1. Socially-Just Disability Awareness Programming 201: Beyond Simulations
AHEAD 2017

2. Your Panelists Adam Crawford, The Ohio State University
Gordon Dionne, Concordia University
Enjie Hall, University of Toledo
Melanie Thornton, University of Arkansas

3. Today’s Goals understand how to design socially-just learning outcomes
reflect on how campus/office culture impacts programming
brainstorm socially-just programming ideas for your own campuses
learn about programming ideas/resources

4. Foundational Frameworks

5. Social Justice and the Social Model of Disability
Equity and inclusion
Disability as diversity
Problematize barriers instead of people
Focus on expanding dignity/independence/rights of disabled people

6. Simulations are Problematic
negative learning outcomes:
Disability is hard/sad
Disabled people are needy/inspirational
“I’m so glad I’m not disabled!”
reinforce harmful stereotypes/ways of thinking

7. Foundational Questions
What do you want participants to gain, learn or appreciate as a result of having attended your program?
How would you program around another cultural/lived experience?
Are disabled people involved in the planning and implementation?

8. Developing Learning Outcomes

9. Learning Objectives What is the content goal of the exercise?
E.g. macroaggressions, intersection of disability and [blank], privilege, human rights
This is the “WHAT”.

10. Learning Outcomes (LOs)
Statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program.
Focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation.
The content goal is concretized through the LO. This is the “HOW”.

11. Bloom’s Taxonomy
(Source)

12. Benefits of LOs Students: Administrators: connection with coursework
enhance student engagement
focus on application
Organizers:
identify gaps/priorities
Reflection
assessment

13. Criteria for Good LOs
Specific
Attainable
Measurable

14. Campus Culture and the Role of Disability Services

15. Core Values of the Institution
Diversity and Inclusion Statement
Disability part of Diversity and Inclusion Plan

16. Culture and Expectations of Larger Department
Mission of the office
Silos or collaborative
Compliance driven or inclusion driven
Who does the DS office serve? (Students, employees)

17. Who is Responsible for Disability Education?
Disability Services
ADA Coordinator
Student Activities / Multicultural Center / Disability Studies
Third party disability training online learning module or outside consultant
Other

18. Who *SHOULD* be Responsible for Disability Education?
Implication for DS providing programming vs. other campus offices
Impact of not having dedicated staff or resources for disability programming
Message sent by campus administration as to the value of disability as diversity

19. Opportunities for Collaboration
Is there dedicated Disability Awareness Month programming?
Look for opportunities to partner or co-sponsor events

20. Application Activity

21. Activity Instructions (pt. 1):
Individually (1 minute): Think of and, if you’d like, jot down one idea you would like to try on your campus or that you have tried and that worked well.
In Pairs (3 minutes): Share your ideas/experiences with each other and build upon those ideas together.

22. Activity Instructions (pt. 2):
In Groups of 4: (5 minutes): Pairs join another pair, share each other’s ideas and develop further and document. Agree on one favorite idea to share with the whole group. Try to find a way to share it succinctly.
All (5 minutes): Harvest ideas by each group sharing to the room.

23. Examples and Resources

24. General Ideas Host disabled speakers/authors/artists/p anelists
Awareness campaign (social media, posters, etc.)
Disability-inclusive sporting events
“Celebrities with Disabilities” Activity
Movie night & discussion
Accessibility Barriers Scavenger Hunt
Book club
Media (e.g. short videos, poetry, TED Talks, documentaries)
Bias Test

25. Highlighted Examples
Adam: “A Letter to Alexander Graham Bell from His Deaf Wife, Mabel” (spoken word poem)
Gordon: “See [BLANK] Through My Eyes” (DS-organized art exhibit)
Enjie: consultation; community speakers
Melanie: training modules

26. Programming Resources Compilation
Excel document; available on AHEAD’s website
Tabs for general ideas, articles, TED talks, documentaries, web resources, etc.
Individual resources include titles, descriptions, and reference links

27. Preview of Compilation

28. Q&A

29. Thank you! Adam: Crawford.843@osu.edu
Gordon:
Enjie:
Melanie: