Am I on the Right Track? Amsterdam train station showing multiple train tracks under expansive over-arching ceiling

What new information or skills have you learned this week?

AHEAD Technical Assistance Member benefit Multiple calls and emails to AHEAD every week Popular topics: Service Animals on campus DS office management – record-keeping, staffing ratios Reasonable accommodations vis-à-vis student self-report and documentation Statistics on disability, graduation, retention Seeking OCR and DOJ case references Students and families with complaints about colleges

Tools for Decision-making Disability Law, yes, but also… Campus policies – non-discrimination Institutional and individual program missions Campus culture: “What kind of campus do we want to be? What’s our message?” Innovative, visionary practice; contribution to society Your expertise and experience Access to resources, networks

It is the Right Thing to do It is Important for Diversity WHY PROVIDE ACCESS? It is the Right Thing to do It is Important for Diversity It’s the Law Why provide access? Three images. First, a painting of Franklin Roosevelt with a though bubble, “It is the right thing to do”. Second, A picture of Stephen Hawking with a thought bubble, “It is important for diversity”. Third, a picture of Pres. George W. Bush with a thought bubble “It’s the law” Source: Lissner, S. (2015). Working with Faculty to Improve the Campus Climate [webinar in Building Up Your Disability Services Toolkit series]. Retrieved from http://http://www.ahead.org/learn/virtual-learning/webinars/hbcu

“Congress understood in shaping the ADA that including individuals with disabilities among people who count in composing 'We the People,' would sometimes require not blindfolded equality, but responsiveness to difference; not indifference, but accommodation.” Ruth Bader Ginsburg, Tennessee v. Lane Image: Two images side by side. The first shows a baseball game in the background and a solid wooden fence in the middle ground. I front of the fence are three boys of different ages each standing on a wooden crate so that the fence comes up to the waist of the first and tallest boy; to the chin of the second; the final boy’s head is well below the fence and cannot see the baseball game. The second image shows thesame baseball game in the background and a solid wooden fence in the middle ground. The same three boys are in front of the fence. The first and tallest boy is standing on the ground so that the fence comes up to his chin; the second is standing on one crate so that the fence comes up to his chin; and the final boy is standing on two crates so that the fence comes up to his chin. Source: Lissner, S. (2015). Working with Faculty to Improve the Campus Climate [webinar in Building Up Your Disability Services Toolkit series]. Retrieved from http://http://www.ahead.org/learn/virtual-learning/webinars/hbcu

Decision-making: Barriers in the Campus Environment Social/Cultural Attitudinal Physical Programmatic Information

Decision-making: Curricular Access Essential Components and Fundamental Alterations “Deconstructing” the class components What are the goals of the course, the program? What does it mean to be a [insert profession] in, and from this particular program? Online education: evolving as we speak Analyze and “deconstruct” the components – audio, visual, interactive

TECHNICAL ASSISTANCE “LIVE” Two images of women on telephones: on the left, a woman from the early 1900’s seated at an early phone that looks like a big table-top box. On the right an ad from the 1960’s of a woman talking on a princess phone.