1. #6.2 OUT OF THE BOX! The Student Interview and Documentation Practices Sharon Downs Heather Mole

2. Agenda 1 Social Model of Disability (quick overview) 2The Interview: What language are we using? 3Exercise - reframing our questions 4Where does documentation fit in? 5Where do I go from here?

3. Social Model of Disability Judith Butler and Sunaura Taylor discuss disability

4. More about the initial interview Session 7.2 | Thursday 4:00 - 5:30 It's My Privilege to Serve You: Exploring the Role of Power and Privilege in Our Work Melanie Thornton University of Arkansas CURRENTS

5. More about documentation Session 8.3 | Friday 9:00 - 10:30 AHEAD’s Updated Guidance on Reasonable Documentation AHEAD Board and Leadership

6. Source: Gill, C. (1994) Two Models of Disability. Chicago Institute of Disability. University of Chicago. Medical ModelSocial Model Disability is a deficiency or abnormalityDisability is a difference Being disabled is negativeBeing disabled, in itself, is neutral The remedy for disability-related problems is cure or normalization of the individual The remedy for disability-related problems is a change in the interaction between the individual and society The agent of remedy is the professional who affects the arrangements between the individual and society The agent of remedy can be the individual, an advocate, or anyone who affects the arrangements between the individual and society

8. Disability as Diversity Images from http://info.tuwien.ac.at/best/sc2006/participants/overview.php http://www.architecture.com/FindOutAbout/InclusiveDesign/InclusiveDesign.aspx

16. The Interview: What language are we using?

18. Reframing our questions exercise What's your disability? What accommodations do you need? How do you manage in class?

19. Where does documentation fit in? AHEAD's guidelines Primary = Student narrative Secondary = Disability office staff impressions Tertiary = External documentation (including evaluation, IEP, medical note, etc)

20. Scenarios Student using a wheelchair A student with chronic fatigue/fibromyalgia A student with ADHD - recorded lectures A student with ADHD - extra time

21. Revised Documentation Guidelines The process for determining accommodations is a collaborative one that may or may not require third-party documentation. We encourage students to contact us to engage in a discussion to identify and remove barriers in their academic experience.

22. UALR’s Documentation Decision Tree

23. More about the initial interview Session 7.2 | Thursday 4:00 - 5:30 It's My Privilege to Serve You: Exploring the Role of Power and Privilege in Our Work Melanie Thornton University of Arkansas CURRENTS

24. More about documentation Session 8.3 | Friday 9:00 - 10:30 AHEAD’s Updated Guidance on Reasonable Documentation AHEAD Board and Leadership

25. Thank you for attending #6.2 OUT OF THE BOX! The Student Interview and Documentation Practices Sharon Downs | sadowns@ualr.edu Heather Mole | heather.mole@mcgill.ca