Socially-Just Disability Awareness Programming 201: Beyond Simulations AHEAD 2017

Your Panelists Adam Crawford, The Ohio State University Gordon Dionne, Concordia University Enjie Hall, University of Toledo Melanie Thornton, University of Arkansas

Today’s Goals understand how to design socially-just learning outcomes reflect on how campus/office culture impacts programming brainstorm socially-just programming ideas for your own campuses learn about programming ideas/resources

Foundational Frameworks

Social Justice and the Social Model of Disability Equity and inclusion Disability as diversity Problematize barriers instead of people Focus on expanding dignity/independence/rights of disabled people

Simulations are Problematic negative learning outcomes: Disability is hard/sad Disabled people are needy/inspirational “I’m so glad I’m not disabled!” reinforce harmful stereotypes/ways of thinking

Foundational Questions What do you want participants to gain, learn or appreciate as a result of having attended your program? How would you program around another cultural/lived experience? Are disabled people involved in the planning and implementation?

Developing Learning Outcomes

Learning Objectives What is the content goal of the exercise? E.g. macroaggressions, intersection of disability and [blank], privilege, human rights This is the “WHAT”.

Learning Outcomes (LOs) Statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program. Focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation. The content goal is concretized through the LO. This is the “HOW”.

Bloom’s Taxonomy (Source)

Benefits of LOs Students: Administrators: connection with coursework enhance student engagement focus on application Organizers: identify gaps/priorities Reflection assessment

Criteria for Good LOs Specific Attainable Measurable

Campus Culture and the Role of Disability Services

Core Values of the Institution Diversity and Inclusion Statement Disability part of Diversity and Inclusion Plan

Culture and Expectations of Larger Department Mission of the office Silos or collaborative Compliance driven or inclusion driven Who does the DS office serve? (Students, employees)

Who is Responsible for Disability Education? Disability Services ADA Coordinator Student Activities / Multicultural Center / Disability Studies Third party disability training online learning module or outside consultant Other

Who *SHOULD* be Responsible for Disability Education? Implication for DS providing programming vs. other campus offices Impact of not having dedicated staff or resources for disability programming Message sent by campus administration as to the value of disability as diversity

Opportunities for Collaboration Is there dedicated Disability Awareness Month programming? Look for opportunities to partner or co-sponsor events

Application Activity

Activity Instructions (pt. 1): Individually (1 minute): Think of and, if you’d like, jot down one idea you would like to try on your campus or that you have tried and that worked well. In Pairs (3 minutes): Share your ideas/experiences with each other and build upon those ideas together.

Activity Instructions (pt. 2): In Groups of 4: (5 minutes): Pairs join another pair, share each other’s ideas and develop further and document. Agree on one favorite idea to share with the whole group. Try to find a way to share it succinctly. All (5 minutes): Harvest ideas by each group sharing to the room.

Examples and Resources

General Ideas Host disabled speakers/authors/artists/p anelists Awareness campaign (social media, posters, etc.) Disability-inclusive sporting events “Celebrities with Disabilities” Activity Movie night & discussion Accessibility Barriers Scavenger Hunt Book club Media (e.g. short videos, poetry, TED Talks, documentaries) Bias Test

Highlighted Examples Adam: “A Letter to Alexander Graham Bell from His Deaf Wife, Mabel” (spoken word poem) Gordon: “See [BLANK] Through My Eyes” (DS-organized art exhibit) Enjie: consultation; community speakers Melanie: training modules

Programming Resources Compilation Excel document; available on AHEAD’s website Tabs for general ideas, articles, TED talks, documentaries, web resources, etc. Individual resources include titles, descriptions, and reference links

Preview of Compilation

Q&A

Thank you! Adam: Crawford.843@osu.edu Gordon: gordon.dionne@concordia.ca Enjie: Enjie.Hall@utoledo.edu Melanie: mthornt@uark.edu