di(ver)sability awareness responding to diversity in higher education 1

Di(ver)sability AwarenessResponding to diversity in higher education

1

Ellen Meersschaert

Idee om mindmap te maken met hoofdgedachtes? Of een andere tool ter beschikking stellen? Het is soms vrij abstract en daardoor niet altijd gemakkelijk om de rode draad te vinden.

I N H O U D

To get started.

What do you see? What can we learn from this? How would you make the connection between

this movie and the title of this workshop: “Di(ver)sability Awareness “?

1. To get started2. Support Centre for

Inclusive Higher Education

3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How respond to

diversity10. Questions11. More information

2

Ellen Meersschaert

Ik heb in de begeleidende tekst de vragen nog wat geëxpliciteerd en veranderd van volgorde (net zoals op de slide)

Imke

Hoi Ellen (Imke was mijn voorganger :)), volgens mij gaat het hier om dat de man wordt aangestaard. He is gazed at ... ?

http://www.youtube.com/watch?v=k3AeIFup1qY

I N H O U D

Support Centre for Inclusive Higher Education.

Supports all Flemish higher education institutions

Realisation of inclusive higher education

Equal opportunities in higher education

Full participation in higher education

‘Bottom-up’

‘In dialogue’



3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How respond to diversity10. Questions11. More information

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I N H O U D

Support Centre for Inclusive Higher Education.1. To get started2. Support Centre for



www.siho.be

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I N H O U D

Goals of the workshop.

Becoming aware of the different perspectives of people with a disability and the implications of these perspectives.

Looking at diversity and disability with a reflective attitude.

Becoming aware of the construction of categories (how does it work and what are the consequences?).

Dealing with diversity in a respectful way.




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I N H O U D

Overview .

1. To get started.2. Support Centre for Inclusive Higher Education.3. Goals.4. Content.5. Different perspectives.6. Diversity.7. Groups and identity.8. In- and exclusion.9. How to respond to diversity?10. Questions?11. More information.



3. Goals workshop4. Content workshop5. Different

perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to

diversity?10. Questions11. More information

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I N H O U D

Different perspectives.

Exercise:

Write answers to the following questions on 3 post-its:

Post-it 1: What does ‘disability’ mean for you? Why?

Post-it 2: What is the cause of a disability? Why?

Post-it 3: How do we have to respond to disability? Why?



3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to


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I N H O U D

Models of disability.1. To get started2. Support Centre for




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Models:

Religious-moral model. Medical model. Social model.

Frameworks:

Disability Studies. The construction of difference.

I N H O U D

Models of disability.

Religious-moral model.





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I N H O U D


Medical model.





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I N H O U D


Social model.





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Still a long road to reach equal rights.

I N H O U D

The perspective of SIHO.

Disability Studies.

Disability as a construct. Participation is central. Participation as a right. Looking at talents and dreams. Listening to the individual.





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Imke

aanpassen na overleg met Ellen

http://www.siho.be/files/portretten/laima%20portret.pdf

I N H O U D


Disability Studies.





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I N H O U D


The construction of difference.

We create frameworks that structure our responses and interaction.

At the same time, there’s always a process between a person and their environment to escape this.





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I N H O U D







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Frame: difference

Process: differentiation

I N H O U D

Diversity.

Exercise:

In which real-life situations did you ever need support? Do you know real-life situations of friends, colleagues,… who needed support?

They can be small situations. E.g. a new computer programme is introduced

at your work place and you’re stuck.

Assignment:

Write at least 2 situations of your own and 2 situations of friends/colleagues on the red post-its.





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I N H O U D

Diversity.

Assignment:

Now write on the yellow post-its: How did you / your friend / colleague

solve this? Which supports for the built environment

were necessary? Which post-it where?

Stick the red post-it (the problem) where you find a solution with its corresponding yellow post-it (the solution) on the 1st poster.

Stick the red post-it, where you didn’t find any solution, on the 2nd poster.





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Ellen Meersschaert

Eigenlijk kan je het tweede deel ook laten door in de online versie (alleen 'links' en 'rechts' ipv 1ste en 2de poster.

I N H O U D

Diversity.

Conclusions:

Everyone is limited by their environment in certain contexts.

Disability as a social construct. Require new ways of acting. Require FLEXIBILITY. Support often has to come from the

environment. We are INTERDEPENDENT.





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I N H O U D

Diversity.

Diverse student population. Also students have diverse abilities and limitations. These are not always visible.





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I N H O U D

Diversity.

Diverse student population.

Looking for disability or talent … or both? ?





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I N H O U D

Diversity.

Diverse student population.

Looking for disabilityor talent…? Or both?





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Imke

Na overleg bekijken of 'diagnosed' niet toch betervervangen wordt door 'invented'

http://youtu.be/iG9CE55wbtY?t=15m21s

I N H O U D

Diversity

Diverse student population

Can you find the student with a disability?





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I N H O U D

Groups and identity.

Assignment:

Write down all the groups where you consider yourself to be a member? What is your role in each group? Are you the same in all these groups?





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I N H O U D

Groups and identity.1. To get started2. Support Centre for




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I N H O U D


Different and changing identities





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I N H O U D


Disability Identity

Disability Identity is very dependent on the environment and the moment..





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PORT

RAIT

BAR

T “The association (for softenonvictims) combines the possibility to learn, to get information and especially the possibility to return your own knowledge to others. Next to that, it is also a place where his children can see that Bart is not the only one

with this disability.”(van Trigt & Grimonprez, p.20)

I N H O U D


Assignment:

Look at the sheet: ‘which groups do I belong to/ am I part of?’ Fill in on the dotted line some moments when you felt tension between different roles.

E.g. mother – employee during illness of your children





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I N H O U D


Conclusions: We are part of / belong to different groups. This connection with various groups changes. Our roles differ in the groups.

Link with continuous diversity: Groups are fixed structures. People are not just split into certain groups or categories. In the groups, there are also possibilities to become different.





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I N H O U D


Still, fixed groups are created.





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I N H O U D

In- and exclusion.

In- and exclusion by fixed groups.





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I N H O U D

In- and exclusion.1. To get started2. Support Centre for




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ADH

D

Dys

lexi

e

Autis

me

Zwak

bega

afd

Dys

mel

ie

Labelling

Long tradition of dividing people in categories and subcategories (see the medical model).

The counterside of labels: people are no longer seen as ‘becoming different’ but as ‘being different’.

Ster

eoty

pes

Able

ism

Clos

e, b

ut n

ot

getti

ng it

…

Del

inea

ted

right

s an

d du

ties

Us-

them

I N H O U D





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Ableism

I N H O U D

In- and exclusion.

Evidence / proof of disability Reasonable adjustments“Every concrete measurement, of material or immaterial nature, that neutralizes the limiting influence of an inadapted environment on the participation of a person with a disability.”





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Delineated rights and duties

I N H O U D





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Close, but not getting it…

Disorder

I N H O U D





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Us/Them

Voordelen Nadelen

I N H O U D

In- and exclusion.

“They are all the same.”

Are all men the same? Are all Dutch people the same? Are all Muslims the same?

Are all people with a disability the same?





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Us-Them

I N H O U D

In- and exclusion

Definition: “Collection of fixed, simplistic and generalized ideas on a group of people”.

(Brysbaert, 2006).





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Stereotypes

I N H O U D

In- and exclusion

Examples of worries about future nurses and teachers:

“Someone with autism can’t become a teacher, can they?” “Is a person with a physical disability able to

infuse?” “Can a midwive with only one arm take care

of a baby safely“





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Stereotypes

I N H O U D

In- and exclusion.

Myths:

1. They are helpless and depending on us. 2. They are victims of faith, have a doomed life and are

in need of pity. 3. A disability is always visible. 3. They are intellectually behind others.4. They cant’t have children, they are not able to raise

children.5. They act as a victim to get disability benefits and

additional support. 6. They have additional senses, can see the future or

have magical powers.





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Stereotypes

I N H O U D





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I N H O U D

In- and exclusion.

Accessibility of the higher education institution

Fixed structures in higher education cause potential barriers for:

Reachability Usability Understandability Affordability Availability





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I N H O U D

In- and exclusion.

Reachability





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Ellen Meersschaert

misschien 'class hours/time table' nog meer uitleggen: bedoel je dat de lesuren niet op elkaar afgestemd zijn (bv. te weinig tijd om je te verplaatsen van het ene lokaal naar het andere?)

I N H O U D

In- and exclusion.

Usability





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I N H O U D

In- and exclusion.

Understandability





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http://youtu.be/gGg7qF02vHM

http://youtu.be/gGg7qF02vHM

I N H O U D

In- and exclusion.

Affordability





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€12

.000

€12

.000

€12

.000

€12

.000

€30

0

I N H O U D

In- and exclusion.

Availability





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Imke

Na overleg met Ellen evt terug aanpassen naar professor?

I N H O U D

How to respond to diversity?

Diverse student population

Need for:

Formal and informal support. Listen to personal stories. Searching together for creative solutions. A flexible higher education. Critically looking at the accessibility of classes.





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I N H O U D


Formal support:

Support coming from the structure Law, policy, regulations (Reasonable

adjustments) Political conclusions Services Organisational structure

Link with fixed frames? Therefore need for fixed frames. Therefore we need labels.





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I N H O U D


Informal support:

Support coming from the culture of the organisation.

What vision is there around diversity and inclusion?

Interaction between colleagues and between teachers-students.

Through dialogue and personal interaction, solutions are soon found.





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I N H O U D


Full support!!!=

Informal support+

Formal support

In need of a culture, open to diversity.





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I N H O U D


Listen to personal stories

“Just let me be a regular student!” In need of understanding. The feeling you have to prove yourself more.





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I N H O U D

How to respond to diversity?1. To get started2. Support Centre for




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http://vimeo.com/83733537

I N H O U D


“…Sometimes people, at certain times in their lives, want others to see their disability because in that way they don’t have to ask for help, but receive it automatically.”

(van Trigt & Grimonprez, p.25)

“It really gets attention, a man with no arms. A lot of people spontaneously come to help. Awful. They see me taking my glasses with my mouth,

and they are already giving a helping hand. Literally. That’s not necessary. I’ve learned to

manage for myself. And if that doesn’t work out, I still have my mouth. Then, I will ask for help.”

(Jacques Villeneuve)





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I N H O U D


Searching together for creative solutions.

Students often know best which supports they need. Openness to continuous diversity = openness to dialogue with students.

“I think it is important not to have constant guidance, like ‘Are you okay, do you need any help?’. That’s not necessary and can often be paradoxical. But when something is wrong,

feel free to mention it”.(van Trigt & Grimonprez, p.12)





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I N H O U D


A flexible higher education

Openness from the start for a diverse student population

Universal Design for Learning

Multiple means of representation. Multiple means of expression = students can interact in different ways with the materials and can show in different ways what they’ve learnt. Multiple means of engaging students.





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I N H O U D

Questions?1. To get started2. Support Centre for




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I N H O U D

More information?

Support Centre for Inclusive Higher Education www.siho.be Facebook and Twitter E: [email protected] T: 0032 473 59 09 72

The Link Network www.thelinknetwork.eu Facebook and Twitter





http://www.siho.be/

https://twitter.com/SIHO_Tweets

mailto:[email protected]

http://www.thelinknetwork.eu/

https://www.facebook.com/LinkNetwork

https://twitter.com/LinkNetworkEu

di(ver)sability awareness responding to diversity in higher education 1

Documents

video clip

diversability awareness

broader vision of diversity

startedsupport centre

source movie

original sources

consequences of thinking

idee om mindmap te maken