Disability Support Services in Open System Environents

1. Nick Baumgartner Disability Support Services in Open System Environents

2. Introduction • Disability Support Services in the university and community college environments are programs guaranteed and protected by federal law. • The Rehabilitation Act • Americans with Disabilities Act Services include Academic AccommodationsModified TestingAccessible TransportationSocial Opportunities/Adaptive RecreationAdaptive Technology

3. Purpose To investigate open systems theory and how it relates to disability support services To investigate DSSO’s at mid to large universities to understand their operation To design a DSSO model that uses open systems principles in its operation To understand how DSSO’s evaluate their programs and develop a comprehensive system of evaluation that could be implemented in practice.

4. Review of Literature According to Tompkins, an open system is one exchanging resources, such as energy and information with their environments. Open systems are seem as dynamic rather than the more static bureaucratic visions of Weber and Fayol (Tompkins

5. Review of Literature Cybernetics is a principle of open systems that relates to the continual feedback of communication Kalina evaluates the participatory action research (PAR) of home healthcare workers who were able to be involved in directing a new method for delivering services. I In the process, the data for evaluation is gathered both by researchers and the participants (Kalina, 2003).

6. Review of Literature Wessel et al. wanted to identify gaps in graduation and retention rates of students with apparent and nonapparent disabilities and students without disabilities, as well as the level of temporary ‘step-out’ attrition. Barbaro et al. (1985) describes the cooperative approach utilized by a DSSO program’s staff in diagnosing developing individual plans to support the learning-disabled students enrolled in the university

7. Program Investigation • Investigated 2 Disability Support Service programs at mid to large universities • Ball State University • University of Wisconsin-Madison • Focus on Integration and Collaboration within the university and evaluation. • Breakdown of staffing and provision of services

8. Ball State University • Services over 600 students, faculty and staff • Outsource service provision to Academic/Student Affairs and collaborate/work closely with partnering offices • Acts as clearinghouse, eligibility and documentation center • Only 3 FTE of Manpower • DirectorAssistantGA and Undergrad Staff

9. University of Wisconsin Serves 898 students, faculty Divides staffing and service provision into specific disability categories such as deaf/hearing, vision, specific learning disabilities etc. Outsources testing, transportation Directly oversees assistive technology Evaluated by third party firm for institutional evaluation

10. Program Design Intended for student population of 20,000+ Main focus is mainstreaming and outsourcing services to more naturalistic environments. The DSSO is acts as eligibility clearinghouse and resource center, Will focus highly on faculty training Will use cybernetics to try to maintain constant feedback from students and faculty Primary goal is student graduation and retention rates higher than university average

11. Program Design • 1 FTE – Director • Primary Diplomat for DSSO. Oversees operation of home office and collaborates with participating offices to communicate and exchange feedback. Reports directly to Dean of Student Life. • 1 FTE - Assistant Director • Oversees student workers and primarily responsible for the documentation paperwork processes and archives. • 1 FTE – Student Workers • Provides support as needed to the staff and perform administrative duties, maintain records, etc.

12. The 3 C’s of Open Systems for DSS Programs • Collaboration • The DSSO will use pre-established student resources to provide disability support service. • Contingency Planning • An OST principle that facilitates individual problem solving and fostering individualization of support. • Cybernetics • Constant feedback from students will allow maximal opportunity for contingency planning and introduction to support resources within the university

13. Program Design • Student Affairs over Academic Affairs? • Student Affairs emphasizes whole person approach to student services • Collaboration • Learning CenterUniversity Technology ServicesUniversity BusingHousing and Residence LifeStudent Legal ServicesRecreation ServicesUniversity ProgramsOffice of Teacher Education ServicesRegistrarOffice of Institutional Effectiveness

14. Program Design • Evaluation Methods • Student Satisfaction Survey • Faculty Course Evaluations • Annual Reporting • Cybernetics • Independent Research • Graduate Research

15. Program Evaluation- Positive Amount of collaboration Streamlined Personnel Diverse Evaluation Methods Effective use of studetn labor

16. Program Evaluation-Negative Feasibility Ground up implementation Compatibility of management style Lack of Staff Lack of more specific goals Disharmony within university Resistance to change

17. Implications • If you are designing a program in this model • Understand the dynamic of the university and ensure your program will be received. • Forge strategic alliances with high ranking political figures that can shape policy • Approach cooperating offices in the spirit of teamwork and collegium. • Slow and steady wins the race with transition. Give timetables in phases • Remember “How else can we be helping you improve your experience?”

18. References Barbaro, F. (1985). Support services for the learning-disabled college student. Social Work, 30, 12-18. Kalliola, Satu. Self-Designed Teams in Improving Public Sector Performance and Quality of Working Life, Public Performance & Management Review, Vol. 27, No. 2 (Dec. 2003) pp. 110-122.  Tompkins, Jonathan R. Organization Theory and Public Management. Belmont, CA: Wadsworth Wessel, R. D., Jones, J. A., Markle, L., & Westfall, C. (2009). Retention and graduation of students with disabilities: facilitating student success. Journal Of Postsecondary Education And Disability, 21(3), 116-125.