Reducing Barriers, Reducing Risk: Increasing Access and Inclusion of Students with Disabilities

1. Reducing Barriers, Reducing Risk:Increasing Access and Inclusion of Students with Disabilities Melanie Thompson, Ed.S., NCC, LPC, LMHC Director, Center for Access-Ability Resources Northern Illinois University mthompson3@niu.edu

2. Goals and Objectives: We Will… • Explore models of disability. • Examine individual perceptions of disability. • Briefly review key amendments to the Americans with Disabilities Act, identifying potential impact of amendments on institutional and department services. • Differentiate societal and academic perceptions of students with disabilities.

3. Goals and Objectives continued • Discuss characteristics attributed to students with disabilities being considered “at risk.” • Define concept of barriers for students with disabilities. • Distinguish factors that may put students with disabilities “at risk” of not being retained at participant institutions. • Determine ways to reduce barriers for students with disabilities at participant institutions.

4. Webinar 101 • Engagement may be “harder” through webinar so feel free to: • Ask questions; • Respond to questions from the presenter; • Let me know if I need to slow down, speed up, or move along; and • Share that you’re getting what you came for (smile). • For institutions with multiple participants, may be useful to have one participant agree to sit by computer in order to respond to questions.

5. Models of Disability • Religious/Historical • Medical • Functional Limitation • Social Construction • Social Justice • Questions for audience • What model of disability does your campus follow? • What model of disability do you use? • How do either of these influence the work that you do OR the perceptions of students with disabilities at your institution?

6. Religious/Spiritual Model of DisabilityImage of Greek mythology “God” laying two fingers over the eyes of a man who is blind.

7. Religious/Historical Model • 1200-1700: People with disabilities thought to be punished by God or possessed by the devil • Term “handicapped” came from this era; result of people with disabilities having to beg with a cap in hand to receive handouts to survive • 1800-1960: People with disabilities were forced into “Insane asylums,” segregated housing; period of forced sterilization; ended with deinstitutionalization • Basis for many people’s assumptions that homeless individuals are mentally ill or disabled • 1970-2011: Civil rights movement, disability as tenet of diversity; Section 504 of Rehabilitation Act 1973; Americans with Disabilities Act (ADA), 1990; ADA Amendment Act 2008

8. Medical Model and Functional LimitationsImage of large stack of papers with an individual trying to climb up the paperwork; Image of gated entrance that states “this exist is for people with mobility needs of pushchairs” and includes a wheelchair symbol and a service dog symbol.

9. Medical Model & Functional Limitations Reinforces separate but equal Disability is considered “not normal” Focus on pathology Seeks to cure or remediate Relies on medical intervention and supports Assessment and evaluation of illness Puts responsibility on individual Focus on rehabilitation Seeks to reduce physical barriers Relies on accommodations Assessment and evaluation of inability Puts responsibility on individual

10. Social Construct and Social Justice Image of multiple wheelchair users. One individual has a sign on the back of his chair that reads, “I can’t even get to the back of the bus.”

11. Social Construct & Social Justice Focus on society instead of individual Seeks inclusion and normalization Relies on reducing barriers and use of universal design Assessment and evaluation of barriers Responsibility on society Focus on eliminating ableism Seeks to redefine what is considered normal Relies on individuality, reducing barriers, use of universal design, and diversity education Assessment and evaluation of strengths and challenges Responsibility on society

12. Does Perspective (model) Matter? • The view individuals have regarding disability influences how individuals include or exclude individuals with disabilities. • View inclusion of disability as legal mandate, typically view compliance as ceiling. • View inclusion of disability as tenet of diversity, typically view compliance as floor and seek ways to become a disability advocate.

13. Overview of Federal Laws: I am not a lawyer and this is NOT legal advice. • Americans with Disabilities Act (ADA) 1990 • Americans with Disabilities Act Amendment Act (ADAAA) 2008 • Section 504 of the Rehabilitation Act 1973 • Section 508 of the Rehabilitation Act, as amended, 1998 • ADA Standards for Accessible Design 1991 and 2010 • Laws establish the bare minimum; considered to be the floor and NOT the ceiling of disability resources.

14. The Amendments “Findings and purposes make clear that Congress intended to apply a less demanding standard than that applied by the courts, and to cover a broad range of individuals. A rule of construction provides that the definition of disability shall be construed in favor of broad coverage of individuals, to the maximum extent permitted by the terms of the ADA.” Disability Rights Education and Defense Fund

15. The Amendments: Summary • Scope of definition broadened. • Mitigating measures should no longer be considered. • Maintain consistency with interpretation of “substantially limits.” • Includes a non-exhaustive list of major life activities that includes such activities as learning, concentrating, and major bodily functions. • Reinforces that modifications should not “fundamentally alter” the nature of educational services being offered. • See: www.ada.gov for more in depth information

16. Section 504 and 508 • “No otherwise qualified individual with a disability in the United States…shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” Section 504 • Section 508 Standards – define the types of technology covered and set forth provisions that establish a minimum level of accessibility. • MANY court cases going on now related to IHE using technology that is not accessible.

17. Points to Ponder • If your institution provides online courses, how is Section 508 addressed? What about access in general – provision of accommodations or access to support services such as tutoring, counseling, etc…? • Does your institution have a procurement policy that address accessibility? (e.g. Blackboard, ALEKS, My Math Lab, individual college programs or computer labs) • If yes, who are the entities involved? (e.g. DRC staff, faculty development staff, IT staff) • If no, what’s the recourse for individuals when inaccessibility is encountered?

18. ADA Standards for Accessible Design The DoJ published revised regulations for Titles II and III of the ADA of 1990 (ADA) in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design or "2010 Standards." On March 15, 2012, compliance with the 2010 Standards will be required for new construction and alterations. Between September 15, 2010 and March 15, 2012, covered entities may choose between the 1991 Standards (without the elevator exemption for Title II facilities), the Uniform Federal Accessibility Standards (Title II facilities only), and the 2010 Standards.

19. Potential Impact of Amendments on IHE’s • Institutional level • Compliance • Technology • Shared responsibility • Design • Resources and services • Centralized vs. decentralized • Consistency • Awareness • Shift in focus

20. Cartoon image of children at the bottom of snow covered steps and ramp, waiting to enter a school. Student using a wheelchair states, “Could you please shovel the ramps?” The person shoveling states, “All these other kids are waiting to use the stairs. When I get through shoveling them off, then I will clear the ramp for you.” The student using the wheelchairs states, “ But if you shovel the ramp, we can all get in.”

21. Students with Disabilities • Question for audience • Do you think that the nature of a student’s disability influences individuals’ perceptions of that student? • How do these contribute to or decrease potential of student being perceived as “at risk? • “Risk” Areas • Model of disability used • Solely compliance based • Expectations of others • Barriers

22. Societal Expectations • Behavior • Developmental stages • Independence • Technology savvy • Global experiences • Question for participants • What are risks of these expectations (assumptions)?

23. Academic Expectations • Follow rules, directions, orders • Stick to time limits • Technology savvy • Mobile • Predetermined delivery methods/content will “work” • Question for participants • What are risks of these expectations (assumptions)?

24. Barriers: Real and Perceived • Perceptions are reality. • Attitudinal: People with disabilities are “less than…” • Physical: People with disabilities cannot do _______ . • Content: inaccessible materials, services, programs. • Financial: Cost of service animals, assistive technology, medication, travel to doctors, reduced course load, etc… • Restrictive/Rigid Processes: For example, mandatory attendance policy not tied to essential elements of course.

25. Examples of Barrier Reduction • Attitudinal/Societal Barriers • Remove assumptions about students’ abilities • Be transparent with expectations • Physical/Environmental Barriers • Review classroom/program locations and set up • Review out of class experiences and access across campus • Content Barriers • Printed materials - ensure alternate formats are available and factor in length of time to convert or create • Multimedia sources – ensure media is captioned, screen readable, and factor in lag time when using speech to text, font, presentation materials… • Review policies and procedures for unnecessary barriers • Attendance policies not connected to essential elements • Requiring disclosure of disability within set period of time

26. Retention: Increase Access & Inclusion • Barriers, old models, and uninformed expectations do not lead to inclusive or accessible environments. • Use of accommodations has not consistently been shown to be an indicator of retention. • Students feeling supported, heard by faculty, being held to a consistent and fair standard, and connecting with peers has been shown to be an indicator of retention of students with disabilities.

27. Reduce Barriers, Reduce Risk • Infuse concepts of Universal Design. • Become knowledgeable of spirit of law along with letter of law. • Identify barriers (self study recommended with application of amendments). • Engage campus community in dialogue about barriers. • Advocate to include disability as component of diversity on campus. • Shift to a proactive model of disability. • Engage students.

28. Universal Design The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Also applied to learning (UDL) and instruction (UDI). • UD – 7 principles • Equitable use • Flexibility in use • Simple and intuitive use • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use • UDL – 3 principles • Multiple means of representation • Multiple means of expression • Multiple means of engagement • UDI – combination of principles from UD and UDL

29. Examples of Universal Design Adapted from University of Washington, Do IT http://www.washington.edu/doit/ and Sheryl Burghstahler Equitable use Flexibility in use Simple and intuitive Perceptible information Tolerance for error Low physical effort Size and space for approach and use Electronic materials readable by screen reader Adjustable tables in computer lab Clickers have text, symbols, Braille on buttons; results vocalized Videos include captions Instructional software provides guidance when student makes mistake Class materials selected early and shared, so students can read ahead, acquire alternative text Room for wheelchairs, personal care assistants, interpreters to navigate without having to ask for help

30. Actions for Institutions of Higher Education • Create an inclusive environment that includes disability as a component of diversity. • Support the recruitment and retention of individuals with disabilities. • Integrate disability and social justice in individual courses and across the curriculum. • Create supportive and safe environments. • Identify barriers for access and inclusion, and seek to reduce those barriers

31. Actions for Individuals • Identify own perspective through which disability is viewed. • Review use of language and expectations. • Use narratives and include students’ voices. • Be aware of privilege associated with varying levels of ability. • Reduce barriers

32. Questions???Images of question marks

33. References and Resources Aune, B. (2000). Career and academic advising. In H.K. Belch (Ed.), Serving students with disabilities (pp 55-67). San Francisco: Jossey-Bass. Burgstahler, S.E., & Cory, R.C. (Eds.). (2010). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press. DePoy, E., & Gilson, S.F. (2004). Rethinking disability: Principles for professional and social change. Belmont, CA: Brooks/Cole – Thomson Learning. Higbee, J.L. & Mitchell, A.A. (Eds.). (2009). Making good on the promise: Student affairs professional with disabilities. Lanham, MD: University Press of America, Inc.

34. References and Resources cont’d Recent articles: http://www.eric.ed.gov/PDFS/ED505873.pdf http://www.eric.ed.gov/PDFS/EJ885063.pdf http://www.eric.ed.gov/PDFS/ED505871.pdf http://www.eric.ed.gov/PDFS/EJ922062.pdf http://counselingoutfitters.com/Johnson.htm  Research, facts or statistics related to topic: http://www2.ed.gov/about/offices/list/ocr/transition.html http://www.dol.gov/odep/pubs/brochures/wrp1.html http://nces.ed.gov/fastfacts/display.asp?id=59

35. References and Resources cont’d Websites: http://www.washington.edu/doit/ http://www.ncsu.edu/project/design-projects/udi/ http://www.cast.org/udl/index.html http://www.federalregister.gov/articles/2011/03/25/2011-6056/regulations-to-implement-the-equal-employment-provisions-of-the-americans-with-disabilities-act-as Videos/podcasts: http://www.youtube.com/watch?v=AY6PhtCLrTg

36. Thank you • Melanie Thompson, Director Center for Access-Ability Resources, Northern Illinois University Division of Student Affairs & Enrollment Management Email: mthompson3@niu.edu Phone: 815-753-1303 Thank you for your participation!