1. Disability Services Between and Within: Collaborative By Design Association on Higher Education and Disability New Orleans, LA July 12, 2012

2. Presenters: Tammy Berberi, Associate Professor of French & Director of Honors University of Minnesota, Morris Nancy Cheeseman, Director, Office of Disability Services and Academic Success University of Minnesota, Morris Donna Johnson, Director, Disability Services University of Minnesota, Twin Cities Linda Wolford, Manager, Disability Services University of Minnesota, Twin Cities

3. Icebreaker Orange – Tell your colleague about one collaboration that you wish you could do. Red – Tell your colleague about one collaboration that you wish would have gone better. Brown – Tell your colleague about one collaboration you wish you could do. Purple – Tell your colleague about the most unlikely collaboration you have conducted.

4. Agenda Welcome & Introductions Foundations and Rationale for Change Approaches to Change Small-groups Discussion  Follow-up & questions

5. Objectives Explore the “why” and the “how” of what we do. Demonstrate key components of effective campus partnerships using Disability Studies as a framework. Recognize ways to build capacity, leverage resources to increase student access. Identify how collaborative partnerships may be applied to build capacity of disability services offices.

6. Disability Studies Challenges the medical model as “old school” in favor of the social justice model of disability. Seeks to redress patterns of historic and systemic marginalization of people with disabilities. Recognizes the human and civil rights of all people.

7. Normative Assumptions What is the role of the body in a college classroom? Debunking Mind | Body Dualism –We perceive the world through our bodies. –We think through our bodies. –We feel through our bodies. –We learn through our bodies.

8. Key Terms Impairment Disability Stigma Internalized oppression Ally

9. Medical Model The remedy is cure or normalization of the individual. Disability is a deficiency or abnormality. The agent of remedy is the professional. Disability resides in the individual. The remedy is a change in the interaction between the individual and society. Disability is a difference. Being disabled, in itself, is neutral. The agent of remedy can be the individual, an advocate, etc. Disability derives from the interaction between the individual and society. Social Justice Model Carol Gill, Director Chicago Institute of Disability Research

10. Advantages of Approaching Access through a Social Justice Model: Access is achieved through accommodations and retrofitting existing requirements. The course is designed, to the greatest extent possible, to be usable by all students.

11. Advantages of Approaching Access through a Social Justice Model: Access is retroactive Access is often provided in a separate location or through special treatment Access is proactive Access is inclusive

12. Advantages of Approaching Access through a Social Justice Model: Access must be reconsidered for each new student in each course Access is a part of the course design, is sustainable

13. The “Architecture” of an Inclusive College Classroom Accommodation and course design: What I am willing to do for all students? What to do if your needs change or are beyond these measures? What I am unable to do for you? Faculty syllabus is the key to proposing an inclusive classroom community

14. Isn’t (necessarily) about inequity. Engages all students to think about how and why you are teaching a certain way. Foregrounds the work of building a more inclusive community. May shape their (present or future) roles as parents, neighbors, teachers, employers. A Course Designed to Redress Inequities

15. Approach to Change Between Campuses System-wide approach to service delivery Document Conversion Physical Access UReturn (Employee Services) Alignment of Service Provision Direct Position Description Search Committee

16. Approach to Change Morris Campus Follow the law to create equal opportunity within the University’s outcome to educate. Develop an infrastructure which is a consistent and coordinated system of providing accommodations to match the individual needs of the student and their disability. Assess campus culture and climate – explore previous “way of doing business”. Reframe Disability Services as value-added to campus community. Communicate need for change.

17. Approach to Change Identify barriers- cultural and climate of rural campus. Identify goals and outcomes for change –Students –Faculty and Administration Develop and implement an infrastructure within the framework of social model of disability. Identify collaborative and natural allies, within and outside of Morris. Morris Campus

18. Approach to Change Twin Cities Campus Recruit, hire, and retain staff with disabilities. Include Disability Studies in staff development opportunities. Create environments that welcome and value disability as a part of diversity. Include Disability Studies in campus activities. Celebrate the work of allies in advancing access.

19. Partnerships: Disability Symposium Held at Twin Cities campus past two years and upcoming year. Brought together faculty, disability studies scholars, faculty and students and disability community for three days. Free registration and meals funded by Office for Equity and Diversity grant. Keynotes, individual and group presentations.

20. Disability Symposium Brought together different constituencies. Allowed for international presenters to attend symposium. Nightly cultural events. Helped achieve Disability Studies graduate minor to begin in Fall 2013.

21. Questions? Tammy Berberi Associate Professor of French & Director of Honors University of Minnesota, Morris berberit@morris.umn.edu Nancy Cheeseman Director, Office of Disability Services and Academic Success University of Minnesota, Morris ncheesem@morris.umn.edu Donna Johnson Director, Disability Services University of Minnesota, Twin Cities Johns042@umn.edu Linda Wolford Manager, Disability Services University of Minnesota, Twin Cities wolfo001@umn.edu

22. Evaluation Thank you for your participation! Please complete the evaluation.