pełnosprawny student iv kraków, 25 października 2010 r. the role of disability services in higher...
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Pełnosprawny Student IVKraków, 25 października 2010 r.
The Role of
Disability Services in
Higher Education
Build Leaders not Empires
John BennettDirector
Disability Resources & Services
Temple University
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Overview
• Temple University.
• Disability Resources & Services.
• Services we provide.
• Our philosophy.
• Components of service development.
• Examples of our work.
• Questions
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Temple University
• 27th largest university in the United States.
• Temple student population – 35,500.
• 9 Temple University campuses worldwide.
• 5th largest provider of professional education in the nation
• One of the 25 most high-tech campuses in the U.S.
• 260,000 Temple alumni live in all 50 states and 145 countries.
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Disability Resources & Services
• A Department within the Division of Student Affairs that provides
support services to students with various types of documented
disabilities.
• Work with the University community in developing more inclusive
experience for all, including students with a disability.
• Collaborate with Community partners on promoting higher education
as a real opportunity for students with a disability.
• Liaise with community partners to cultivate a range of resources for
students.
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Staff
• Director
• Associate Director
• Assistant Director
• 4 * Student Services Coordinators
• Secretary
• 14 student employees – 10 hours/week.
• Contract ASL Interpreters and CART
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What is the Difference Between High School and Higher Ed?
ELEMENTARY/SECONDARY (IDEA)
• ENTITLEMENT: Free Appropriate Public Education must be provided in the Least Restrictive Environment to all children, ages 3 – 21 (or until diploma is earned)
• School is responsible for identifying/diagnosing disabilities
• Individualized Education Plan (I.E.P.)
• Most services are provided (i.e., tutoring, classroom aid, etc.)
• Parents involvement is required
POST SECONDARY (Section 504)
• Students who are “otherwise qualified” must be afforded the opportunity to access the educational program as it exists (i.e., student must meet admissions standards)
• Student must self-identify, presenting documentation that meets University guidelines.
• “Essential Elements” of the program cannot be altered
• University provides academic accommodations; student responsible for services
• Students assume responsibility
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How many?
• Temple student population – 35,500
• Total registered with DRS – Approximately 1,100
• 3-4% of eligible students choose to/know to register with disability services in higher education
• 11% of all undergraduates nationwide report having a disability *
*Source: Report to the Chairman, Committee on Education and Labor,
House of Representatives, October 2009www.gao.gov/new.items/d1033.pdf
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Distribution by Disability?• 44% Learning disability - LD, ADD, ADHD
• 23% Significant medical disability» Chrohn’s disease Juvenile Diabetes» Cancer MS» Heart disease Epilepsy
• 21% Psychological/psychiatric disability» Bi-polar OCD» Depression Anxiety/panic disorders
• 6% Physical disability» Spinal Cord Injury Limb Loss» Spinal Bifida Cerebral Palsy
• 3% Visual disability - Blind and visually impaired
• 3% Hearing disability - Deaf and hard-of-hearing
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How are they are doing?
• Within +/- 0.2 GPA of general population (4pt GPA scale)
• Finalists in many national and international academic awards and scholarships – Marshall, Rhodes, etc.
• YES, they are academically successful!
• Employment - 65% unemploymenthttp://www.bls.gov/news.release/pdf/disabl.pdf
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Reasonable Accommodations
• Accessible Housing Options
• Sign Language and CART Services
• Note taking
• Alternate Format Materials
• Assistive Technology
• Testing taking Accommodations
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Student support
DRS professional staff spend much time offering students;
• Advocacy skills
• Information and Advice
• Strategy exploration
• Referral to other student services
• Funding resources
• Internships opportunities
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Personal Aids & Services
It is the students responsibility to provide for the following;
• Personal Care Assistant
• Transport to University
• Mobility guide
• Home study aid/reader
• Technology at home
• Extra 1/1 tuition
• Medical equipment
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Where are Services today?
Broadly speaking across the profession, services;
• Have highly skilled staff.
• Are seen as the purveyors of all Disability related knowledge.
• Are centralized.
• Are accommodation focused.
• Rely on student to disclose and seek accommodation.
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Disability Services, what do we do differently at Temple?
• Moving towards a focus on inclusion and less on accommodations.
• Focus more on common challenges and less on disability labels.
• Active role in defining and implementing a University wide inclusion
strategies for all students including students with a disability.
• Retain high-end specialist services/roles.
• Build partnerships beyond the University.
• Go beyond legal compliance.
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Inclusion V Accommodation
INCLUSION• No requirement for disclosure.
• Disability as a component of diversity.
• Reducing/eliminating deficit in the environment, system or process.
• Proactive.
• Independent Learner.
• Contributes to retention of all students.
• Beyond compliance.
• Often more cost effective
ACCOMODATION
• Requirement for disclosure.
• Disability/deficit in individual.
• Deficit in the environment,
system or process go unfixed
• Reactive.
• Reliant on individual support
• Non disclosure = no
accommodations = greater risk
of academic failure.
• Meets minimal compliance.
• Can be expensive
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Key Components of Service Development
• Leadership » Unified Vision » Connect to University Mission» Involve all levels of University management
• Research » Research partnerships» Gather data/evidence» Research informed service development
• Strategic Planning» Plan to integrate where appropriate the needs of
students with a disability in to the greater fabric of the University.
» Strategic partnerships.
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Key Components of Service Development
• Innovation» See past the traditional - Think innovatively» National and International best practice» Technology
• Partnership » Across University» Inter University» Community » Internationally» Lead to increased Funding opportunities
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Key Components of Service Development
• Knowledge» Invest in your partners• Disability Services staff • University Faculty and Staff• The Students we seek to include
• Environmental/Systemic Change» More inclusive environment leads to less individual
accommodations for students. » Universal Design
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Key Components of Service Development
• Program Standards» We know we are good…But how do we really know?» Define professional standards under which we
operate within.
• Students» Invest in student leaders.» Allow them to be part of your team.
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Often Disability Professionals say;
– Planning! I have not enough time to see all these students and you want me to be on another Committee!
– I spend all my day seeing students, I have no time for delivering training.
– Student Development? Independent learners?
– I can’t do it, I have no funding.
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Planning• A camel is a horse designed by a committee (Sir Alec Issigonis)
• Choose your planning partnerships/opportunities carefully.
• Get on the important committees/taskforces.
• Often it is not the purpose of the committee that is important, it is the
people you have access to while on that committee that is. • University Strategic Planning Committee.• CHART – Campus Health Assessment & Response Taskforce.• TECH Advisory Group.• Academic Advisers Directors Group.• CARE - Crisis Assessment, Response, and Education Team Emergency Planning
Taskforce.• Division of Student Affairs Leadership Team.
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Training
• Invest in your University partners
• Build your team
• Faculty are your partner
• Project EDIT
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Student Development
• Project Access TU
• Adapted Recreation
• Charlotte W. Newcombe Foundation financial support
• Federal Workforce Development Program
• Project RETAIN
• Student organization
• Independent learners
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I have no funding
Academic year 2009/10
Project EDIT $50,000
Project ACCESS TU $ 8,000
Project ERGO $28,000
Project RETAIN $ 5,000
Project REMOTE $10,000
Project Browse Aloud $15,000
Project Read and Write $25,000
I have no funding $141,000
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Links of interest
• www.temple.edu
• www.temple.edu/disability
• www.ahead.org
• www.cped.uconn.edu/
• www.cas.edu
• www.heath.gwu.edu
• www.gao.gov/new.items/d1033.pdf
• www.accesscollege.ie/dare/index.php
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Build Leaders not Empires
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Thank you!
Contact:
John Bennett
Director Disability Resources & Services
Temple University
www.temple.edu/disability
Partner Konferencji: Urząd Miasta Krakowa
Konferencja pod patronatem:Minister Nauki i Szkolnictwa Wyższego, prof. dr hab. Barbary Kudryckiej,