Examining a “Disability & Dialogue Series” Reflections, Rewrites, and Renovations AHEAD National Convention 2017 Orlando, FL Liz Thomson, PhD candidate Philip Vasquez, PhD UIC Dialogue Initiative

Philip Vasquez, PhD Co-Director, Dialogue Initiative he/him/his Higher education scholar specializing in diversity and social justice education New Student Orientation Liz Thomson, PhD candidate Graduate Assistant, Dialogue Initiative they/them/theirs Disability Studies Worked in two different cultural and diversity centers

Learning Outcomes Participants will be able to describe the difference between debate, discussion, and dialogue. Participants will be able to list different student development and disability studies theories used in the “Disability & Dialogue Series” program. Participants will be able to take parts of the program and use with their own disability campus community.

Inclusive Space Make this space your own Gender inclusive language Reading all text Describing any images Moderate pace while speaking One person speaking at a time Alternate person-first and disability-first language How is the volume?

Theories Minority Group Model (Hahn, 1985, 1987) Discriminatory attitudes are the problem Obtaining civil rights primary solution Social Justice Model (Castenada & Peters, 2000; Evans, 2016) Role of privilege and oppression Intersectionality of identities and experiences Aim of elimination of ableism Educational mission Validation Theory (Rendon, 1994) Students feel self-worth, accepted In/out of the classroom Role of validating agents Developmental process Most effective early on in student experience

Tenants of Dialogue Sit in a circle; trained facilitators; sustained interactions; values experiential knowledge (University of Michigan, 2008) Create a safe space through agreed upon “Community Guidelines” (University of Michigan, 2008) Differences between debate, discussion, and dialogue (University of Michigan, 2008) Building blocks of dialogue (Nagada, 2004) Suspending judgments Deep listening Reflection and inquiry Identifying assumptions

Community Guidelines

Debate, Discussion & Dialogue

Building Blocks of Dialogue

Reflecting on the dialogue process, how can we make it more accessible and inclusive?

Disability & Dialogue Series Context Co-curricular Open to any student, but concentrated efforts for students with disabilities Created with Disability Resource Center staff Outreach and marketing 4 session series Intro to dialogue Identity Community Asset Mapping & Action Taking

Rewrites/Renovations Reflections Participants were all graduate students Had one remote participant by Skype 4-week session is a commitment DRC co-facilitator backed out due to low participation Facilitator Even more conscious of accessibility Still early in my own disability studies education Rewrites/Renovations Recruit more undergraduates Consider greater accessibility for many different disabilities Consider alternative participation methods

How can this program be adapted to your campus. Challenges How can this program be adapted to your campus? Challenges? Resources Needed?

Contact Information Philip Vasquez philipva@uic.edu (312) 996-3100 Liz Thomson lthomson@uic.edu (312) 996-3100 dialogue.uic.edu Suggested Citation: Thomson, E. & Vasquez, P. (2017). “Examining a Disability and Dialogue Series, Reflections, Rewrites, and Renovations.” Orlando, FL, AHEAD National Convention.

References Evans, N. J. (2016). A Social Justice Approach to Disability in Higher Education. Indianapolis, IN: AHEAD Conference. Hahn, H. (1985). Changing perceptions of disability and the future of rehabilitation. In L. G. Perlman & G. F. Austin (Eds.), Societal influences in rehabilitation planning: A blueprint for the 21st century (pp. 53-64) Alexandria, VA: National Rehabilitation Association. ------------ (1987). Civil Rights for disabled Americans: The foundations of a political agenda. In A. Gartner & T. Joe (Eds.), Images of disabilities/Disabling images (pp. 181-203. New York: Praeger. Program on Intergroup Relations, The. (2008). University of Michigan. Ann Arbor, MI. Retrieved from https://igr.umich.edu Rendon, L. I. (1994). Validating Culturally Diverse Students: Toward a New Model of Learning and Student Development. Innovative Higher Education, 19(1), 33-51.