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Transformative Practices

Transformative Practices. STRENGTHENING THE DS OFFICE FOR NEW POSTSECONDARY REALITIES.

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Transformative Practices

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  1. TransformativePractices STRENGTHENING THE DS OFFICE FOR NEW POSTSECONDARY REALITIES

  2. As music and art have transformative powers to give us fresh perspectives and enriched lives, so too may the force of innovative educational concepts inspire and energize and engage us to improve the lives and success of vulnerable populations everywhere. ♪

  3. New Challenges

  4. Students with intellectual disabilities • Elimination of developmental education in state institutions • Shifts to learner-centered practices in student service responsibilities • Online education accessibility and accommodations • Changes in barriers to program admission (e.g., medical programs)

  5. Influx of veterans with disabilities • Explosion of competing post-secondary priorities and initiatives • Tighterbudgets • Changingtechnologies • Greateraccountability,betteroutcomesexpected

  6. On-going Challenges

  7. “Standard” Practices “Best” Practices • Eligibility Broader eligibility options • Accommodations Improved or inventive use of technology • Accessibility Greater integration of UD principles • Awareness On-line tools • Resources Volunteer programs

  8. New Ideas in Best Practices

  9. From Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education,* (Part IV) “Examples of Best Practices”: • Partnerships with funding sources (foundations, community resources, etc.) • Rewarding achievements in Universal Design • Transition or “bridge” programs for high school students • Strategic partnerships with community employment services, employers • Partnering with facilities departments to address accessibility and updates * Vance, M. L., Lipsitz, N. E., & Parks, K. (Eds.). (2014). Beyond the Americans with Disabilities Act: Inclusive policy and practice for higher education. Washington, DC: NASPA (Student Affairs Administrators in Higher Education).

  10. From Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education, (Part IV) “Examples of Best Practices”: • Well-designed websites and policy handbooks • Study abroad support through partnerships • Links between student services and academic departments to “connect dots” regarding students who may have very different types of needs beyond disability (e.g., international students) • Support for students who face conduct hearings • Experiential learning opportunities across academic and students services departments that address “multiple identities” (e.g., gender, ethnicity, disability, etc.) • Bringing exposure to inclusiveness to highest levels of administration

  11. Organizing “Best Practices” Challenges for Students Best Practices Summer Prep Program Collaborative support program Faculty & on-line staff partners Experiential & internship opportunities Wheelchair basketball program Clear policies supported across institution • Unprepared • Emotional Stress • Lack of access to learning & learning opportunities • No self-advocacy or independence • Limited health & wellness options • Issues with housing & animals

  12. Organizing “Best Practices” Challenges for DSO Best Practices Creative partnerships Universal design options Faculty & On-line staff partners Community resources AHEAD affiliates, listservs Administrative support • Funding • Size of Staff, their skills, inclusiveness • Updated technologies • Meeting accommodation requests • Competing campus priorities • Services or programs

  13. Another Option Each of the “best practices” may tend to address very specific needs; however, another option might be to take a comprehensive approach, one that strengthens the role of the DSO at the institution to get the support needed to handle the challenges and improve outcomes. A comprehensive approach may be able to transform the nature of the DSO and empower it to find comprehensive success across challenges.

  14. Transformative Practices

  15. “Transformative Practices” • Transformative Practices are sets of strategies that eventually result in the following: • Change the nature of the service • Change in the way others view the service • Change in outcomes/success of students and the mission

  16. “Transformative Practices” Essentially, the DS Office is no longer seen as a provider of services as much as a center for: innovation engagement exploration inspiration

  17. “Transformative Practices” The potential effects of transformative practices include: ♪ Additional funding & other resources ♪ Greater support for mission ♪ Sustainablepartnerships and collaborations ♪ Enthusiastic student independence and greater motivation ♪ Improved academic success and completion

  18. “Transformative Practices” The potential effects of transformative practices include: ♪ An environment where inclusiveness prospers ♪ Working models of universal design ♪ A welcome placefor community partnerships ♪ A place to celebrate diversity in arts and culture ♪ A place sought out by students without disabilities but who want to become engaged.

  19. The Result of Transformative Practices

  20. Theoretical Frameworks or Principles ________________________________________ of Transformative Practices

  21. Theoretical Frameworks or Principles

  22. Theoretical Frameworks or Principles ABILITIES/POTENTIAL The EC (Engagement Center) is primarily focused upon the ABILITIES of students and staff and seeks to optimize these in academic and program planning. There is also potential on campus and in the community that also needs to be identified and tapped.

  23. Theoretical Frameworks or Principles REVERSE INCLUSION The EC plans its activities, meetings and events around the principle of “REVERSE INCLUSION.” In other words, the activities of the EC are designed to draw those who want to be included with individuals with disabilities because they are taking the lead in ideas, innovation, new technology, service, cooperative learning, etc.

  24. Theoretical Frameworks or Principles BUILDING RELATIONSHIPS The EC is continuously in the process of BUILDING RELATIONSHIPS for partnerships and collaborations on the basis of “esteemed respect”: a generous mutual respect and seeking of the other’s advantage. GREAT things happen from these relationships because there is collegiality and motivation to bring something to the table, to make something happen.

  25. Theoretical Frameworks or Principles INTEGRATING POTENTIAL The EC integrates the three other principles when creating activities, events and programs. In other words, the EC uses INTEGRATION OF POTENTIAL.

  26. The Personal Innovation Center (The EC at one of largest educational institution in the US)

  27. The Personal Innovation Center Programs Facility Funding Location • Disability services & an Employment Program • (2003 renovation) Advisement offices, a Tech Lab/classroom space, and a large employment services space • Disability, Perkins Grant, Employment Program • Accessible corner of campus

  28. Transformative Programs

  29. The Berger Art Gallery A hallway in the middle of the Center A sign language interpreter who was a sculptor Students with exceptional talent A community member who donated $12,000.00 The new World School of the Arts takes on an exhibit for the blind. Gallery Exhibit Receptions Abilities Reverse inclusion Relationship building Events and Programs

  30. The AOA* Community disability agencies looking to network (about 5). Recognizing and supporting their agency/program successes. Invitations to major agencies such as the IRS, the SSA, the School Board, now over 60 community agencies. (aoasf.org) Meetings designed to be purposeful for all and only common interests and initiatives discussed, not advocacy or legal issues discussed. Create an annual Abilities Awareness Day Fair/Forum. Project one: emergency preparedness for students and the community of vulnerable populations. $50,000.00 funding. Now expanding to other communities. Abilities Reverse inclusion Relationship building Events and Programs * The Association of Agencies

  31. The Digital Tech Studio Need for an employment training program. The Vice President for Education of Apple made a gift of an iPod. The gift inspired an Apple-based assistive tech training center. A video editor comes along. A graphic artist comes along. A web designer comes along, a musician comes along. More of the same. The “Digital Tech Studio” creates Video Training Modules. Other campus departments seek out our expertise and quality productions for video production and media materials. Funded for Entrepreneurships by the Business Leadership Network (BLN). Funded for paid Internships. Abilities Reverse inclusion Relationship building Events and Programs

  32. Outcomes ♫Funding from internal and external sources (including multiple grants), all used to benefit our students and create quality events. ♫ The highest completion rate of any campus. ♫ A students’ with disabilities organization that won the President’s Service Excellence Award for completing the most community service hours of any group at the College. ♫ Faculty and student services colleagues requesting to work more closely with the Center as a resource for the professionals. ♫ Comprehensive Administrative support to be innovative.

  33. Outcomes ♫ A staff of 40, some from grants and paid internships. The majority of staff are individuals with disabilities. ♫ A free training program for students with intellectual disabilities. ♫ Each year at an annual Awareness Day event, the Center sponsored one of the largest events held by the campus, and attended by the Campus President, all the administrators, much of the faculty, the Provost and the College President. (The campus serves approximately 16,000 students.) ♫ The Center was asked to provide comprehensive services to veterans. ♫No additional funding for disability or veterans’ services for more than 5 years!

  34. Applying Transformative Practices

  35. PrinciplesPractices Outcomes • The principles behind transformative practices must be meaningful first: • The DSO leader must decide whether a commitment can be made to seeing abilities during times of student stress, confusion, even frustration or anger. • The DSO leader must decide whether “reverse inclusion” makes sense and whether a commitment can be made to an investment in this concept. • The DSO leader must also decide whether there is the inclination to build the kind of relationships that are necessary to bring about meaningful outcomes.

  36. PrinciplesPractices Outcomes • The practices require a considerable investment in time and energy along with a clear vision of needed outcomes: • The DSO leader might need to establish something very small and manageable to begin to see that the practices can work. • The DSO leader will need to let the potential of the students, the faculty and staff and the community in the local context guide what kinds of activities, events and programs to create. • The DSO leader will always need to keep the needed outcomes in mind before the activities, events and programs move in their own direction.

  37. Let’s make more music! Be transformative. …with hopes of working with you to build on the transformative practices introduced.

  38. Ken Marquard, Ph.D. Coordinator of Research and Graduate Programs José María Vargas University Pembroke Pines, FL dr.kenmarquard@gmail.com marquardk@jmvu.edu

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