Di(ver)sability Awareness Responding to diversity in higher education 1

INHOUD To get started.  What do you see?  What can we learn from this?  How would you make the connection between this movie and the title of this workshop: “Di(ver)sability Awareness “? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How respond to diversity 10.Questions 11.More information 2

INHOUD Support Centre for Inclusive Higher Education.  Supports all Flemish higher education institutions  Realisation of inclusive higher education  Equal opportunities in higher education  Full participation in higher education  ‘Bottom-up’  ‘In dialogue’ 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How respond to diversity 10.Questions 11.More information 3

INHOUD Support Centre for Inclusive Higher Education. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How respond to diversity 10.Questions 11.More information 4

INHOUD Goals of the workshop.  Becoming aware of the different perspectives of people with a disability and the implications of these perspectives.  Looking at diversity and disability with a reflective attitude.  Becoming aware of the construction of categories (how does it work and what are the consequences?).  Dealing with diversity in a respectful way. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How respond to diversity 10.Questions 11.More information 5

INHOUD Overview. 1.To get started. 2.Support Centre for Inclusive Higher Education. 3.Goals. 4.Content. 5.Different perspectives. 6.Diversity. 7.Groups and identity. 8.In- and exclusion. 9.How to respond to diversity? 10.Questions? 11.More information. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 6

INHOUD Different perspectives. Exercise: Write answers to the following questions on 3 post-its:  Post-it 1: What does ‘disability’ mean for you? Why?  Post-it 2: What is the cause of a disability? Why?  Post-it 3: How do we have to respond to disability? Why? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 7

INHOUD Models of disability. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 8 Models:  Religious-moral model.  Medical model.  Social model. Frameworks:  Disability Studies.  The construction of difference.

INHOUD Models of disability. Religious-moral model. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 9

INHOUD Models of disability. Medical model. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 10

INHOUD Models of disability. Social model. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 11 Still a long road to reach equal rights.

INHOUD The perspective of SIHO. Disability Studies.  Disability as a construct.  Participation is central.  Participation as a right.  Looking at talents and dreams.  Listening to the individual. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 12

INHOUD The perspective of SIHO. Disability Studies. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 13

INHOUD The perspective of SIHO. The construction of difference.  We create frameworks that structure our responses and interaction.  At the same time, there’s always a process between a person and their environment to escape this. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 14

INHOUD The perspective of SIHO. The construction of difference. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 15

INHOUD The perspective of SIHO. The construction of difference. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 16 Frame: difference Process: differentiation

INHOUD Diversity. Exercise:  In which real-life situations did you ever need support? Do you know real-life situations of friends, colleagues,… who needed support?  They can be small situations.  E.g. a new computer programme is introduced at your work place and you’re stuck. Assignment:  Write at least 2 situations of your own and 2 situations of friends/colleagues on the red post-its. To get started Support Centre for Inclusive Higher Education Goals workshop Content workshop Different perspectives Diversity Groups and identity In- and exclusion How to respond to diversity? Questions More information 17

INHOUD Diversity. Assignment: Now write on the yellow post-its:  How did you / your friend / colleague solve this?  Which supports for the built environment were necessary? Which post-it where?  Stick the red post-it (the problem) where you find a solution with its corresponding yellow post-it (the solution) on the 1st poster.  Stick the red post-it, where you didn’t find any solution, on the 2nd poster. To get started Support Centre for Inclusive Higher Education Goals workshop Content workshop Different perspectives Diversity Groups and identity In- and exclusion How to respond to diversity? Questions More information 18

INHOUD Diversity. Conclusions:  Everyone is limited by their environment in certain contexts.  Disability as a social construct.  Require new ways of acting.  Require FLEXIBILITY.  Support often has to come from the environment.  We are INTERDEPENDENT. To get started Support Centre for Inclusive Higher Education Goals workshop Content workshop Different perspectives Diversity Groups and identity In- and exclusion How to respond to diversity? Questions More information 19

INHOUD Diversity. Diverse student population.  Also students have diverse abilities and limitations.  These are not always visible. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 20

INHOUD Diversity. Diverse student population. Looking for disability or talent … or both? ? To get started Support Centre for Inclusive Higher Education Goals workshop Content workshop Different perspectives Diversity Groups and identity In- and exclusion How to respond to diversity? Questions More information 21

INHOUD Diversity. Diverse student population. Looking for disability or talent…? Or both? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 22

INHOUD Diversity Diverse student population Can you find the student with a disability? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 23

INHOUD Groups and identity. Assignment:  Write down all the groups where you consider yourself to be a member?  What is your role in each group?  Are you the same in all these groups? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 24

INHOUD Groups and identity. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 25

INHOUD Groups and identity. Different and changing identities 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 26

INHOUD Groups and identity. Disability Identity  Disability Identity is very dependent on the environment and the moment.. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 27 PORTRAIT BART “ The association (for softenonvictims) combines the possibility to learn, to get information and especially the possibility to return your own knowledge to others. Next to that, it is also a place where his children can see that Bart is not the only one with this disability. ” (van Trigt & Grimonprez, p.20)

INHOUD Groups and identity. Assignment:  Look at the sheet: ‘which groups do I belong to/ am I part of?’  Fill in on the dotted line some moments when you felt tension between different roles.  E.g. mother – employee during illness of your children 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 28

INHOUD Groups and identity. Conclusions:  We are part of / belong to different groups.  This connection with various groups changes.  Our roles differ in the groups. Link with continuous diversity:  Groups are fixed structures.  People are not just split into certain groups or categories.  In the groups, there are also possibilities to become different. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 29

INHOUD Groups and identity. Still, fixed groups are created. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 30

INHOUD In- and exclusion. In- and exclusion by fixed groups. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 31

INHOUD In- and exclusion. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 32 ADHD Dyslexie Autisme Zwakbegaafd Dysmelie Labelling Long tradition of dividing people in categories and subcategories (see the medical model). The counterside of labels: people are no longer seen as ‘becoming different’ but as ‘being different’. Stereotypes Ableism Close, but not getting it… Delineated rights and duties Us-them

INHOUD In- and exclusion. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 33 Ableism

INHOUD In- and exclusion. Evidence / proof of disability Reasonable adjustments “Every concrete measurement, of material or immaterial nature, that neutralizes the limiting influence of an inadapted environment on the participation of a person with a disability.” 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 34 Delineated rights and duties

INHOUD In- and exclusion. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 35 Close, but not getting it… Disorder

INHOUD In- and exclusion. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 36 Us/Them VoordelenNadelen

INHOUD In- and exclusion. “They are all the same.”  Are all men the same?  Are all Dutch people the same?  Are all Muslims the same?  Are all people with a disability the same? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 37 Us-Them

INHOUD In- and exclusion  Definition: “Collection of fixed, simplistic and generalized ideas on a group of people”. (Brysbaert, 2006). 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 38 Stereotypes

INHOUD In- and exclusion Examples of worries about future nurses and teachers: “Someone with autism can’t become a teacher, can they?” “Is a person with a physical disability able to infuse?” “Can a midwive with only one arm take care of a baby safely“ 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 39 Stereotypes

INHOUD In- and exclusion. Myths: 1.They are helpless and depending on us. 2.They are victims of faith, have a doomed life and are in need of pity. 3.A disability is always visible. 3.They are intellectually behind others. 4.They cant’t have children, they are not able to raise children. 5.They act as a victim to get disability benefits and additional support. 6.They have additional senses, can see the future or have magical powers. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 40 Stereotypes

INHOUD In- and exclusion. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 41

INHOUD In- and exclusion. Accessibility of the higher education institution  Fixed structures in higher education cause potential barriers for:  Reachability  Usability  Understandability  Affordability  Availability 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 42

INHOUD In- and exclusion. Reachability 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 43

INHOUD In- and exclusion. Usability 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 44

INHOUD In- and exclusion. Understandability 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 45

INHOUD In- and exclusion. Affordability 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 46 € €300

INHOUD In- and exclusion. Availability 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 47

INHOUD How to respond to diversity? Diverse student population Need for:  Formal and informal support.  Listen to personal stories.  Searching together for creative solutions.  A flexible higher education.  Critically looking at the accessibility of classes. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 48

INHOUD How to respond to diversity? Formal support:  Support coming from the structure  Law, policy, regulations (Reasonable adjustments)  Political conclusions  Services  Organisational structure Link with fixed frames?  Therefore need for fixed frames.  Therefore we need labels. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 49

INHOUD How to respond to diversity? Informal support:  Support coming from the culture of the organisation.  What vision is there around diversity and inclusion?  Interaction between colleagues and between teachers-students.  Through dialogue and personal interaction, solutions are soon found. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 50

INHOUD How to respond to diversity? Full support!!! = Informal support + Formal support In need of a culture, open to diversity. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 51

INHOUD How to respond to diversity? Listen to personal stories  “Just let me be a regular student!”  In need of understanding.  The feeling you have to prove yourself more. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 52

INHOUD How to respond to diversity? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 53

INHOUD How to respond to diversity? “…Sometimes people, at certain times in their lives, want others to see their disability because in that way they don’t have to ask for help, but receive it automatically.” (van Trigt & Grimonprez, p.25) “It really gets attention, a man with no arms. A lot of people spontaneously come to help. Awful. They see me taking my glasses with my mouth, and they are already giving a helping hand. Literally. That’s not necessary. I’ve learned to manage for myself. And if that doesn’t work out, I still have my mouth. Then, I will ask for help.” (Jacques Villeneuve) 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 54

INHOUD How to respond to diversity? Searching together for creative solutions.  Students often know best which supports they need.  Openness to continuous diversity = openness to dialogue with students. “I think it is important not to have constant guidance, like ‘Are you okay, do you need any help?’. That’s not necessary and can often be paradoxical. But when something is wrong, feel free to mention it”. (van Trigt & Grimonprez, p.12) 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 55

INHOUD How to respond to diversity? A flexible higher education  Openness from the start for a diverse student population Universal Design for Learning  Multiple means of representation.  Multiple means of expression = students can interact in different ways with the materials and can show in different ways what they’ve learnt.  Multiple means of engaging students. 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 56

INHOUD Questions? 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information 57

INHOUD More information? Support Centre for Inclusive Higher Education   Facebook and Twitter FacebookTwitter  E:  T: The Link Network   Facebook and Twitter FacebookTwitter 1.To get started 2.Support Centre for Inclusive Higher Education 3.Goals workshop 4.Content workshop 5.Different perspectives 6.Diversity 7.Groups and identity 8.In- and exclusion 9.How to respond to diversity? 10.Questions 11.More information