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

2. What new information or skills have you learned this week?

3. AHEAD Technical Assistance
Member benefit
Multiple calls and s 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

4. 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

5. 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

6. “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

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

8. 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

9. 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.