Moving Beyond Compliance into Full Membership

1. Moving Beyond Compliance into Full Membership

2. Welcome! Objectives: • Data/Demographics • Legal Mandates • Access Always, in All Ways • Diversity and Inclusion • Moral Model to Social Model • Social Attitudes Toward Disability • Case Studies • Considerations for an Action Plan • Resources

3. Data/Demographics • One in five people have a physical or invisible disability in the United States. • At OSU, only 20% of students with disabilities self-disclose and register for accommodations with Disability Services. • According to research done by Disability Services: • Students who register in their first year at OSU, as compared to those who wait, are more likely to graduate within six years. • Students with disabilities who also identify with another minority group are twice as likely to succeed in college.

4. Data/Demographics (continued) Of people age 16 and older in the US: • 21% witha disability are below the poverty level. • 11% withouta disability are below the poverty level. • 72% with a disability are not in the labor force. • 27% without a disability are not in the labor force. (Disabled World July 26,2011, supplied by the US Censes Bureau 2011)

5. Access as a Civil Right • Civil Rights Act of 1964, Title II • “All persons shall be entitled to the full and equal enjoyment of the goods, services, facilities, and privileges, advantages, and accommodations of any place of public accommodation, as defined in this section, without discrimination or segregation on the ground of race, color, religion, or national origin.” • Americans with Disabilities Act of 1990

6. Mandates: Americans with Disabilities Act: • Prohibits discrimination based on disability status • Individuals with disabilities must have access to reasonable accommodations Section 504 of the Rehabilitation Act: • No individual shall be excluded from participation in a program or activity due to the presence of a disability

7. Disability Defined: Under The Americans with Disabilities Act (ADA) and Section 504 of Rehabilitation Act of 1973, an individual with a disability is a person who: • has a physical or mental impairment that substantially limits one or more major life activities; • has a record of such an impairment; or • is regarded as having such an impairment.

8. How do we provide “access always, in all ways?” • Universal Design for Learning (UDL) • Integration • Think About It Video

9. Intersectionality • Intersectionality explores aspects of multiple dimensions of identity through power dynamics, inequality and larger social structures (Crenshaw, 1991; Collins, 2000).

10. What is Inclusion? • According to Ferris State University, “inclusion is involvement and empowerment, where the inherent worth and dignity of all people are recognized. An inclusive university promotes and sustains a sense of belonging; it values and practices respect for the talents, beliefs, backgrounds, and ways of living of its members.” http://www.ferris.edu/HTMLS/administration/president/DiversityOffice/Definitions.htm

11. Inclusion in Diversity Statements • “Wright State University promotes the acceptance and appreciation of every individual regardless of race, gender, age, ethnicity, ability or disability, sexual orientation, socioeconomic status, religious affiliation, or national origin. We encourage appropriate activities and events that foster learning about the diversity of our world.” To view entire statement, visit http://www.wright.edu/foundational-principles/diversity-statement

12. Inclusion in Diversity Statements • “The diversity of the people of California has been the source of innovative ideas and creative accomplishments throughout the state’s history into the present. Diversity – a defining feature of California’s past, present, and future – refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, gender identity, socioeconomic status, and geographic region, and more. • Because the core mission of the University of California is to serve the interests of the State of California, it must seek to achieve diversity among its student bodies and among its employees. The State of California has a compelling interest in making sure that people from all backgrounds perceive that access to the University is possible for talented students, staff, and faculty from all groups. The knowledge that the University of California is open to qualified students from all groups, and thus serves all parts of the community equitably, helps sustain the social fabric of the State.” To view entire statement, visit http://regents.universityofcalifornia.edu/governance/policies/4400.html

13. From Moral to Social Model of Disability • Moral • Medical/Functional Limitation • Multicultural • Social Construct

14. Moral Model • Disability is evil. People with disabilities should be institutionalized, and society should strive to rid itself of disability. When viewing through the lens of this model, people assume that either the individual or the individual’s parents did something wrong, and the disability is a punishment. It has its roots in religion.

15. Moral Model • Example: Jen is a graduate student who is blind. She works as a Teaching Assistant (TA) for the College of Engineering. A fellow TA says to her, “So, what did you do to deserve to be blind? Is that, like, a condition that your parents passed on to you?”

16. Medical/Functional Limitation Model • The person with a disability is viewed as being sick. Every experience they have is impacted by their disability. Their disability is used to define who they are by able bodied people. The individual is expected to “normalize” themselves to society and their environment. People who view through this lens usually view people with disabilities as part of a very stigmatized/marginalized group.

17. Medical/Functional Limitation Model • Example: John uses a wheelchair just received his first job at the Office of the Chief Information Officer (OCIO). A well- meaning colleague says to another co-worker, “I just don’t know how John made it through college and does all of his work. It must have been so hard for him, considering that he is handicapped and has to use a wheelchair.”

18. Multicultural Model • There is a strong emphasis on civil rights and advocacy. Many national support or political groups function from this framework. This model views persons with disabilities as members of an oppressed group. Because of this membership, they have experiences similar to those of other oppressed groups (e.g., racial, religious, LGBTQ). • This model begins to explore and acknowledge to a small degree that the environment and attitudes of others can present barriers to persons with disabilities. However, this model does not recognize individual stories. This model views one person’s experience as being everyone’s experience.

19. Multicultural Model • Example: Lisa is a staff member with a learning disability. She has raised concerns about difficulties with software and websites that are not accessible. These software and websites are essential to the functions of her job. Lisa speaks with her senior administration about these access concerns and is told, “Joe, who works in technology services and also has a learning disability, seems to be independent. He is able to do his job with the current resources.”

20. Social Construct Model • This model recognizes disability as a part of diversity. It also celebrates disability as a small part of a person’s identity. This model recognizes that an environment can be set up to either remove or create barriers for a person with a disability. The model seeks to take a proactive approach at removing barriers to empower the person with a disability and help them be successful.

21. Social Construct Model • Example: A company is planning a major conference. They meet with the ADA Compliance Officer to learn more about creating an inclusive environment for persons with disabilities who will be in attendance at the conference. The conference coordinator verifies that the rooms are accessible and sends out conference materials in electronic format.

22. Student Disability Identity Video

23. Stereotypes • Stereotype: “to believe, unfairly, that all people or things with a particular characteristic are the same” (Merriam-Webster’s Collegiate Dictionary).

24. Winston Churchill, Franklin D. Roosevelt and Joseph Stalin at the Yalta Conference. Livadia Palace, Yalta, USSR. February 9, 1945. http://www.fdrlibrary.marist.edu/archives/collections/franklin/?p=digitallibrary/digitalcontent&id=2322

25. Bias • According to the Clery Act, bias is defined as a preformed negative opinion or attitude toward a group of persons based on their race, gender, religion, disability, sexual orientation, veteran status, age, gender identity or ethnicity/national origin. • Explicit bias • Implicit bias • Bias can be unintentional or unwanted. • Examine intent → impact → consequence

26. Watch Your Language Video

27. Ableism vs. Disablism • Ableism: the exclusion, devaluation and violence against disabled people as well as the exaltation, perpetuation and maintenance of ableness/able-bodiedness and ability privilege. Ableism, like other social power dynamics, manifests in numerous ways. • Disablism:“a set of assumptions (conscious or unconscious) and practices that promote the differential or unequal treatment of people because of actual or presumed disabilities” http://stopableism.org/what.asp

28. Racism, Sexism, Ableism? • Racism: Black is less than white • Sexism: Female is less than male • Ableism: Disabled is less than non-disabled • Ableism: Reading via audio or Braille is less than reading print • Ableism: Speaking ASL is less than speaking English

29. Marginality and Mattering • A sense of not fitting in and mattering as “our belief, whether right or wrong, that we matter to someone else” (Schlossberg 1989).

30. What is Microaggression? • Originally coined in 1970 by Chester M. Pierce, MD, to speak to racialized experiences • According to Psychology Today, microaggressions are the “everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership.” http://www.psychologytoday.com/blog/microaggressions-in-everyday-life/201011/microaggressions-more-just-race

31. Examples of Microaggressions • “You don’t look disabled….” • “Life only gets harder. Get over it.” • “I was so surprised when you handed me this letter [from the school’s disability office, requesting accommodations]! You are so smart and so pretty!” • “Wow, you’re deaf, but your English is good.” • “Does that mean you’re stupid or something?” http://www.microaggressions.com/context/ability/

32. Examples of Microaggressions • “At the local diner, the waitress asked my friend what I would like to eat. Apparently, because I use a wheelchair, I am unable to order my own lunch.” • “I worked as a data entry clerk which required me to type. I type one-handed because I’m hemiplegic. A coworker broke her arm and was on sick leave for several weeks. When she returned, she was only doing non-computer related tasks. One day she cornered me in the bathroom and told me how sorry she was for me. She couldn’t imagine what it must be like for me, since she knew she was useless without the use of both hands.” http://www.microaggressions.com/context/ability/

33. What Do You Think? Video

34. Case Studies • John and Abilities • Mark and leadership positions • Wanda and the workplace • Lisa and the College of Medicine • Groups report out

35. Considerations for an Action Plan • Physical Environment Concerns • Accessible buildings, restrooms, curbs, etc. • Resources available that can easily direct individuals to accessible spaces

36. Considerations for an Action Plan Constructed Environment Concerns • Institution messages are consistently inclusive of disability representation and concerns • Campus events and programming • Multiple formats • Artwork and publications have inclusive images

37. Considerations for an Action Plan Individual/Personal Accessibility • Academic accommodations • Workplace accommodations • Access to technology

38. Review of Resources • DO-IT: Disabilities, Opportunities, Internetworking, and Technology at University of Washington, www.washington.edu/doit/ • The Microaggressions Project, www.microaggressions.com/context/ability/ • Project Implicit, https://implicit.harvard.edu/implicit/ • Center for Leadership in Disability at Georgia State University, http://disability.publichealth.gsu.edu/

39. QUESTIONS?