, services,
programs.Financial: Cost of service animals, assistive
technology, medication, travel to doctors, reduced course load, etc…
Restrictive/Rigid Processes: For example, mandatory attendance policy not tied to essential elements of course.
Examples of Barrier Reduction
Attitudinal/Societal BarriersRemove assumptions about students’ abilitiesBe transparent with expectations
Physical/Environmental BarriersReview classroom/program locations and set upReview out of class experiences and access across
campusContent Barriers
Printed materials - ensure alternate formats are available and factor in length of time to convert or create
Multimedia sources – ensure media is captioned, screen readable, and factor in lag time when using speech to text, font, presentation materials…
Review policies and procedures for unnecessary barriersAttendance policies not connected to essential elementsRequiring disclosure of disability within set period of time
Retention: Increase Access & Inclusion
Barriers, old models, and uninformed expectations do not lead to inclusive or accessible environments.
Use of accommodations has not consistently been shown to be an indicator of retention.
Students feeling supported, heard by faculty, being held to a consistent and fair standard, and connecting with peers has been shown to be an indicator of retention of students with disabilities.
Reduce Barriers, Reduce RiskInfuse concepts of Universal Design.Become knowledgeable of spirit of law along
with letter of law.Identify barriers (self study recommended
with application of amendments).Engage campus community in dialogue
about barriers.Advocate to include disability as component
of diversity on campus. Shift to a proactive model of disability.Engage students.
Universal Design
UD – 7 principles1. Equitable use2. Flexibility in use3. Simple and intuitive
use4. Perceptible information5. Tolerance for error6. Low physical effort7. Size and space for
approach and use
UDL – 3 principles1. Multiple means of
representation 2. Multiple means of
expression3. Multiple means of
engagement
UDI – combination of principles from UD and UDL
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. Also applied to learning (UDL) and instruction (UDI).
Examples of Universal Design Equitable use
Flexibility in use Simple and intuitive
Perceptible information Tolerance for error
Low physical effort
Size and space for approach and use
Electronic materials readable by screen reader
Adjustable tables in computer lab
Clickers have text, symbols, Braille on buttons; results vocalized
Videos include captions Instructional software
provides guidance when student makes mistake
Class materials selected early and shared, so students can read ahead, acquire alternative text
Room for wheelchairs, personal care assistants, interpreters to navigate without having to ask for help
Adapted from University of Washington, Do IT http://www.washington.edu/doit/ and Sheryl Burghstahler
Actions for Institutions of Higher Education
Create an inclusive environment that includes disability as a component of diversity.
Support the recruitment and retention of individuals with disabilities.
Integrate disability and social justice in individual courses and across the curriculum.
Create supportive and safe environments.Identify barriers for access and inclusion,
and seek to reduce those barriers
Actions for IndividualsIdentify own perspective through which
disability is viewed.Review use of language and expectations.Use narratives and include students’
voices.Be aware of privilege associated with
varying levels of ability.Reduce barriers
References and ResourcesAune, B. (2000). Career and academic advising. In
H.K. Belch (Ed.), Serving students with disabilities (pp 55-67). San Francisco: Jossey-Bass.
Burgstahler, S.E., & Cory, R.C. (Eds.). (2010). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press.
DePoy, E., & Gilson, S.F. (2004). Rethinking disability: Principles for professional and social change. Belmont, CA: Brooks/Cole – Thomson Learning.
Higbee, J.L. & Mitchell, A.A. (Eds.). (2009). Making good on the promise: Student affairs professional with disabilities. Lanham, MD: University Press of America, Inc.
References and Resources cont’d
Recent articles:http://www.eric.ed.gov/PDFS/ED505873.pdfhttp://www.eric.ed.gov/PDFS/EJ885063.pdfhttp://www.eric.ed.gov/PDFS/ED505871.pdfhttp://www.eric.ed.gov/PDFS/EJ922062.pdfhttp://counselingoutfitters.com/Johnson.htm Research, facts or statistics related to topic:http://www2.ed.gov/about/offices/list/ocr/
transition.htmlhttp://www.dol.gov/odep/pubs/brochures/wrp1.htmlhttp://nces.ed.gov/fastfacts/display.asp?id=59
References and Resources cont’d
Websites:http://www.washington.edu/doit/http://www.ncsu.edu/project/design-projects/udi/http://www.cast.org/udl/index.htmlhttp://www.federalregister.gov/articles/
2011/03/25/2011-6056/regulations-to-implement-the-equal-employment-provisions-of-the-americans-with-disabilities-act-as
Videos/podcasts:http://www.youtube.com/watch?
v=AY6PhtCLrTg
Thank you
Melanie Thompson, DirectorCenter for Access-Ability Resources, Northern Illinois UniversityDivision of Student Affairs & Enrollment ManagementEmail: [email protected]: 815-753-1303Thank you for your participation!