re-envisioning the disability service model: the advising and access services centre at dalhousie...
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Re-envisioning the Disability Service Model: The Advising and
Access Services Centre at Dalhousie University
Jill Malolepszy, Jen Davis & Quenta AdamsAdvising and Access Services Centre
Halifax, Nova ScotiaCanada
What We Plan To Discuss
PastBackground of our Unit and Service ProvisionProcess to Change Our Delivery Model
PresentPartnerships and Collaborations
FutureRoom for growthTransitions programming
Opportunities Present in Your Institution For Adopting a Similar Model
Who is responsible for accessibility on your campus:
Philosophically?Practically?
Human Rights Legislation
“Dalhousie University is committed to providing a learning environment in which students are able to participate without discrimination, on grounds prohibited by human rights legislation, and to facilitating students’ access to the University’s academic programs, activities, facilities and services.”
Our History
Practice and Philosophy
Approving accommodationsFocus more on the ‘condition’ as opposed to the barrier
Separate, and often disconnected supportsDecisions were often extreme
Hard line on what was reasonable, orOver-accommodate
Accommodation policy had procedures built into the documentAny changes (no matter how minor) would require Senate and Board approval
Our History continued
Practice and Philosophy
‘Fixing’ not empoweringBusiness process
Mirrored an assembly lineAdvising was done elsewhereSilos remained intact – internally and externally
Outcomes Quantitative only, no qualitativeWho are we helping, How are we helping
No frame of reference – Student Development Theories
Our History continued
Practice and Philosophy
Too few staff during peak accommodation intake periods
Staff burnout
Increased sick time and/or overtime, turnover
Lack of expertise
Challenges navigating inter-connectedness of disability, race, gender, class and sexuality
Our History continued
Accommodation staffing
Three full-time staff Bachelor’s degree onlyLimited experience with issues of accessibilityNarrow focus of job duties Fragmented approach to working with students
Academic Advisors
Three full-time staffMaster’s degree Professional advisors with range of skillsBroader focus of job dutiesFragmented approach to working with students
Our Process For ChangePolicy and Service Review in Fall 2011 – External Reviewer
Interviews (students, staff, faculty)
Focus groups (students, faculty)
Questionnaires (students, faculty)
External Scan (other university practices)
Internal Scan (existing strengths)
Revised policy and service model recommended
How can you be the leader or champion of campus-wide
accessibility?
Where are the natural collaborations on your campus?
Our Present Practice
Creation of a holistic, integrated model in winter 2012 combining Academic Advising with Accommodation Services.Represents a shift from a focus on accommodations to a focus on access.
Away from a medical model focused on illness or impairmentMoved towards a holistic model focused on overcoming barriers to enable full participation in student life
Our Present Practice continued
Students always ask: I have [enter disability here]. What can you offer in terms of accommodations?
We always answer: Tell me what are the barriers you face by having [enter disability here]?
How does the new system work?
Old systemAutomatically approved for writing exams in separate room Approved for extra time
Working on assumption that student is less capable.
New system
Student writes most exams with classmates, without accommodationsWrites in a separate room only when has difficulty accessing large stadium to write exam
Student in a wheelchair
How does the new system work?
Old systemProvided with ability to write in own room automatically.Approve note taking in almost every circumstance.
Working on assumption that student is less capable.
New systemWe ask student to show how having an LD is a barrier to writing in an exam room with other students. We discuss the student’s note taking strategies, refer for skill development and possible note taking.
Student with LD
Our Present Practice
Focusing on barriers to participation allows us to provide accommodations for requests based on all protected characteristics under human rights legislation in Canada, not just disability. We are guided by human rights legislation which states we have a duty to accommodate.We provide reasonable accommodations up to the point of undue hardship (which might differ from student’s ideal or perfect accommodations).
Our Present Practice
A disability determination, however, should not be based on abstract lists as categories of impairments […]. In fact, the regulations note that a finding of disability is not necessarily based on the name or diagnosis of the impairment the person has, but rather, on the effect of that impairment on the life of the individual. Some impairments may be disabling for particular individuals but not for others […]. 29 C.F.R. App. Sec. 1630.2(j).
AHEAD (2008) Retrieved from http://www.ahead.org/affiliates/connecticut/documentation
Examples of protected characteristics common to human rights legislation
AgeRaceColourReligionCreedEthnic, national or aboriginal originSex (including pregnancy)Sexual orientationPhysical disability
Mental disabilityFamily statusMarital statusSource of incomeIrrational fear of contracting an illness or diseaseAssociation with protected groups or individualsPolitical belief, affiliation or activityGender Identity/Gender Expression
Our Staff & Allies
Staff with significant experience and specialised expertise6 full-time staff, all with relevant Master’s degree [Education, Special Education, Social Work, Ethics, Occupational Therapy] & several years of experienceOn-going professional development
Partnerships with:Faculty & Assistant DeansOffice of Human Rights, Equity & Harassment PreventionHealth Services & Counselling Services
Our Present PracticeAccommodation policy adopted for September 1st 2014Anticipate increase in numbers of students seeking accommodations for reasons other than disabilityMore complex requests, including accommodations for clinical placements/rotations in health professionsAble@Dal:
An orientation for incoming students with disabilities to assist with the transition, and to develop self-advocacy skillsJoint project with School of Occupational Therapy, now resides with us, with goal to expand to other areas of transition
Future initiatives: What can you add into your existing
practice?
Characteristics Other Than Disability
Request increaseFocus on identifying the barriers to full participationCentre of ExpertiseReferrals and partnership:
Black Student AdvisingInternational CentreNative Education Counselling UnitIndigenous Blacks & Mi'kmaq InitiativeDal Allies (LGBTQ)
Protected Characteristics: Other Than Disability
Attend lecture with infantBring infant into exam roomStop-time breaks during exam
Family Status
Schedule conflict between infant feedings and class lecture and scheduled exam
Protected Characteristics: Other Than Disability
National Origin/Age
Student completed schooling without the use of computers.
Hand write exams in a program that requires all exams to be typed.
Protected Characteristics: Other Than Disability
Religion
Schedule conflict between exam dates and religious observance
Defer examsPray during exams by using stop time breaks
Advising As Coaching
VP Student Services:Integrated Career Coaching Philosophy
WHOFaculty & Assistant Deans Academic advisors Career counsellors & staff Faculty career & co-op officesAlumniEmployers
WHAT Career awarenessCareer planningEmployability skills Applied experience Job search skills
Career Development for Advisors
Training Winter 2014 Semester:
Foundations of career development and the process of career counsellingIssues confronting students and career counsellors Intervention strategies Career development strategies and techniques to enhance career conversations
Community Engagement
100 Days of Listening Initiatives:Fostering relationships with community
OT Student & Social Work Student PlacementsWorkforce Re-Entry Placements:
Local community members living with disabilities
First Year Advising
Student Success Coaches and AdvisorsCourse selection, registration and transition to university lifeOutreach provides initial contact with EVERY incoming first year studentAcademic accommodation conversation included in outreach
Fostering Collaboration on Campus
Breaking down silos Strengthening programming for students
Centre for Learning and Teaching Certificate program for faculty
Facilities ManagementPhysical space and accessibility concerns
Case Management TeamUs, Counselling, Assistant Deans, Student Dispute Resolution, Residence Life
Tracking Our Progress
Number of requests beginning September 2014Able@Dal and “Able After Dal”
4 year transition support
First Year AdvisingCollege Student Inventory
Interventions with specific populations
Where are the natural collaborators on your campus?
What can you add to your existing practice?
Group Discussion
Who We Are
Jill Malolepszy: Academic Advisor – Coordinator Funding and Note Taking [email protected]
Jen Davis: Academic Advisor – Accommodations/Professional Faculties [email protected]
Quenta Adams: Director, Advising and Access Services Centre [email protected]