Dr. Catherine Schmitt Whitaker MCC 30 Days of Social Justice disAbility Awareness Experience 2013 Cal Poly Pomona February 18, 2013

Major Disability-Related Education Laws  Section 504 of the Rehabilitation Act of 1973  PL Education for All Handicapped Children Act of 1975  Americans with Disabilities Act (ADA) of 1990  Individuals with Disabilities Education Act (IDEA) of 1990

Major Disability-Related Education Laws (cont.)  Section 508 of the Rehabilitation Act of 1998  California Mental Health Services Act (MHSA) of 2004  AdA Amendments of 2008  21 st Century Communication and Video Accessibility Act of 2010 Guide to Disability Rights Laws

Disability A physical or mental impairment that (substantially) limits one or more major life activities; a record of such impairment; or being regarded as having such an impairment. Americans with Disabilities Act Functional Limitation Any health problem that prevents a person from completing a range of tasks, whether simple or complex. World Health Organization

Accommodation An adjustment to make a workstation, job, program, facility, or resource accessible to a person with a disability.

Inclusion of Disability Types Over the Decades DecadeInclusion 1970orthopedic, physical, sensory 1990learning disabilities, ADD 2000mental health conditions veterans with disabilities autism spectrum disorders

Enrollment of Students with Disabilities Undergraduates:  1995 – 19966%  2003 – %  2007 – %  2008 – %

Students by Disability Type Registered with DRC at Cal Poly Pomona DisabilityCountPercentage Attention Deficit/Hyperactive8520% Autism Spectrum Disorder195% Communication Disability10% Deaf/Hard of Hearing143% Learning Disability11728% Mobility Limitation328% Other Functional Limitations7818% Psychological/Psychiatric5312% Temporary Disabilities82% Visual Limitation184% Total425100%

Transition: K – 12 to College The transition from K-12 to college requires students who were traditionally served under IDEA to now initiate the registration process with the disability office on campus by identifying as disabled and requesting academic accommodations based on documented disability-related limitations. (Madaus and Shaw, 2006; Monroe, 2007)

Do the Disability-Related Laws allow for “Separate but Equal” programs and services for College Students with disabilities? Yes No Sometimes

Barriers Experienced by Students with Disabilities  Limited understanding about their disability, and themselves  Lack of access to information about the nature and purpose of disability accommodations  Concerns about confidentiality and discrimination

Barriers (cont.)  Stigma of self-identifying as having a disability  Concerns as to how disability information will be used to identify them and impact when applying to graduate school or employment  Students from culturally diverse backgrounds tend to access disability services less frequently

Barriers Experienced by Students with Invisible Disabilities Students with non-apparent disabilities often fail to seek services due to the misconception that the accommodation process is exclusive of students with “non-visible” cognitive and mental health conditions, and therefore the latter do not qualify as disabilities warranting academic modifications under federal statutes. (U.S. Department of Education, National Center for Education Statistics, 2006).

Dyslexia Simulation Web AIM

Equity is Being Able to…  Access the materials  Share in the social/cultural bonding experience  Sit at the table for policy/ decision-making

Bureau of Labor Statistics January 2013 Employment Rates People EmployedUnemployed  with Disabilities18.0%13.7%  without Disabilities63.2%8.3%

People with Disabilities and Financial Literacy  1 in 3 lives at or below the poverty level  Some of the highest rates of financial dependency of any group  Only 30% have either a checking or savings account  Saving for college appears out of reach  National financial literacy movement has not met needs of people with disabilities

Disability Innovation Context People with disabilities who have functional limitations are early adopters of Universal Design (UD), assistive and accessible technology, and activate market trends:

Disability Innovation Context Examples  Deaf/Hard of Hearing Community:  Texting, vibrating pagers, captions (gyms, bars)  Blind/Low Vision Community:  Talking caller ID, books on tape, audio descriptions  Mobility Community:  Voice recognition software, curb cuts for rolling baby strollers, skate boards, deliveries  Intellectual Disabilities Community:  Picture menus, gadgets with icons

Universal Design 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 NC State University. The Center for Universal Design.

Universal Design Continued PRINCIPLE ONE: Equitable Use The design is useful and marketable to people with diverse abilities. PRINCIPLE TWO: Flexibility in Use The design accommodates a wide range of individual preferences and abilities. PRINCIPLE THREE: Simple and Intuitive Use The design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. PRINCIPLE FOUR: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

Universal Design Continued PRINCIPLE FIVE: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. PRINCIPLE SIX: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue. PRINCIPLE SEVEN: Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility NC State University. The Center for Universal Design.