A Conversation to facilitate

with Faculty and Staff:

Re-thinking the Disability Paradigm

Randall Ward, M.A., LPC

Director Disability Resource Center

Eastern Michigan University

Ground Rules forConversations

Create a safe and open environment to grapple with, and mull over concepts.

Recognize differing opinions come from different backgrounds, but all are with good intentions.

A willingness to examine what it is we think we know, and challenge ourselves to see where we can think differently.

Allow ourselves to freely add to the pool of meaning.

Small Group Discussion

1. What do Faculty often request that we cover?

2. What does administration ask us to review?

“Sometimes when we take a risk the rewards exceed our expectations.” Invited to present at the end of a week long

faculty development event hosted by Academic Affairs.

1 of 3 panel members, the other 2 were faculty.

We were at the end of a long week for selected faculty whose focus was redesigning a course.

Earlier in the week the “traditionally” identified diversity centers presented.

Did not know about the faculty feedback that would arrive later.

The Take Away For Me

“Randall’s talk brought home the issue of what we face at college level because the students come to us with their K-12 experiences.

“I find the idea of shifting from a “medical model” of disability to a “social justice model” to be provocative and compelling.”

“Ward’s presentation was a wonderful and effective introduction to the social construction of disability and quite thought-provoking.”

“…the changing paradigm and that the deficit model of disability is inappropriate…”

Faculty and Staff are Ready for this Conversation. Let me share with you what I

shared with them.

Social Construct

By Definition: Any phenomenon “invented” or “constructed” by participants in a particular culture or society, existing because people agree to behave as if it exists or follow certain conventional rules (Wikipedia).

Acting/thinking without challenging or questioning why the construct is shaped as it is.

Historically the Disability Social Construct reflects the Medical Model. Disability is a deficiency or abnormality.

Being disabled is negative or less than.

Disability resides in the individual.

The remedy for disability-related problems is cure or normalization of the individual.

The agent of remedy is the “professional” who affects the arrangements between the individual and society with a focus on the person.

A Media Lens of Disability

madd best friend 1 - YouTube

An Advertisement

Medical Model leads to a Social Welfare Approach

Sort, label, and determine eligibility. Retrofit activities to fit needs

(accommodations). Offer segregated or parallel services. Disabled students are needy clients. Disabled students have to ask (self-

advocate) to be included in a system (classroom) or society that does not fit the individual otherwise.

A History with Lots of Viewers

Jerry Lewis speaks about the disabled and “Jerry’s Orphans.”

http://www.youtube.com/watch?v=5tM4tTUMwGE

Let’s explore a Different Model

Social Justice and Civil Rights Model

Based on the concepts of human rights and equality.

Demands that people have equal rights and opportunities.

Full inclusion and participation.

Freedom from discrimination.

By Reframing the Concept of Disability, we are called to see that: Disability is a difference.

Disability, in itself, is neutral.

“Disability” is derived from the interaction between the individual and society/environment.

The environment is the focus of remedy and the agent of intervention can be anyone who can affect the design of an environment.

Social-Political Model of Disability

Human variation is natural and vital in the development of dynamic communities.

Disability is a social/political category that includes people with a variety of conditions who are bound together by common experiences (oppression and marginalization).

Inclusion and full participation are a matter of social justice and civil rights.

Continued:

Design is powerful and profoundly influences our daily lives.

Good design is essential for achieving inclusion and full participation.

Creating usable, equitable, sustainable, and inclusive environments is a shared responsibility.

The Faculty-Student Interface

Faculty are the “Designers” of the classroom experience.

Students sign up for classes without a lot of information about the design and delivery of course content.

Students rely on what other students have said about our classes. How reliable is that?

At this stage, we rely on accommodations that are developed with DRC staff and students and result in a “Letter of Accommodation.”

The Student Lens

A Study conducted to gain insight from SWD’s regarding: Barriers to Using DS Office.

Marshak, L. et al. (2010). Exploring barriers to college student use of disability services and accommodations. Journal of Postsecondary Education and Disability, 22(3), 151-165.

Student Feedback Regarding Barriers to Approaching DS

Office Identity Issues

Desire to shed stigma of high school identity.

Desire to not integrate the presence of disability into their identity.

Desire for self-sufficiency.

Insufficient Knowledge Question fairness of receiving

accommodations.

Insufficient Knowledge (cont.) Confusion about accessibility and ODS

services. Lack of training in how to explain their

disability to others. Desire to Avoid Negative Social

Reactions Fear of resentment of other students for

special treatment. Not wanting to be singled out.

Barriers Continued

Perceived Quality and Usefulness of Services Expediency of service delivery.

Lack of compatibility with accommodations.

Negative Experiences with Professors

Where Does This lead Us?

We work on multiple planes. Faculty and staff are key partners. Students come to us influenced by their K-12

experiences. The DRC is responsible for student

accommodations, and approach this recognizing design and delivery of course content is crucial.

The 3 parties need to dialogue with each other in an effort to design a more accessible educational environment.

We can think in terms of Universal Design.

What Have Some of You Experienced?

Opportunities?

How Might Our Work Look Different Going Forward!

Approach you have taken?

Concerns?

What Opportunities Do We Have to Influence our Campus Environment? New Faculty training through Faculty

Development. TA and GA Orientation. Develop a Faculty Advisory Council. Academic Advisers Diversity Events Individual “Teachable Moments.” At the Academic Department Level. Friendly Faculty and Faculty Requests. Disability Studies “Book Club.”

Council for the Advancement of Standards in Higher Education Are we using the CAS standards to help us

shape our campus culture?

Questions & Comments

Thank you for your Time.