FROM COMPLIANCE TO INCLUSION: REFRAMING DISABILITY IN STUDENT AFFAIRS ADAM CRAWFORD, MISSOURI STATE UNIVERSITY JOE HARTSOE, UNIVERSITY OF CENTRAL ARKANSAS

INTRODUCTIONS Adam Crawford, Missouri State University Graduate Assistant, Disability Resource Center Graduate Student, Student Affairs in Higher Education Joe Hartsoe, University of Central Arkansas Accommodations Coordinator, Disability Support Services Graduate School, College Student Personnel & Administration

OVERVIEW Reasons to Care Study: Accessibility of Student Affairs Conceptual Frameworks Developing Strategies Closing

REASONS TO CARE 6-9% of college students have disabilities o largest/fast growing group: learning disabilities Students with disabilities are less likely to: o pursue/attend college o stay enrolled o obtain degree o successfully transition from two-year to four-year schools o secure employment (Burgstahler & Moore, 2009)

REASONS TO CARE (CONT.) “For individuals with disabilities, the positive correlation between level of education and rate of employment is stronger than for the general population” (Burgstahler & Moore, 2009, p. 155). “It is estimated that only one in four (26%) postsecondary students with disabilities self-disclose their disabilities to the campus disability services office” (Burgstahler & Moore, 2009, p. 156).

STUDY INTRODUCTION Making Student Services Welcoming and Accessible Through Accommodations and Universal Design Burgstahler & Moore, 2009 Examined barriers to Student Affairs at multiple institutions nationwide and potential solutions to those barriers 53 Students with Disabilities o 13 Focus Groups 72 Student Affairs Administrators o 14 Focus Groups

STUDY FINDINGS Types of Problems Identified Three Primary Categories o Knowledge  Lack of Awareness, Inadequate Information o Attitude  Close-Mindedness, Negative Perspectives o Skills  Lack of Ability to Offer Accommodations All Important when working with students with disabilities!

STUDY FINDINGS (CONT.) Students with Disabilities 71% of students identified problems in accessing the student affairs offices on their campus Biggest problem identified: Lack of Knowledge Student Affairs staff often did not understand their responsibility to accommodate. Perceptions of Student Affairs professionals toward students with disabilities: Impatient, Disrespectful, Suspicious Students reported feeling like a burden to Student Affairs staff.

STUDY FINDINGS (CONT.) Student Affairs Professionals 93% of Student Affairs professionals identified problems in the accessibility of Student Affairs on their campus. Biggest Problem Identified: Lack of Knowledge Little collaboration with Disability Support Offices Findings suggest Student Affairs is: o Reactive, not proactive o Lacking knowledge in legal requirements o Inexperienced in providing appropriate accommodations

CONCEPTUAL FRAMEWORKS To create the foundation for reframing disability in student affairs, it is important to: o explore our perceptions of disability o realign from compliance model to an inclusive model Three Conceptual Frameworks: o Medical Model vs. Interactional Model of Disability o Disability as Diversity o Universal Design

CONCEPTIONS OF DISABILITY When we think about disability and disabled individuals, what messages are out there in our popular culture?

CONCEPTIONS OF DISABILITY (CONT.) Let’s apply this to higher education: What do these messages say about what it means to have a disability in higher education? Who is at the focus of these messages?

TRADITIONAL PERCEPTIONS OF DISABILITY Traditional perceptions of disability place emphasis on the disabled person as: o an object of pity o a “super crip” o a charity case o a burden o a “fate worse than death” Notice that the focus is on the individual with the disability.

MEDICAL MODEL OF DISABILITY A common model where the individual with a disability is perceived of as: o sick, broken, or otherwise deficient o in need of professional help The focus, again, is on the individual. While perhaps helpful in a doctor’s office, the medical model is not conducive to addressing the systemic issues of accessibility in the world, and on our campuses.

See what traditional perceptions of disability you can identify in this video: RE-THINKING DISABILITY VIDEO

A NEW MODEL OF DISABILITY The Interactional (a.k.a. Sociopolitical) Model of Disability focuses not on the individual, but on the environment and its interaction with the individual. Instead of perceiving a wheelchair user’s abilities as deficient for being unable to use a staircase (à la Medical Model), the Interactional Model would ask: “ Why are staircases built in a world with people who use wheelchairs?”

MEDICAL MODEL VS. INTERACTIONAL MODEL Medical Model (Old)Interactional Model (new) Disability is a deficiency or abnormality Disability is a difference Being disabled is negativeBeing disabled, in itself, is neutral Disability resides in the individual Disability derives from the interaction between the individual and society Carol J. Gill, Chicago Institute of Disability Research

MEDICAL MODEL VS. INTERACTIONAL MODEL (CONT.) Medical Model (Old)Interactional Model (new) The remedy for disability- related problems is cure or normalization of the individual The remedy for disability-related problems is a change in the interaction between the individual and society The agent of remedy is the professional The agent of remedy is the individual, an advocate, or anyone who affects the arrangements between the individual and society

DISABILITY AS DIVERSITY Many Student Affairs units today are focusing their efforts on recruiting/promoting diversity on their campuses o However, disability is often not thought of as a part of diversity Using the interactional model, disability is a difference. As such, Student Affairs should consider: o disability as an identity (Gibson’s Model) o including disability as a valued part of diversity o the culture surrounding students with disabilities o various perspectives students with disabilities bring to campus

UNIVERSAL DESIGN (UD) “Universal Design (UD) is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” – Ron Mace “UD is designing for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics.” – DO-IT

EXAMPLES OF UD Information/materials provided in multiple formats o Standard, Electronic, Large Print, Braille Height-accessible service desks Accessible websites Captioned videos Door handles that do not require a grip Diverse individuals featured in publications Statement of accommodation process in publications

EXAMPLES OF UD (CONT.) Choose color and fonts carefully o High-contrast colors o Large enough print to be read comfortably o Sans serif font (Arial, Helvetica) Offer multiple ways to participate in programs/services If it’s visual, make it auditory - and vice versa Include Disability Support Office staff /disabled students on planning boards, advisory councils, etc.

MSU RECREATION CENTER Disabled Students/DRC included in design process UD Features: o Sloped walkway entrance o High contrast signage o Zero-depth sloped entry to pool o Height-variant counters, lockers o Adaptable workout machines

MSU RECREATION CENTER

DEVELOPING STRATEGIES Small Group Activity As a small group, discuss some of the ways Student Affairs presents barriers for students with disabilities. Then, develop ideas about how to approach these barriers: o What might you be able to do (proactively if at all possible)?  Creating accessible programming  Offering services that can be used by all students o Is there an outside resource that can help? o Are there policies or processes that need to be altered?

PRESENTING STRATEGIES

QUESTIONS?

REFERENCES & RESOURCES Burgstahler, S., & Moore, E. (2009). Making student services welcoming and accessible through accommodations and universal design. Journal of Postsecondary Education and Disability, 21(3), Etiquette Materials: MSU Rec Center: UD Resources (DO-IT): Accessibility in Student Services (DO-IT): Gibson’s Model of Disability Identity Development: and-Clinical-Competency-Article.pdf and-Clinical-Competency-Article.pdf

THANK YOU! Joe Hartsoe: Adam Crawford: