just give them what they want? service delivery in the new millennium tom merrell-director, student...
TRANSCRIPT
![Page 1: Just Give Them What They Want? Service Delivery in the New Millennium Tom Merrell-Director, Student Disability Services (SDS) Barbara Zunder- Associate](https://reader036.vdocuments.mx/reader036/viewer/2022062407/56649e375503460f94b26d06/html5/thumbnails/1.jpg)
Just Give Them What They Want? Service Delivery in the New Millennium
Tom Merrell-Director, Student Disability Services (SDS)Barbara Zunder- Associate Director, SDSCharlene Lobo Soriano- Part-time FacultyShona Doyle- University Advisor, Dean’s OfficeBrooke Bassett- Alumna, School of Nursing
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Overview
• Service delivery process
• Identifying and building key alliances
• Self-care strategies
• Q & A
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Who are we?
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Service Delivery Process
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Intake Procedures
• Building rapport
- Everyone has a story
- No Assumptions
- Meet students where they are
• Maintaining rapport
- No one approach
Take away: rapport building, trust, buy in
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Eligibility
• New documentation guidelines
• Identify needs
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Documentation: The “USF Approach”
• Gather what you can – but don’t over-rely on it
• We discriminate – in a good way
• Consider history of accommodations
• Consider giving provisional accommodations when
necessary/appropriate
• Follow through/follow up
Take Away: Documentation is one piece of a larger puzzle,
Don’t under-rely on clinical judgment
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Determining Accommodations
• Gathering & sharing information as needed
• Barriers?
• Practical, common sense clinical judgment
• Foster full inclusion/getting back “in the game”
Take away: trust yourself as an expert
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Why Believe Us?
Good for the student
• Mutual respect
• Self-advocacy skills
Good for the school
• Retention rates
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Identifying and Building Key Alliances
• “Intentional Informality”
• Be consistently cheerful and “nice” i.e. the “Nordstrom
Way”
- Create an atmosphere of helpfulness and
professionalism
• FISH philosophy
Take Away: Begins with YOU. Attitude is everything.
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Identifying and Building Key Alliances
• Practical strategies for working with faculty and staff
- Divide and conquer/relationship building
- Respecting expertise, responsibilities and processes
- Interact with them in other environments
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Working with Faculty
• Honesty and openness
• Respect the process and build the relationship
• Have those “difficult conversations”
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Faculty Approaches to Student Disability Services
How I Roll
• Teach
• Program Director
• University Advisor
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Consultations with Student Disability Services
• Improve the Classroom Experience
• Cross Check Concerns
• Refer Students
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Ease of Services and Seamless Collaboration
• Defines the experience
• Provides Context
• Models Relationship
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Case Studies
• As a teacher
• As a Program Director
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Return on Investments
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Key Collaborative Areas
• Academic Departments
• General Counsel
• Counseling Center
• Housing
• Dean’s offices
• Financial Aid
• Judicial Affairs
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Conflict Resolution
• Gathering/sharing information
• “Generous Transparency”
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Self-care Strategies
• Personal
• Within the team (if applicable)
• Within the greater community
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Self-Care Strategies: Personal
• Stay positive/cheerful (AGAIN??)
• Take pride in YOUR successes
• Take time for yourself
• Leave your work at work
Take away: Be cheerful – or at least fake it until you make
it. Get out of the office.
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Self-care Strategies: Within the Team
• Weekly check-ins
• Group approach to difficult cases
• Book club/research/journal articles/case law
• Retreats
• Happy Hour
Take away: Support each other. And get out of the office.
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Self-care Strategies: Within the Greater Community
• Finding “champions and allies”
• Realize that we are all on the same team
• Look outside the university
Take away: seek support wherever possible
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In Conclusion…
• Service delivery and building alliances is an on-going
process
• Consistency + Good Habits = successful DS office
management
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Thank you!
Questions?
Feel free to contact:
Tom Merrell: [email protected]
Barbara Zunder: [email protected]
Charlene Lobo Soriano: [email protected]
Shona Doyle: [email protected]
Brooke Bassett: