1. Ellen Broido, Bowling Green State UniversityKirsten Brown, The University of Wisconsin - MadisonEdlyn Peña, California Lutheran UniversitySusan Rankin, Penn State (retired)Lissa Stapleton, The University of Southern MississippiKatherine Stygles, Bowling Green State University ACPA 2015

2. Discuss techniques for inclusive assessment and research Examine positionality Interrogate assumptions Consider implications Explore challenges

3. Institution Position Who are you? What do you hope to learn today?

4. 11% of college students have a disability; numbers growing Number of disabled/faculty and staff/with disabilities also presumed to be rising Inadequate information about the experiences of disabled/people/with disabilities

5. DisabilityPercent of Students Learning disabilities31% ADD/ADHD18% Mental illness, psychological or psychiatric15% Heath & chronic conditions11% Mobility or orthopedic7% Hearing4% Seeing3% Cognitive or intellectual3% Brain injury2% Autism2% Speaking1% (Raue & Lewis, 2011)

6. DisabilityPercent of Students Learning disabilities31% ADD/ADHD18% Mental illness, psychological or psychiatric15% Heath & chronic conditions11% Mobility or orthopedic7% “Other”15% (Raue & Lewis, 2011)

8. Identify methodological considerations Describe challenges, suggest strategies, and propose solutions

9. A mix of disabled and temporarily-able bodied women scholars campus climate, activism, and identity who have studied regarding disability within higher education.

10. How would you develop a survey or interview protocol that was inclusive of people with disabilities?

11. Empirical research is scarce Disability studies is typically theoretical Methodological issues are not given much attention Negative consequences

12.  Medical Model  Minority Model  Social Constructionist  Social Justice

13. PositionalityLanguage & LabelsAccessing ParticipantsHSRB

14. Biases, values, and experiencesOwn and participants’ social identitiesPower or privilegeLived experienceIntersectionality

15. People-firstIdentity-first Participants’ preferred language For collective references, disabled/people/with disabilities

16. Cultivating participants’ trust GatekeepersRapport

17. Vulnerable populations Scope and focus Reputational recruiting

18. Data CollectionSynchronousAsynchronousTrustworthiness

19. Operational definitions Survey Accessibility Design Assistive Technology Data Cleaning

20. Universal Research Design Respects participants Involves participants Is fully accessible Considers privilege and oppression Has meaningful practical outcomes Explore identity intersections and influence of researcher positionality

21. Group 1 Practitioners Assessment Group 2 Faculty/ Graduate students Research

22. How could you use these concepts to shape your assessment or research efforts? What challenges are you facing/do you anticipate facing as you conduct your research/assessment? Which model presented is useful in your work with people with disabilities? What are the strengths and limitations?What questions remain for you?

23. Summarize your studyCommon themes across studiesAreas for improvement

24. Access our PowerPoint, articles, and resources at: https://disabilityresearchinhighereducation. wordpress.com/

25. Ellen Broido, Bowling Green State University ebroido@bgsu.edu Kirsten Brown, University of Wisconsin – Madison krbrown7@wisc.edu Edlyn Peña, California Lutheran University epena@callutheran.edu Susan Rankin, Penn State (retired) sxr2@psu.edu Lissa Stapleton, University of Southern Mississippi lissa.stapleton@msu.edu Katherine Stygles, Bowling Green State University kstygle@bgsu.edu https://disabilityresearchinhighereducation.wordpress.com/