Empowering Yourself To Empower Your Students Lance Alexis, Ed.D. Middle Tennessee State University Ann Knettler-Smith, M.A. Drexel University

Overview Part I Part II Defining Success The Social Justice Movement Our job as DS Professionals Part II The Power of Assumptions Managing Expectations Fostering an Environment for Empowerment

Learning Outcomes Understand empowerment and success within our profession Gain a multi layered view of what a dedication to access means Strategies to create an environment for empowerment for our students

Part I

The Definitions of Empowerment and Success

Empowerment is a choice We can disempower a person but we can only create an environment for empowerment. Likelihood of empowerment depends on the environment a person is in As DS professionals we can help create and control environment

Success For your students? For you professionally? For your institution? How Is Your Campus Currently Defining Success? How Do Social and Access Models Fit Into that Definition? Community Social model Independent Living Theory Character building Career success Confidence Environment for empowerment

Social Justice Movement

Social Justice Who believes in the Social Justice Movement? How do you currently apply this to your work? How do you see this (or not see this) lived out on your campus?

Looking Inward Approaches to Meeting the Need Personal Professional

Important Roles Educators Not Accommodators Important Players in the Disability Rights Movement

Simply Put http://www.disabilityisnatural.com/shop

Our Job as DS Professionals

Our Job as DS Professionals Know your environment Know available resources, for all students, and make them available Remove barriers for equal access Create space for the student to engage and self-advocate Student Feedback Also focus on what out jobs are NOT

Olmstead v. L.C. U.S. Supreme Court: “Integration Mandate” "A public entity shall administer services, programs, and activities in the most integrated setting appropriate to the needs of qualified individuals with disabilities." 28 CFR § 35.130(d) (1998). (emphasis added) "a setting that enables individuals with disabilities to interact with non-disabled persons to the fullest extent possible." 28 CFR pt. 35, App. A, p. 450 (1998). Another regulation requires public entities to "make reasonable modifications" to avoid "discrimination on the basis of disability," unless those modifications would entail a "fundamenta[l] alter[ation]"; called here the "reasonable-modifications regulation,

Benefits Clearly defines the role of DS on campus Encourages students to take an active role in their education and development Embodies the Social Justice Movement Empowers YOU to: Set an example for your students and community Spend time on professional and community development

Please take 5 minutes to refresh and recharge **Short Break** Please take 5 minutes to refresh and recharge

Part II

The Power of Assumptions

Reactive vs. Prescriptive The power of the assumption When working with students When working with administrators Medical vs. Social

Choi v. University of Texas Health Science Center at San Antonio, et Choi v. University of Texas Health Science Center at San Antonio, et. al Important to distinguish between knowing about a person’s disability and knowing about limitations experienced as a result of that disability. Court explained the ADA required reasonable accommodation of limitations instead of disabilities. (U.S. Circuit Court of Appeals, 5th Circuit. No 14-51225 12/11/15) The student must share THEIR experienced limitations and barriers. We then react to those limitations – not to any specific diagnosis.

Managing Expectations

Managing Expectations What we do/don’t do – and why 504 and ADA define disability We are Disability Services (DS) professionals How can this approach be applied or enhanced at your institution? Managing expectations of: Your students Your Administrators Yourself

Environment for Empowerment

How to Guide our Institutions Defining what the role of DS is and what it is not What if we are expected to provide more than equal access? Specialized Programs vs. Universal Design How do we have these conversations? You are the DS expert, they are not Connecting with your students in a reasonable way What is reasonable? Don’t set an unreasonable precedent

The Framework for Student Empowerment Reasonable Access Freedom to make decisions Responsibility and Accountability Social Model themed environment We can disempower a person but we can only create an environment for empowerment.

Overview of Learning Outcomes Understand empowerment and success within our profession Gain a multi layered view of what a dedication to access means Strategies to create an environment for empowerment for our students

Questions?

Thank you so much!