ACCESSABILITY SUMMIT TRANSCRIPTION
“CREATIVE STEPS TOWARD A UNIVERSAL DESIGN FOR AN INCLUSIVE ENVIRONMENT”
MONDAY, OCTOBER 13, 2014
THE UNIVERSITY OF TEXAS AT DALLAS
DAVIDSON AUDITORIUM
SPONSORED BY:
THE OFFICE OF DIVERSITY & COMMUNITY ENGAGEMENT
THE OFFICE OF HUMAN RESOURCES
THE OFFICE OF STUDENT ACCESSABILITY
PROCUREMENT MANAGEMENT
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TABLE OF CONTENTS
WELCOME AND INTRODUCTIONS………..…………………………………. PAGE 3
ARTIST STUDIO TOUR: DESMOND BLAIR.…………………….…………....PAGE 6
“SELF-ADVOCACY AND EMPOWERMENT”.………………………..…….. PAGE 11
PANEL DISCUSSION………………………………………………………….. PAGE 34
“AN OVERVIEW OF TEXAS ACCESS LAW”...……………………...……… PAGE 77
“WEB ACCESSABILITY & OUTREACH”………………………………….... PAGE 99
“CALL TO ACTION: A COMMON VISION FOR THE FUTURE”…….……PAGE 113
WRAP-UP AND Q&A……………………………..…………………………. PAGE 128
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WELCOME AND INTRODUCTION
GEORGE FAIR
INTRODUCTION
PAUL WATSON
FACILITATOR
GEORGE FAIR: PLEASE TAKE YOUR SEATS SO WE CAN BEGIN THE
PROGRAM. THANK YOU. MY NAME IS GEORGE FAIR. I'M THE VICE
PRESIDENT FOR THE OFFICE OF DIVERSITY AND COMMUNITY
ENGAGEMENT AT UT DALLAS. WE'RE VERY HAPPY TO HAVE YOU HERE
AND IT'S A PLEASURE FOR ME TO BE HERE THIS MORNING TO START OUR
PROGRAM. THE OFFICE OF DIVERSITY AND COMMUNITY ENGAGEMENT,
IN PARTNERSHIP WITH THE OFFICE OF STUDENT ACCESSABILITY, THE
OFFICE OF HUMAN RESOURCES, IS ADDRESSING THE EDUCATIONAL
NEEDS AND DIVERSITY CHALLENGES FOR THE COMMUNITY WITH
DISABILITIES.
TODAY YOU WILL HEAR FROM PROFESSIONALS FROM THE COMMUNITY,
FACULTY, STAFF, STUDENTS AND CAREGIVERS WHO ARE INVITED TO
ATTEND UT DALLAS' FIRST ACCESSABILITY SUMMIT. DISCUSSIONS,
INFORMATION AND RESOURCES WILL ENCOMPASS ACCESSIBILITY
STANDARDS IN TEXAS AS WELL AS AT UT DALLAS, BEST PRACTICES AND
THE NEED FOR THE ADOPTION OF EQUAL ACCESS THROUGHOUT THE
UNIVERSITY. OUR GOALS ARE TO CREATE FURTHER AWARENESS FOR
AFFECTED INDIVIDUALS AND EDUCATIONAL ENTITIES ALIKE AND TO
CREATE A PARTNERSHIP BETWEEN FACULTY, STAFF, STUDENTS AND THE
ADMINISTRATION AT UT DALLAS. OUR LARGER GOAL IS TO CHANGE
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ATTITUDES, TO CREATE NEW OPPORTUNITIES FOR DIALOGUE AND TO
PLACE ACCESSIBILITY IN THE FOREFRONT OF OUR DECISIONS AT UT
DALLAS AND IN THE COMMUNITY.
I WOULD NOW LIKE TO INTRODUCE AND HAVE THE PLEASURE OF
INTRODUCING OUR FACILITATOR FOR TODAY'S PROGRAM, MR. PAUL
WATSON. PAUL IS ONE OF THE ORIGINAL VOLUNTEERS OF MY
POSSIBILITIES AND WAS ABLE TO GET SEVERAL DONATIONS AND
SERVICES AND MATERIALS FOR THE REMODELING OF THE CENTER. PAUL
PERSONALLY SPENT HUNDREDS OF HOURS PAINTING AND REPAIRING ALL
THE WALLS, PLUMBING, INSTALLED A DISHWASHER AND DISPOSAL. PAUL
IS MARRIED AND TOGETHER HE AND HIS WIFE HAVE A DAUGHTER WITH
AUTISM. PAUL IS A PROFESSIONAL AND DEPARTMENT HEAD AT UT
DALLAS AND STATES THAT HE HAS PERSONAL PRIDE IN UPHOLDING THE
UNIVERSITY'S ETHICS AND TAKES HIS PERSONAL, LEGAL, FIDUCIARY
DUTIES PERSONALLY, PRIDING HIMSELF TO GET ALONG WITH ALL KINDS
OF PEOPLE. FOR THE UNIVERSITY, PAUL HAS A LEGAL FIDUCIARY DUTY
AS PROCUREMENT OFFICER TO PRESENT THE UNIVERSITY AND THE
PUBLIC TO ENSURE A FAIR USE OF TAXPAYER RESOURCES AS WELL AS TO
PROVIDE ACCESSIBILITY FOR MINORITIES. IT'S A GREAT HONOR TO
INTRODUCE HIM.
PAUL WATSON: GOOD MORNING, THANK YOU. THANK YOU, DR. FAIR. I
WOULD LIKE TO FIRST THANK YOU ALL FOR COMING TODAY. THIS HAS
BEEN VERY FUN AND EXCITING FOR US TO ORGANIZE THIS EVENT. I
WOULD LIKE TO PERSONALLY THANK ROSIE PETERSON OVER IN THE
CORNER, THE OFFICE OF DIVERSITY AND COMMUNITY ENGAGEMENT.
SHE BRAINSTORMED THIS ORIGINAL IDEA AND MY OFFICE STARTED
WORKING RECENTLY WITH HER OFFICE ON MINORITY PURCHASING AND
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OUR HISTORICALLY UNDERUTILIZED BUSINESS PROGRAM. THE IDEA
CAME UP FOR THE SUMMIT AND I IMMEDIATELY VOLUNTEERED AS SOON
AS I HEARD ABOUT IT. DIVERSITY AND HELPING PEOPLE WITH SPECIAL
NEEDS HAS ALWAYS BEEN DEAR TO MY HEART. I HAVE A DAUGHTER
WHO IS 28 YEARS OLD WHO HAS AUTISM AND SO I HAVE HAD A FAIRLY
GOOD CAREER IN DEALING WITH THIS. PERSONALLY, I RECENTLY LOST
50% OF MY HEARING AND HAD TO GET HEARING AIDS SO AS I’M GROWING
AND GETTING OLDER, I’M A LITTLE LESS ACCESSIBLE. I HAD A BROKEN
FOOT LAST YEAR AFTER A MOTORCYCLE CRASH AND LEARNED WHAT IT'S
LIKE TO GET AROUND CAMPUS ON CRUTCHES. [I ALSO LEARNED] HOW
ACCESSIBLE OUR CAMPUS IS. WE WORK A LOT WITH ACCESSIBILITY
PHYSICALLY ON THE CAMPUS, WHICH IS HARD ON A CAMPUS GROWING
AS FAST AS THIS ONE HAS BEEN. WE JUST DECIDED IT WOULD BE FUN TO
PUT TOGETHER THIS CONFERENCE, THE FIRST ONE FOR THE UNIVERSITY
AND PROBABLY ONE OF MANY TO COME, WITH THE GOAL OF GETTING
EVERYBODY TOGETHER AND DISCUSSING THE TOPIC AND TALKING
ABOUT CURRENT EVENTS.
TO KICK OFF, WE HAVE A LITTLE VIDEO WE WOULD LIKE TO SHOW YOU.
IT'S AN INSPIRATIONAL STORY ON YOUTUBE. A STUDENT USED TO BE
HERE AT UT DALLAS, DESMOND BLAIR AND AFTER THE VIDEO; WE'LL
HAVE A FURTHER DISCUSSION. DESMOND IS SUPPOSED TO BE ON OUR
PANEL TODAY SO YOU WILL GET TO HEAR FROM HIM, SO WITHOUT
FURTHER ADO, WE'LL WATCH THIS.
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STUDIO VIDEO TOUR: DESMOND BLAIR
STUDIO VIDEO TOUR LINK
VIDEO: I’M DESMOND BLAIR, I’M AN ARTIST IN DALLAS AND I WAS BORN
WITHOUT HANDS. I'M A PROJECT MANAGER HERE AT UT DALLAS. I GUESS
SOME LIMITATIONS I AM FACED WITH WITHOUT HAVING HANDS, I CAN'T
TIE A TIE AND I HAVE YET TO DRIVE A STICK. I'M NOT SO CONCERNED
ABOUT THE TIE, THE STICK THING I WANT TO LEARN BUT THAT'S ONLY
BECAUSE I LIKE CARS. IN TERMS OF MY ART WORK, I ACTUALLY DID
HAVE AN ISSUE WITH THE LEVEL OF PRECISION I WAS ABLE TO GET IN
HIGH SCHOOL. SOME OF THE GUYS WHO MAKE PROSTHETICS FOR TEXAS
SCOTTISH RITE HOSPITAL, THEY MADE A TABLE FOR ME THAT HAD
ELECTROMAGNETICS IN IT. THAT WORKED IN HIGH SCHOOL BUT JUST
LIKE WITH EVERYTHING ELSE, WITHOUT ME HAVING HANDS, I WANTED
TO LEARN HOW TO MASTER BEING ABLE TO DO THAT OR GET THAT LEVEL
OF PRECISION WITHOUT USING ANY UTENSILS AT ALL. SO IT'S JUST BEEN
A MATTER OF CONSTANTLY PRACTICING, PRACTICING, PRACTICING.
ALTHOUGH I HAVE MADE A SIGNIFICANT AMOUNT OF PROGRESS, THAT
LEVEL OF MASTERY COMES AFTER PUTTING THE HOURS IN OVER AND
OVER. I'LL GIVE IT A FEW MORE YEARS.
THE REASON I GOT STARTED WITH ART PERIOD IS BECAUSE, ONE, I USED
TO COLOR. MY MOTHER WOULD GIVE ME COLORING BOOKS AND HAVE
ME COLOR. I TRIED USING MY MOUTH, FEET AND EVENTUALLY I JUST
FIGURED OUT HOW TO USE BOTH OF MY HANDS. I LOVED CARTOONS
WHEN I WAS A KID. I WAS INFATUATED WITH THEM AND IT WAS MORE
TRYING TO FIGURE OUT HOW THEY MADE THEM, HOW THEY WORK AND
FROM THERE THAT GOT ME INTO ART. I WANTED TO CREATE MY OWN
CARTOONS, HAVE MY OWN COMIC BOOKS, AND MAKE UP MY OWN
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STORIES AND THINGS LIKE THAT THROUGH A 2D MEDIUM. YOU HAVE TO
LEARN ANATOMY, LEARN HOW TO PAINT, SKETCH AND OTHER THINGS
AND THAT WAS THE INITIAL STARTING POINT THAT SPRING BOARDED ME
INTO THIS ENTIRE GROUND. WHAT I LIKE ABOUT THE SPACE THAT I WORK
IN IS TYPICALLY ITS QUIET HERE. I COME IN HERE ON WEEKENDS OR
AFTER I GET OFF WORK, I CAN TURN MY MUSIC ON, TURN MY
HEADPHONES ON AND IT GETS YOU AWAY FROM THE HUSTLE AND
BUSTLE OF THE REST OF THE WORLD. SO I CAN JUST COME OVER HERE,
CLEAR MY HEAD AND CREATE AT THE SAME TIME. AND JUST REALLY
RELAX AND ZONE IN TO WHAT IT IS I’M DOING.
ONE THING I WISH I HAD ACCESS TO, I WISH THERE WAS A BED HERE
BECAUSE HONESTLY, I WORK IN THE STUDIO. I ENVISION HAVING A
HOUSE WHERE THERE'S JUST A BIG, OPEN STUDIO, I CAN GO UPSTAIRS,
CRASH FOR A LITTLE BIT AND COME BACK DOWN AND JUST KIND OF GET
TO WORK BECAUSE SOMETIMES MY INSPIRATION DOESN'T COME AFTER
5:00 P.M. WHEN I GOT OFF WORK. SOMETIMES IT'S AT 1:00 A.M. AND I
THINK THAT'S HOW CREATIVITY WORKS. AND EVEN JUST TO BE ABLE TO
GET THAT INITIAL THOUGHT OUT OF YOUR HEAD, IDEALLY I WOULD LIKE
TO FUSE BOTH SPACES SO I COULD DO THAT. I THINK WHAT I TEND TO
DRAW FROM ARE A LOT OF TECHNIQUES THAT DIGITAL PAINTERS USE
BUT I USE THEM WITH OIL PAINTS, WHICH PROBABLY MAKES NO SENSE.
BUT I THINK IT'S THE FUSING OF THOSE MINDSETS, ADAPTING WHAT I
LEARN WORKS IN A DIGITAL MEDIUM AND THEN REPRODUCING THAT IN
A TRADITIONAL WAY. EVEN WITH THE WAY I THINK, IN TERMS OF HOW
I’M GOING TO LAYER MY PAINT, BLEND MY PAINT, THE BRUSHES I USE
AND THINGS LIKE THAT, I THINK OVERLAPS WITH THE TECHNIQUES THAT
DIGITAL PAINTERS USE. IT'S PROBABILITY BECAUSE I DO TRADITIONAL
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STUFF BUT I ALSO DO DIGITAL STUFF. I DO THE TRADITIONAL STUFF
BECAUSE THERE'S SOMETHING LONG LASTING ABOUT IT.
BECAUSE WE'RE ENGULFED IN SO MUCH DIGITAL AROUND US,
EVERYTHING IS CHANGING, BEING ABLE TO HAVE SOMETHING
AUTHENTIC, HAVE SOMETHING THAT YOU CAN TOUCH, IT STILL HAS A
VALUE TO IT. THE STAKES ARE HIGHER, THERE'S NO UNDO BUTTON. A
LOT OF TIMES, AND THIS IS PART OF THE REASON I USE OILS, BECAUSE I
LIKE TO THINK MY WAY THROUGH A PIECE AS I’M WORKING ON IT. A LOT
OF TIMES YOU RUN INTO THOSE SPOTS IN A PAINTING WHERE IT'S LIKE I
GOT ONE TIME TO DO THIS AND IF I DON'T NAIL IT AND GET IT RIGHT ON
THIS ONE TIME, YOU KNOW, IT WILL THROW THE WHOLE PIECE OFF.
WHAT I WANT TO DO EVENTUALLY, I GUESS MY ULTIMATE GOAL, SHORT
TERM, IS TO PRODUCE ENOUGH ART WORK WHERE I CAN DO MY OWN
SHOW SO MAYBE HAVE MY VERY FIRST GALLERY OPENING. LONG TERM,
OVERALL, ANOTHER REASON I REALLY GOT BACK INTO PAINTING IS
BECAUSE OF SOME OF THE ISSUES I HAVE RUN INTO HAVING A
DISABILITY, ESPECIALLY AFTER YOU FINISH SCHOOL LOOKING FOR A JOB,
YOU TELL PEOPLE YOU CAN DO ALL THESE FABULOUS THINGS AND THEY
SAY ‘I DON'T SEE IT’. ‘BECAUSE YOU DON'T HAVE HANDS SO HOW DO YOU
EVEN USE A COMPUTER?’ AND SO PART OF THE REASON I PAINT AND
WILL CONTINUE TO PAINT AND WILL CONTINUE TO GET BETTER AT
PAINTING IS JUST TO PROVE THAT JUST BECAUSE SOMEBODY HAS A
DISABILITY OR PEOPLE CALL IT A DISABILITY, BORN DIFFERENT, DOESN'T
MEAN THEY'RE LIMITED IN WHAT THEY CAN DO. IT'S KIND OF WHAT
DRIVES ME, TO CONTINUE PRODUCING AS MUCH WORK AS POSSIBLE BUT
NOT JUST CRANKING WORK OUT, BUT TO GET BETTER AND BETTER WITH
EACH PIECE. I KNOW THERE WILL BE SOMEBODY COMING ALONG BEHIND
ME THAT WILL HAVE TO DEAL WITH THE SAME THINGS AND IF THE
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PATHWAY HAS BEEN KIND OF LIKE, OKAY, WE DON'T JUST WRITE PEOPLE
OFF BECAUSE THEY'RE MISSING FINGERS OR THINGS LIKE THAT OR THEY
MAY HAVE A LIMB AMPUTATED. I THINK I CAN REST EASIER KNOWING
THAT I MADE SOME KIND OF IMPACT, I MADE SOMEBODY ELSE'S LIFE A
LITTLE BIT EASIER.
PAUL WATSON: LET ME GIVE YOU A BIO ON DESMOND. HE ENDED UP
WITH A PERFECT JOB FOR HIS ABILITIES. HE'S AN IT PROJECT MANAGER
AT SCOTTISH RITE HOSPITAL SO THAT FITS. HE ATTENDED UTD FROM
2003-2009, GRADUATED IN MAY 2007 WITH A BACHELOR’S IN ARTS AND
TECHNOLOGY. AFTER WORKING AS A GRAPHIC DESIGNER AND TEACHER,
HE DECIDED TO PURSUE HIS MASTERS AND GRADUATED IN 2009,
CONTINUED AS A LECTURER AT UTD AND AFTER GRADUATION BEGAN
WORKING WITH DR. MARJORIE ZIELKE ON THE FIRST PERSON CULTURAL
TRAINER AND BAYLOR GLIMPSE PROJECTS AS A PROJECT MANAGER.
DURING HIS YEARS WORKING FOR UT DALLAS, BLAIR WAS RECOGNIZED
AS FOX 4’S HOMETOWN HERO IN 2010, FEATURED IN A CHANNEL 11 NEWS
STORY IN 2011, AND IN 2013 HE WAS FEATURED IN A NATIONAL NEWS
STORY BY ABC’S JASON WHITLEY.
I THINK THAT REALLY EXEMPLIFIES A GOOD WAY TO LOOK AT PEOPLE.
IT'S NOT A DISABILITY, IT'S JUST DIFFERENCES. WE'RE ALL DIFFERENT IN
OUR OWN WAY. WE ALL HAVE OUR ONLY SPECIAL WAY OF DOING STUFF.
ONE OF THE THINGS I LEARNED EARLY ON IN DEALING WITH MY
DAUGHTER WITH AUTISM, WHEN I FIRST STARTED GOING TO
CONFERENCES, THE PSYCHOLOGIST WOULD SAY ALL THESE LITTLE TICKS
THAT YOUR DAUGHTER HAS, WE ALL HAVE, IT'S JUST EXAGGERATED IN
HER CASE. I CAN TELL YOU I SEE LITTLE BITS OF AUTISM IN A LOT OF
PROFESSORS I DEAL WITH AT UTD ON OCCASION. IT'S A MATTER OF
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ATTITUDE, IT'S NOT A DISABILITY, IT'S JUST A DIFFERENCE AND HOW DO
YOU HELP PEOPLE, ACCOMMODATE PEOPLE IN ALL STYLES AND
METHODS TO BE MORE SUCCESSFUL.
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“SELF-ADVOCACY AND EMPOWERMENT”
MICHAEL THOMAS
KEYNOTE SPEAKER
PAUL WATSON
FACILITATOR
PAUL WATSON: WHEN WE HAD OUR FIRST BRAINSTORMING SESSION ON
WHO WE WERE GOING TO HAVE COME SPEAK, I IMMEDIATELY THREW
OUT THE NAME OF MICHAEL THOMAS. MICHAEL THOMAS HAS BEEN THE
BEST WE HAVE FOUND IN MY POSSIBILITIES. HE'S YOUNG AND DYNAMIC
AND A GREAT POWER HOUSE, A GREAT ASSET FOR US. MICHAEL THOMAS
IS THE DIRECTOR OF MY POSSIBILITIES. HE'S GOING TO SPEAK ON THE
IMPORTANCE OF SELF-ADVOCACY. HE'S GOING TO TALK ABOUT THE
CHALLENGES THAT INDIVIDUALS MAY FACE WITH TRYING TO
ACCOMPLISH DAY-TO-DAY ACTIVITIES. MY POSSIBILITIES IS A PROGRAM
FOR ADULTS WITH COGNITIVE AND DEVELOPMENTAL DISABILITIES WITH
THE GOAL OF PROVIDING AN OPPORTUNITY FOR LIFELONG LEARNING
WITHIN A STRUCTURED, SAFE, NURTURING ENVIRONMENT HELPING
INDIVIDUALS DEVELOP THEIRS INTERESTS, SKILLS, AND GOALS. MY
POSSIBILITIES CORROBORATES WITH HIPSTERS, WHICH IS OUR NICKNAME
FOR HUGELY IMPORTANT PEOPLE, WITHIN THE COMMUNITY WHILE ALSO
ENCOURAGING COMMUNITY SUPPORT. I WOULD LIKE TO PAUSE HERE
AND RECOGNIZE CHARMAINE, AND THOSE WHO HAVE ANYTHING TO DO
WITH MY POSSIBILITIES, PLEASE STAND UP. (APPLAUSE)
WE HAVE SEVERAL OF OUR HIPSTERS HERE IN THE AUDIENCE, BY THE
WAY, A COUPLE OF OUR STAFF TEACHERS AS WELL. YOU WILL HEAR
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MORE ABOUT MY POSSIBILITIES BUT IT'S A PRETTY AMAZING
ORGANIZATION. CHARMAINE AND TWO OTHER MOTHERS SENT OUT AN EMAIL SAYING THERE WAS REALLY NOTHING OUT THERE FOR OUR KIDS
ONCE THEY GRADUATE HIGH SCHOOL IF THEY WEREN'T ABLE TO GO TO
WORK OR SCHOOL. THEY HAD SPECIAL NEEDS SO THEY FORMED THEIR
OWN ORGANIZATION AND MY WIFE WAS TELLING ME ABOUT THIS AND I
WAS LIKE YEAH, RIGHT, I HAVE BEEN THROUGH THIS BEFORE. YOU
ATTEND THE FIRST SESSION AND SEE IF IT'S ANY GOOD. SHE WENT AND
SAID PAUL, THIS IS DIFFERENT. THESE WOMEN ARE POWER HOUSES. IT'S
NOT AN IF IT'S GOING TO HAPPEN; IT'S WHEN IT'S GOING TO HAPPEN. I
WENT TO THE FIRST MEETING, CHARMAINE GOT UP AND STARTED
TALKING ABOUT THIS AND THE OTHER WOMEN AND THEY SAID THEY
NEED SOMEBODY TO HELP DONATE THINGS TO THE NEW BUILDING. THEY
FOUND A PLACE TO RENT BUT IT WAS PRETTY MUCH TRASHED OUT AND
SOMEHOW MY HAND WAS UP AND I WAS LIKE WHO DID THAT? I DIDN'T
WANT TO VOLUNTEER AND NEXT THING I KNOW, I’M SENDING OUT AN EMAIL TO PEOPLE WHO I HAVE DONE BUSINESS WITH OVER THE YEARS
AND SUDDENLY WE HAD IT FOLKS AND FLOOR FOLKS AND ALL SORTS OF
PEOPLE, PLUMBERS, ELECTRICIANS WHO ALL DONATED TO HELP MY
POSSIBILITIES OPEN THEIR DOORS AND AN INTERESTING THING WAS
EVERY SINGLE CONTRACTOR WHO RESPONDED TO ME HAD A MOTHER
WHO WAS A SPECIAL ED TEACHER OR SOMEBODY IN THEIR FAMILY WHO
HAD A DISABILITY OF SOME FORM SO EVERYBODY HAS A CONNECTION
AND THEY ALL GAVE BACK AND THAT'S THE SPARK THAT WE FOUND OUT
THAT WE KNEW MY POSSIBILITIES WAS SOMETHING MAGICAL,
SOMETHING WAS REALLY GOING ON HERE THAT WAS AN AMAZING
MOMENT. MICHAEL THOMAS IS A NATIVE TEXAN. HE GRADUATED FROM
SMU. MICHAEL BEGAN HIS CAREER AS A NON-PROFIT WORKING FOR
MUSCULAR DYSTROPHY IN CORPUS CHRISTI, TX. HE WAS INVOLVED IN
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MORE THAN $1.5 MILLION IN FUNDRAISING. HE LOCATED TO LAS VEGAS,
NEVADA WHERE HE CONTINUED WORKING IN SPECIAL EVENTS AND FUND
RAISING. HE WENT TO WORK FOR A NONPROFIT CALLED OPPORTUNITY
VILLAGE WHICH INTERESTINGLY ENOUGH SOUNDS LIKE MY
POSSIBILITIES, SEE THE LITTLE CONNECTION THERE? AN ORGANIZATION
DEDICATED TO TRAINING FOR ADULTS WITH DISABILITIES IN THE
SOUTHERN NEVADA AREA. HE WORKED FOR 2 YEARS AS A SPECIAL
EVENTS MANAGER AND A PROGRAM DEVELOPMENT MANAGER FOR THE
ORGANIZATION. IN 2010, HE JOINED MY POSSIBILITIES AS THE
ORGANIZATION'S EXECUTIVE DIRECTOR. IN THE PAST 4 YEARS THEY
HAVE GONE FROM SERVING 30 FAMILIES TO 350 FAMILIES AND GROWING
EXPONENTIALLY. IT'S A LEADER AND BENCHMARK FOR EDUCATING
ADULTS ON COGNITIVE DISABILITIES. IT'S ESSENTIAL THAT PEOPLE IN
OUR COMMUNITY KNOW THAT OUR HIPSTERS ARE VERY CAPABLE OF
MAKING A DIFFERENCE AND THEY HAVE EVERYONE INTENTION OF
DOING SO. THE NEXT STEP IS JUST TO GIVE THEM A CHANCE. IT'S MY
GREAT HONOR AND OPPORTUNITY TO INTRODUCE MICHAEL THOMAS AS
YOUR NEXT SPEAKER. (APPLAUSE)
MICHAEL THOMAS: THANK YOU, PAUL. I APPRECIATE THE OPPORTUNITY
TO SPEAK TO EVERYBODY TODAY. BEFORE GETTING INTO ANYTHING I
SPEAK ABOUT TODAY, IT'S WORTH COMMENDING THE UNIVERSITY FOR
TAKING A STEP TOWARDS DEVELOPING A UNIVERSAL DESIGN FOR
PEOPLE WITH AND WITHOUT DISABILITIES. IT'S WONDERFUL TO HAVE A
GREAT UNIVERSITY AND TO BE CONSIDERED A BENCHMARK IN
EDUCATION BUT TO SAY IN ADDITION TO THAT, WE'RE ALSO GOING TO
MAKE OUR CAMPUS ACCESSIBLE TO ANYBODY AT UT DALLAS. IT TELLS A
LOT ABOUT THE LEADERSHIP AND THE MINDSET OF THIS UNIVERSITY.
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BEFORE WE GET STARTED TODAY, A LITTLE BIT OF WHAT I’M GOING TO
TALK ABOUT IS OUR JOURNEY AT MY POSSIBILITIES AND WHAT SELFADVOCACY AND EMPOWERMENT, THE PART THEY HAVE PAID IN OUR 6.5YEAR HISTORY. FOR ALL INTENTS AND PURPOSES, WE'RE A YOUNG
ORGANIZATION BUT BY WAY OF SOME MOTHERS WHO SPOKE UP
INITIALLY ON BEHALF OF OUR POPULATION, WE FOUND OUR PROGRAM
HAS GROWN TREMENDOUSLY AND THAT WILL BE A LITTLE BIT WHAT I
TALK ABOUT TODAY. WHO IS THIS RIDICULOUS GUY STANDING IN FRONT
OF YOU? I FIGURE YOU DESERVE A LITTLE BIT OF AN INTRODUCTION.
PAUL, I APPRECIATE THE BIO. I WORKED EXCLUSIVELY IN THE NONPROFIT INDUSTRY SINCE GRADUATING SMU. I WOULD LOVE TO DO A
LITTLE GO PONY THING BUT IF YOU PAY ATTENTION TO FOOTBALL, WE'RE
NOT GREAT AT THIS POINT. I HAVE A WIFE, JULIE, AND TWO 6-MONTH
OLD BOYS AT HOME. THE WHOLE CLICHÉ OF GOD ONLY GIVES YOU WHAT
YOU'RE ABLE TO HANDLE, I DON'T BELIEVE THAT AT ALL. WE'RE NOT
EQUIPPED FOR THAT. PAUL MENTIONED HIPSTER EARLIER AND I’M GLAD
HIS VERSION GOT A CHUCKLE. IT'S NOT AUSTIN’S VERSION OF A HIPSTER.
OUR GUYS ARE HUGELY IMPORTANT PEOPLE. I'M SO HAPPY WE HAVE A
FEW OF OUR GUYS HERE TODAY. THIS JUST GOES TO SHOW WHAT A
LITTLE BIT OF EDUCATIONAL AND SELF-ADVOCACY CAN DO FOR A
POPULATION. WE GATHERED A FEW AND SAID MICHAEL WILL BE
SPEAKING AT UT DALLAS OWN THIS DAY AND ONE OF MY TEACHERS,
POINTING WITH MY FEET, ONE OF OUR TEACHERS PRESENTED IT AND A
FEW GUYS SAID WE WOULD LIKE TO GO LISTEN TO HIM SO SHARA, KYLE,
AND ADAM ARE HERE TODAY.
A LITTLE BIT ABOUT THE ACCESSABILITY SUMMIT, YOU WILL HEAR
MUCH MORE LATER TODAY. I PULLED A COUPLE OF THE GOALS OUT
SPECIFICALLY BUT I THINK THE ONE THAT RESONATES THE MOST WITH
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US IS THE DISCUSSION OF A UNIVERSAL DESIGN OF INCLUSION FOR
STUDENTS AT UT DALLAS WITH AND WITHOUT DISABILITIES. THESE ARE
MY OWN WORDS SPUN FROM THE OBJECTIVES THE GROUP PUT TOGETHER
BUT THAT HOLDS TRUE TO WHAT WE DO AT MY POSSIBILITIES IN A
DIFFERENT FORM BUT VERY MUCH THE SAME MINDSET. THE QUOTE AT
THE BOTTOM, AS YOU HEAR A LITTLE MORE ABOUT MY POSSIBILITIES, I
HOPE YOU LEAVE IN AGREEMENT THAT THIS SOON TO BE IDENTIFIED
UNIVERSAL DESIGN IS ATTAINABLE, WORTHY, AND ABSOLUTELY
NECESSARY.
SO WHO IS M.P.? THIS IS GOING TO ALLOW ME TO SLINGSHOT THROUGH
THIS A LITTLE BIT BECAUSE PAUL GAVE YOU A PRETTY GOOD BIO ON OUR
ORGANIZATION. WE'RE AN EDUCATIONAL PROGRAM FOR FOLKS WITH
COGNITIVE DISABILITIES. THEY ARE INDIVIDUALS WHO ARE 18 OR OLDER
WHO ARE AGING OUT OF THE SCHOOL SYSTEM OR HAVE AGED OUT OF
THE SCHOOL SYSTEM AND WITH A WIDE VARIETY OF DIAGNOSIS. SO THAT
MAY BE AUTISM, CEREBRAL PALSY, TRAUMATIC BRAIN INJURY AND THE
REST OF THE GAMUT. OUR ENROLLMENT LIST HAS 320; SO WE HAVE
EVERY DIAGNOSIS THERE. OUR PROGRAM DOES NOT DISTINGUISH THIS
PERSON HAS AUTISM; THIS PERSON HAS DOWN’S SYNDROME, LET'S
FIGURE OUT WHAT ROOM THEY'RE IN. OUR HIPSTERS ARE OUR HIPSTERS
AND THEY'RE VERY MUCH INCLUDED. THE MOTHERS THAT SET OUT, ONE
OF WHICH IS WITH US TODAY, CHARMAINE SOLOMON. YOU GET TO THAT
HARD MEETING. WE HAVE SCHOOL DISTRICT PEOPLE YOU HAVE THAT
GLORIOUS CONVERSATION OF WHAT HAPPENS AFTER THIS SCHOOL YEAR
AND THE RESPONSE IS WE HAVE NO GO FIND THE NEXT LEVEL OF
PROGRAMMING. CHARMAINE AND MOTHERS WENT AROUND NORTH
TEXAS VISITING PROGRAMS AND IN AUSTIN AND HOUSTON AND TYLER
AND REALIZED AT THAT POINT THAT THEIR CHOICES WERE EITHER
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RELOCATE, POTENTIALLY OUT OF THE STATE OF TEXAS TO FIND QUALITY
PROGRAMMING OR STAY WITH THEIR FAMILY, FRIENDS, CHURCH CIRCLES
AND ESTABLISH SOMETHING OF THEIR OWN AND THAT E-MAIL THAT
WENT AROUND.
INITIALLY IT WAS GOING TO BE A FEW MOTHERS THAT JUST SWAPPED
ONE DAY PER WEEK AND THEY WOULD BE IN A HOUSE OR A BUILDING
SOMEWHERE AND THEY WOULD TEACH EACH OTHER 'S CHILDREN AND IT
WOULD BE QUALITY PROGRAMMING FOR THEM. THE FIRST MEETING
THEY HAD, CLOSE TO 300 PEOPLE SHOWED UP EXPRESSING INTEREST IN A
PROGRAM OF QUALITY AND THAT WAS THE POINT IN TIME WHERE THEY
REALIZED THEY ACCIDENTALLY BIT OFF MORE THAN THEY COULD CHEW
BUT WERE GOING TO MOVE FORWARD ANYWAY. WE OPENED IN JUNE
2008 AFTER A YEAR'S WORTH OF BRAINSTORMING, FUNDRAISING AND AS
OUR CLICHÉ ORIGINS STATE ON THE BACK OF A STARBUCKS’S NAPKIN.
[WE] DEVELOPED A BLUEPRINT FOR WHAT OUR PROGRAM WOULD LOOK
LIKE AND FROM THE FIRST MINUTE THAT THOSE MOTHERS SAT DOWN TO
TALK ABOUT THIS, THEY HAD THE ABSOLUTE HIGHEST EXPECTATIONS
AND WERE NOT GOING TO SETTLE FOR MODERATE PROGRAMMING. IT
WAS GOING TO BE THE BEST POSSIBLE PROGRAM THEY COULD
ESTABLISH AND THEY HAVE DONE A TREMENDOUS JOB STEERING US
DOWN THAT COURSE.
WE OPENED IN JUNE 2008. I SHOULD POINT OUT THESE ARE AMAZING
PHOTOS OF THE INDIVIDUALS IN THE PROGRAM. THEY TELL THE STORY A
LOT BETTER THAN I DO, WHICH IS WHY I LIKE TO INCLUDE THEIR IMAGES
UP HERE, BUT YOU WILL NOTICE A VERY WIDE VARIETY OF INDIVIDUALS
THAT WE SERVE AND I CAN TELL YOU THEY'RE ALL JUST AS AWESOME AS
ANY OTHER PERSON IN THAT BUILDING. SO A QUICK -- -- THIS IS THE
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STATE OF AFFAIRS IN PROGRAMMING THE STATE OF TEXAS. I HAVE VERY
EXCITING NEWS FOR ANY OF US IN THE INDUSTRY. UNITED CEREBRAL
PALSY COMES OUT WITH AN ANNUAL REPORT TELLING THE WORLD
WHAT NATIONALLY THE FUNDING SITUATION LOOKS LIKE. FOR THE
FIRST TIME IN 5 YEARS WITH MY POSSIBILITIES, I CAN TELL YOU GUYS
THAT WE'RE NO LONGER IN DEAD LAST IN THE UNITED STATES FOR
FUNDING, WHICH IS PRETTY EXCITING. WE HAVE BUMPED UP ONE SPOT,
WE'RE NOW ABOVE MISSISSIPPI BUT WE'RE STILL 50TH. I GUESS THAT'S
WORTH APPLAUDING, THAT'S WONDERFUL. (APPLAUSE)
WE'RE MOVING IN THE RIGHT DIRECTION, VERY SLOWLY. IT'S IRRITATING
THAT WE'RE NEXT TO LAST IN ANY CATEGORY AND THE FACT THAT WE
HAVE BEEN RANKED BELOW MISSISSIPPI IN ANYTHING EVER IS
OUTRAGEOUS. AND IT'S NOT LIKE WE JUST SLINGSHOTTED WAY ABOVE
THESE GUYS, IT'S PENNIES PER DAY THAT WE HAVE MOVED INTO 50TH
OUT OF 51ST. FOR SOMEBODY WHO COMES TO MY POSSIBILITIES, FOR A
DAY'S WORTH OF EDUCATIONAL PROGRAMMING, THE STATE PROVIDES
$20. IF YOU GO TO A MOVIE TONIGHT AND BUY POPCORN AND A SODA,
ODDS ARE YOU'RE SPENDING MORE THAN $20 AND THAT'S 90 MINUTES SO
A FULL DAY'S WORTH OF EDUCATIONAL PROGRAMMING BY QUALIFIED
STAFF IS CERTAINLY NOT THE AIM OF THE FUNDING SYSTEM. OUR
ORGANIZATION'S MINDSET FROM DAY ONCE IS SINCE WE KNOW THE
MONEY IS NOT COMING FROM THE STATE, WE HAVE TO BRING IT IN FROM
SOMEWHERE ELSE SO IT'S FORCED US TO BE SELF-SUFFICIENT AND
FUNDRAISE. THIS YEAR, THE LADY IN THE LIGHT BLUE SHIRT HERE
BROUGHT IN $1.2 MILLION IN FUND RAISING THAT WE PUT TOWARD HIGH
QUALITY STAFF. IT'S OUR GOAL TO BRING MONEY IN FROM OUTSIDE TO
ENSURE OUR ADULT HAVE THE HIGHEST QUALITY PROGRAMMING.
17
I HAVE MULTIPLE EDUCATORS HERE, A MUSIC THERAPIST WHO IS HERE,
NONE OF THESE INDIVIDUALS ARE FUNDED BY THE STATE SYSTEM. I
SPECIFICALLY LIKE TO QUOTE MY GRANDFATHER HERE BECAUSE I GREW
UP LISTENING TO THAT BUT IF YOU PAY IN PEANUTS, YOU GET
ELEPHANTS. THE $20 A DAY MINDSET DOES NOT ACCOMMODATE
EDUCATED STAFF OR FULL TIME STAFF. IT PAYS FOR PART TIME LOW
DOLLAR PER HOUR NOT EDUCATED AND REALLY NOT INTERESTED STAFF.
THESE ARE INDIVIDUALS WHO WORK WITHIN THIS INDUSTRY BECAUSE
THEY HAVE TO HAVE A JOB BUT THE LAST I CHECKED, THE AVERAGE
WAGE FOR SOMEBODY WORKING IN DAY PROGRAMMING IS LESS THAN
YOU WOULD MAKE WALKING IN THE DOOR AT MCDONALD’S. THOSE ARE
TWO VERY DIFFERENT NEEDS AND SKILL SETS. THE FACT THAT FLIPPING
BURGERS PAYS MORE THAN TAKING CARE OF PEOPLE WITH DISABILITIES
IN OUR STATE TELLS YOU ABOUT THIS SYSTEM. OUR TEAM IS EDUCATED
AND TRAINED AND PASSIONATE ABOUT WORKING IN OUR FIELD. IT'S
NIGHT AND DAY IN REGARDS TO WHAT YOU SEE IN FUNDING AND WHAT
YOU SEE IN MY POSSIBILITIES SO KUDOS TO YOU GUYS WHO SPEND 40, 50,
60 HOURS WORKING IN THAT PROGRAM. THOSE ARE THE HEROES IN OUR
SYSTEM.
SO SELF-ADVOCACY, I DID THE CLICHÉ THING OF PUTTING THE
DEFINITION UP THERE SO WE CAN ALL START ON THE SAME PAGE BUT
DICTIONARY.COM WILL TELL YOU IT'S ACTIVE SUPPORT ESPECIALLY OF A
CAUSE OR THE ACT OF PLEADING FOR SUPPORTING OR RECOMMENDING
ADVOCACY. SELF-ADVOCACY IS PEOPLE WITH DISABILITIES SPEAK FOR
THEMSELVES. WE HEAR THOSE TERMS THROWN AROUND LOOSELY AND I
DON'T THINK THEY'RE ALWAYS USED CORRECTLY. ADVOCACY IS WHEN
YOU REACH OUT ON BEHALF OF A CAUSE. SELF-ADVOCACY IS WHEN THE
PEOPLE YOU'RE SERVING ARE DOING THAT ON THEIR OWN BEHALF.
18
WHAT DO YOU DO WHEN A POPULATION HAS NEVER BEEN EDUCATED ON
HOW TO SPEAK OUT ON THEIR OWN BEHALF AND HAS NEVER HAD THE
TRAINING OR HAVE BEEN TOLD YOU SHOULD BE SPEAKING OUT FOR THE
THINGS THAT YOU WANT AND YOU NEED. BEFORE SELF-ADVOCACY
HAPPENS, ADVOCACY HAS TO HAPPEN.
WHAT UT DALLAS IS DOING ON BEHALF OF STUDENTS WITH DISABILITIES
IS ADVOCACY AND THAT REALLY IS SAYING WE'RE GOING TO GO OUT
AND FIND YOUR EXAMPLE OF HAVING A DAUGHTER WITH AUTISM,
LOSING PARTIAL HEARING BREAKING YOUR FOOT -- I’M SURE THE
MOTORCYCLE ACCIDENT WAS NO FAULT OF YOURS BUT PHYSICALLY
HAVING TO GET AROUND THIS CAMPUS, YOU UNDERSTAND THE NATURE
OF WHAT IT TAKES TO BE A STUDENT IN THIS UNIVERSITY. I THINK THE
FACT THAT YOU CAN SPEAK OUT, THE UNIVERSITY IS SPEAKING OUT FOR
PEOPLE WITH THOSE ISSUES IS THE FIRST STEP TO ADVOCACY. THERE
ARE INDIVIDUALS HERE REPRESENTING GROUPS OR CLUBS OR AREAS OF
STUDENTS WHO NEED THIS SUPPORT, HOPEFULLY WILL TAKE THAT FIRST
STEP IN BECOMING ADVOCATES TODAY AND GO BACK TO THEIR GROUPS
AND SAY YOU NEED TO SPEAK OUT TO TAKE THE STEP OF SELFADVOCACY.
BOTTOM PART THERE, MANY OF OUR ADULTS HAVE NEVER BEEN GIVEN
THE TRAINING OR EDUCATION NECESSARY TO SPEAK OUT. INITIALLY, IF
IT WERE UP TO THEM TO SPEAK OUT ON THEIR OWN BEHALF FOR HIGHER
EDUCATION, IT WOULD NEVER HAPPEN. THERE ARE WONDERFUL SCHOOL
SYSTEMS THAT DO A LOT WITH TRAINING YOUNGER ADULTS COMING
THROUGH PUBLIC SCHOOL TO ADVOCATE FOR THEMSELVES,
UNFORTUNATELY IT'S NOT ENOUGH TIME, THE FIRST 16 YEARS OF
SOMEONE'S LIFE, TO UNDERSTAND WHAT IT IS TO STEP OUT AND TELL
19
PEOPLE THIS ISN'T GOING TO WORK FOR ME, THIS IS WHAT I NEED AND I
THINK THAT AS A RESULT OF OUR FAMILIES, THAT'S EXACTLY WHAT'S
HAPPENED. THE FAMILIES OF OUR HIPSTERS IN NORTH TEXAS
COMMUNITY ACT AS THAT ADVOCACY CATALYST AND COMMUNICATED
A NEED FOR HIGHER LEVEL PROGRAMS.
THERE'S NO SUCH THING AS EDUCATIONAL FUNDING FOR ADULTS WITH
DISABILITIES. AFTER THEY GRADUATE OUT OF THE PUBLIC SCHOOL
SYSTEM, THERE'S NO BUCKET TO SEEK AFTER THAT SAYS WE'RE AN
EDUCATIONAL FUNDING PROGRAM. THE ONLY THING THAT EXISTS IS
DAY HABILITATION, WHATEVER THE WORD HABILITATION MEANS. THE
MINDSET IS NOT EDUCATION, IT'S SAFETY, FOR THE MOST PART, AND
STAYING BUSY. THAT'S THE BUCKET OF FUNDING THAT EXISTS AND SO
OUR FAMILY SAID THAT'S NOT GOING TO HAPPEN. WE'RE GOING TO BE AN
EDUCATIONAL PROGRAM, THEY NEED AN OPPORTUNITY TO BE INVOLVED
ON A DAILY BASIS, TO LEARN ON A DAILY BASIS, TO GET OUT IN THE
COMMUNITY ON A DAILY COMMUNITY SO THEY CAN SEE WHAT
BECOMING A SELF-ADVOCATE LOOKS LIKE IN THE FIRST PLACE. YOU
CAN'T SIT SOMEBODY IN A ROOM ON A WHITE TABLE WITH CRAYONS AND
SAY YOU NEED TO SPEAK OUT ON YOUR OWN BEHALF. THAT'S DESIGNED
TO KEEP THEM IN THEIR OWN PLACE, OUT OF SIGHT, OUT OF MIND FOR AS
LONG AS POSSIBLE ON AS LITTLE MONEY AS POSSIBLE AND THAT'S NOT,
FOR A HANDFUL OF REASONS, IT'S NOT RIGHT.
WE'VE A LONG WAY TO GO THERE BUT BECAUSE A HANDFUL OF PEOPLE
SPOKE UP AND SAID WE DEMAND SOMETHING BETTER THAN THAT, I
THINK WE'RE SLOWLY SEEING THE NEEDLE MOVE. I KNOW THERE ARE
OTHER ORGANIZATIONS IN NORTH TEXAS THAT HAVE COME TO US AND
SAID, HEY, WE'RE A DAY-HAB BUT WE WANT TO DO SOMETHING LIKE
20
YOU'RE DOING. HOW ARE YOU TEACHING? WHO ARE YOU HIRING? HOW
ARE YOU MAKING THIS WORK? OVER THE LAST 3-4 YEARS SPECIFICALLY,
WE HAVE CONSULTED WITH A LOT OF OTHER ORGANIZATIONS TO TRY TO
SHIFT THIS DAY-HAB MINDSET TO AN EDUCATIONAL MINDSET AND SO 7
OR 8 YEARS AGO I DON'T THINK THESE FAMILIES WOULD HAVE SAID OUR
GOAL IS TO COME OUT AND DEVELOP A PROGRAM THAT WILL BRING TO
LIGHT THE NEED FOR EDUCATIONAL PROGRAMMING IN THE STATE OF
TEXAS BUT SLOWLY BUT SURELY THAT'S EXACTLY WHAT'S HAPPENING
SO ADVOCACY TURNS INTO REACHING OTHER PROGRAMS AND FAMILIES
AND THE HOPE IS THAT IT IMPACTS THE STATE LEVEL AND THEY
UNDERSTAND THAT THERE'S NO REASON THAT SITTING AT A WHITE
TABLE SHOULD BE THE EXPECTATION OF OUR ADULTS AFTER THEY
LEAVE PUBLIC SCHOOLS. SO A LITTLE BIT ABOUT THE EDUCATIONAL
COMPONENT, WHERE WE STARTED AND HOW WE MOVED FORWARD, WE
STARTED AS A PROGRAM WITH 10 STUDENTS A DAY. SHARA IS ONE OF
THE ORIGINAL 10, RIGHT?
AUDIENCE MEMBER: YES, I WAS.
MICHAEL THOMAS: IF THERE'S ANYBODY WE POINT TO AS BEING A SELFADVOCATE SHE WOULD BE A GREAT REPRESENTATION. SHE WILL SAY
THIS CLASS IS BORING AND I WANT TO DO SOMETHING ELSE AND BETTER.
IT KEEPS US HONEST AND PUSHING FORWARD IN OUR PROGRAMMING. AS
A RESULT OF THE FIRST FEW YEARS' WORTH OF GROWTH, WE WENT FROM
ABOUT 10 STUDENTS A DAY TO 30-40 STUDENTS A DAY IN THE PROGRAM.
A HANDFUL OF OUR ADULTS, SHARA AND A FEW MOTHERS HAVE SAID WE
HAVE BEEN THERE, DONE THAT, WHAT YOU'RE DOING IS GREAT BUT WE
WANT TO WORK, WE WANT TO LIVE INDEPENDENTLY, WE WANT TO NOT
21
BE HERE 5 DAYS A WEEK. WE WOULD LIKE TO GO SOMEPLACE ELSE. IT
SPARKED US TO DEVELOP A PROGRAM CALLED THE MP UNIVERSITY.
UNIVERSITY IS SPECIFICALLY DESIGNED FOR ADULTS THAT IN THIS
MOMENT LOOKING FOR JOBS, LOOKING TO LIVE INDEPENDENTLY. THEY
HAVE DEMONSTRATED THE SKILLS READY TO DO THIS AND RATHER
THAN SIT IN OUR GENERAL DAY PROGRAMMING AND EDUCATIONAL ON A
REGULAR BASIS, WE HAD TO CREATE AND DEVELOP AND PROVIDE A
BRAND NEW PROGRAM SO THEY COULD TAKE A STEP FORWARD. THE
SAME WAY THERE'S AN ENGLISH 101, 201 AND 301, IF YOU'RE AN ENGLISH
MAJOR, YOU'RE NOT GOING TO TAKE 101, 3 YEARS IN A ROW, YOU WANT
THE NEXT BEST THING, YOU WANT TO PROGRESS AND THAT'S WHAT THE
UNIVERSITY PROGRAM IS LIKE. WE HAVE 50 STUDENTS IN THAT
PROGRAM, 4-5 INDIVIDUAL STAFF ASSOCIATED WITH IT EVERY DAY.
SINCE WE STARTED, JUST FEWER THAN TEN INDIVIDUALS HAVE GOTTEN
JOBS IN THE COMMUNITY. THEY SKIPPED THE JOB COACHING SYSTEM. I
SHOULD POINT OUT THERE'S ANOTHER LEG OF WHAT WE DO. WHEN AN
INDIVIDUAL IS READY TO WORK, THEY GO TO WORK UNDER AN
ORGANIZATION CALLED DARS TO OBTAIN JOB COACHES AND SET UP A
NEW PROCESS TO HOPEFULLY GET A JOB. WE HAVE OUR GUYS, FOR THE
MOST PART, SKIP THE SYSTEM BECAUSE WE TOLD THEM YOU KNOW
WHAT YOU WANT TO DO, YOU HAVE THE SKILLS TO DO IT.
AT THE END OF EVERY SEMESTER THEY HAVE TO STAND IN THEIR CLASS
AND PROVIDE A SPEECH ON A TOPIC OF THEIR CHOICE. WE'RE TEACHING
THEM HOW TO SPEAK IN FRONT OF OTHER PEOPLE AND THIS IS
TRANSLATING INTO SAYING “JUST GO GET YOUR JOB” AND THEY'RE
DOING IT. AS A RESULT OF THE ORIGINAL TEAM OF HIPSTERS THAT SAID
BUILD US A BETTER PROGRAM, WE HAVE DONE THAT AND NOW THEY'RE
22
LEAVING. WE HAVE A NUMBER OF INDIVIDUALS NO LONGER AT MY
POSSIBILITIES BECAUSE THEY WORK IN THE COMMUNITY AND THEY
VOLUNTEER IN THE COMMUNITY AND THEY DON'T NEED OUR PROGRAM
ANYMORE. THAT'S WHAT COLLEGE IS ALL ABOUT. YOU HAVE THE
SKILLS AND THE CLASSES NECESSARY TO LEAVE AND GO SOMEPLACE
ELSE AND MAKE YOUR LIFE AND CAREER.
SO AS WE BEGAN DOING THIS, OUR ADULTS WERE ABLE TO WORK BUT
NOT ABLE TO ADEQUATELY ABILITY TO COMMUNICATE THEIR NEEDS TO
BE SUCCESSFUL IN THE WORKPLACE. THIS IS WHERE THE ADVOCACY
BUBBLE STEPS IN. AS WE DEVELOPED OUR PROGRAM, WE DETERMINED
IT'S NOT JUST ENOUGH TO SAY YOU'RE AN EDUCATIONAL PROGRAM. YOU
HAVE TO BOTH WALK THE WALK AND TALK TO TALK, ALL THAT GOOD
STUFF. WE DEVELOPED AN INTERNAL CURRICULUM FOR OUR
PROGRAMMING AND ONE OF THESE CURRICULUM PILLARS IS CALLED
LEADERSHIP IN ADVOCACY AND ON A REGULAR BASIS, OUR STUDENTS
ROTATE THROUGH TEACHERS AND WILL SPEND ONE DAY WITH AN
INSTRUCTOR WHO SPECIFICALLY WORKS ON THOSE TOPICS, DEVELOPING
LEADERS AND DEVELOPING SELF-ADVOCATES IN OUR PROGRAM. YOU
SEE IN THE CORNER THERE, WE WERE NOT READY FOR WHAT WOULD
HAPPEN NEXT. EMPOWERMENT IS WHAT TAKES PLACE AFTER YOU
PROVIDE SOMEBODY WITH THE SKILL SET TO SPEAK ON THEIR OWN
BEHALF. DEFINITIONS ARE TO GIVE POWER TO OR TO PROMOTE THE
SELF-ACTUALIZATION OR INFLUENCE OF. WITH THE NEW OPPORTUNITIES
TO SPEAK OUT FOR THEIR OWN WANTS AND DESIRES, A HANDFUL OF OUR
GUYS QUICKLY SPOKE UP ABOUT THEIR INTEREST IN WORKING WITHIN
OUR PROGRAM.
23
WE DEVELOPED THE HIPSTER LEADER PROGRAM. I BELIEVE ADAM IS ONE
OF OUR LEADERS. I KNOW SHARA IS. ANY TIME WE DO A FIRE DRILL,
ADAM IS RESPONSIBLE FOR MAKING SURE THAT THINGS GO SMOOTHLY.
THIS WAS DEVELOPED BECAUSE OUR GUYS SAID, WELL, WE WANT TO
WORK WITH THE TEACHERS. WE WOULD LIKE TO BE RESPECTED WITHIN
OUR PROGRAM AND WE HAD TO DEVELOP A NEW ATTAINMENT LEVEL
FOR OUR ADULTS AND NOW EACH CLASS HAS A HANDFUL OF LEADERS
AND THEY SPEAK OUT ON BEHALF OF THEIR CLASSES. THEY GO TO THE
TEACHER AND SAY, HEY, WE DON'T WANT TO GO TO THIS OUTING; WE
HAVE DONE IT BEFORE. SLOWLY BUT SURELY, WE HAVE SEEN THE LEVEL
OF SELF-ADVOCACY EXPAND TREMENDOUSLY WITHIN OUR PROGRAM.
WE HAVE LEADERSHIP BADGES AND IT DIDN'T STOP QUITE AT JUST
HIPSTER LEADERS.
WE HAD A HANDFUL OF ADULTS WHO CAME TO US AND SAID WE WOULD
LIKE TO WORK AT MY POSSIBILITIES. WE WANT TO SEE A PAYCHECK.
WE'RE HELPING OUT IN THE CLASSROOMS AND THE BUILDINGS, LET US
DO OUR THING AND PAY US TO DO IT AS STAFF. TODAY WE HAVE FIVE
INDIVIDUALS THAT WEEKLY HAVE HOURS WITHIN THE STAFF, THEY'RE
PART TIME STAFF MEMBERS AND EARNING A PAYCHECK. I WOULD LOVE
FOR YOU GUYS TO HIRE THEM SO THEY COULD WORK IN THE
COMMUNITY DOING THE SAME THING. WE HAVE SPECIALISTS IN
ENVIRONMENTAL SERVICES, WE HAVE ADMIN WORKERS, TEACHER'S
ASSISTANTS, WE HAVE REALLY, REALLY TALENTED INDIVIDUALS AND
THE NEXT PART IS EVERYBODY IN THIS ROOM ADVOCATING ON THEIR
BEHALF AND SAYING THESE GUYS ARE HIRABLE. NO MATTER WHAT
COMPANY YOU WORK FOR, THERE'S ALWAYS THAT DISCLAIMER THE
HIGHER DISCRIMINATION CLAUSE SAYING WE DO NOT DISCRIMINATE,
THAT'S HOW THEY ALL START, WE DO NOT DISCRIMINATE FOR RACE,
24
ETHNICITY, SEXUAL ORIENTATION, AGE, GENDER, DISABILITY, BLAH,
BLAH, BLAH. THAT'S A CROCK. IF THAT WERE THE CASE, YOU WOULD
SEE A COMPLETELY DIVERSE WORK FORCE AND THAT'S NOT WHAT YOU
SEE. ADULTS WITH DISABILITIES ARE COMPLETELY CAPABLE OF
WORKING. THEY HAVE THE SKILL SETS. IT REQUIRES A WORK
ENVIRONMENT TO ACCOMMODATE THEIR NEEDS. WE DO THAT FOR
EVERYBODY ELSE. IF YOU NEED OUR DOOR SHUT BECAUSE YOU DON'T
LIKE LOUD NOISES, LET'S SHUT YOUR DOOR. THE GENERAL WORK FORCE
IS ACCOMMODATED TO BE SUCCESSFUL BUT THAT LAST LITTLE PART OF
THEIR DISCRIMINATION CLAUSE, WE JUST DON'T PAY ATTENTION THAT
THEY'RE ABSOLUTELY DISCRIMINATED AGAINST IN THE WORK FORCE. I
WILL STEP OFF MY SOAP BOX. THAT WAS NOT PART OF MY SLIDE. IT
HAPPENS.
SELF-ADVOCACY, OUR LEADERSHIP IN ADVOCACY YIELDED THE
ESTABLISHMENT OF THE HIPSTER COUNCIL. WE NOW HAVE A GROUP OF
INDIVIDUALS THAT MEET WEEKLY OR BIWEEKLY TO DISCUSS WHAT'S
GOING ON IN THE PROGRAM, WHERE WE ARE NOT FULFILLING OUR
OBLIGATION TO THEM AS AN EDUCATIONAL CENTER, WHAT THINGS
WOULD THEY LIKE TO SEE WITHIN THE BUILDING AND THIS IS VERY
MUCH IN LINE WITH WHAT YOU GUYS ARE DISCUSSING. YOU WILL LOOK
OVER TO THE SIDE AND WE HAVE ALREADY HAD A HANDFUL OF
SUGGESTIONS THAT HAVE BEEN MADE. WE BUILT OUR FACILITY THAT
WE'RE IN NOW. IT'S ABOUT 23,000 SQUARE FEET AND IT WAS A SHELL. WE
HAD FOUR WALLS AND DESIGNED WHAT GOES IN IT. WE HAD A LOT OF
INDIVIDUALS VERY DISABILITY MINDED. WE WENT, OKAY, WE KNOW
EXACTLY WHAT THIS BUILDING NEEDS TO HAVE TO ACCOMMODATE FOR
EVERYBODY IN IT AND WE WERE ABSOLUTELY WRONG. WHAT WE
THOUGHT WAS A GREAT IDEA TO HAVE THESE DOORS SHUT, TURNED
25
INTO WE CAN'T PROP THESE DOORS OPEN AND WE HAVE STUDENTS WITH
WHEELCHAIRS AND THEY CAN'T GET IN AND OUT OF CLASS EASILY. THAT
CAME FROM THEM. THAT WAS NOT OUR SUGGESTION. THE HIPSTER
COUNCIL WHO REPORTS TO THE BOARD OF DIRECTORS EVERY MONTH
CAME TO THE BOARD AND SAID WE NEED DOORSTEPS ON EVERY DOOR.
WE SAT THERE AT THE MEETING AND JUST WENT OF COURSE YOU DO.
HOW COULD WE HAVE POSSIBLY FORGOTTEN THAT? WE WENT AND
INSTALLED DOORSTOPS ON EVERY DOOR IN THE BUILDING. GREAT, WE
HAVE DONE IT, THAT'S GREAT; THEY COULDN'T POSSIBLY COME UP WITH
ANYTHING ELSE. THEY CAME BACK NEXT TIME AND SAID YOU MAKE US
DO FIRE DRILLS EVERY MONTH AND THAT'S FINE BUT WE HAVE TWO
SEPARATE EXITS. FOR THOSE GOING OUT THE FRONT EXIT, THAT'S GREAT
YOU GO RIGHT OUT THE FRONT BUT IF WE'RE IN THE ART ROOM, WE GO
OUT THE SIDE DOOR. THERE'S NOT A CLOSE RAMP OVER THERE AND
PEOPLE IN WHEELCHAIRS HAVE TO GO OVER THE CURB. TECHNICALLY
BY ADA STANDARDS THERE'S A PATH AND YOU CAN GET TO THE RAMP
AND IT FITS IN ALL THE WONDERFUL CITY CODES BUT THEY'RE RIGHT. IT
WASN'T FAIR TO ASSUME THAT SOMEBODY IN A WHEELCHAIR HAD THE
SAME ACCESS SO WE HAVE ANOTHER RAMP IN THAT AREA OF THE
BUILDING. IF SOMEBODY IS GOING OUT THAT DIRECTION, THEY HAVE A
FASTER AND EASIER PATH OUT OF THE BUILDING. AGAIN, WE NEVER
WOULD HAVE COME UP WITH THAT BUT THESE GUYS ARE SPEAKING ON
BEHALF OF THEIR CLASSMATES IN WHEELCHAIRS. OF THE FEW
INDIVIDUALS THAT ATTENDED THAT DAY, NONE OF THEM WERE
PHYSICALLY HANDICAPPED. THEY DON'T HAVE A PERSONAL INTEREST IN
NEEDING THAT RAMP BUT THEIR FRIENDS AND PEERS AND CLASSMATES
DO.
26
THE LAST ONE, THIS WAS A HECK OF AN EXPERIENCE AND WE'RE IN THE
PROCESS OF MAKING THE CHANGE, THE GROUP CAME TO US AND SAY WE
WOULD REALLY LIKE TO HAVE ELECTRIC HAND DRYERS IN THE
RESTROOMS. RIGHT NOW WE HAVE PAPER TOWELS AND EVERY DAY WE
HAVE A FULL THING OF PAPER TOWELS. WE HAVE TO TAKE THEM OUT
AND RECYCLE AND ALL THAT STUFF. NOT ONLY DID THEY COME TO US
AND SAY WE WOULD LIKE ELECTRIC HAND DRYERS BUT THEY SAID LET
US SHOW YOU HOW MUCH MONEY YOU'RE SPENDING ON PAPER TOWELS
RIGHT NOW. THEY GOT REPORTING ON BILLS TO FIND OUT HOW MUCH
WE'RE SPENDING IN MATERIALS AND PAPER TOWELS AND CAME BACK
AND SAID THIS IS HOW MUCH MONEY YOU'RE SPENDING A YEAR. THIS IS
HOW MUCH IT'S GOING TO COST TO INSTALL THE HAND DRYERS IN THE
BUILDING. WE LOOKED AT IT AND THERE'S A LITTLE BIT OF A
DIFFERENCE IN THE FIRST YEAR OR SO IT WAS GOING TO COST US A
LITTLE BIT OF MONEY WHICH IS TOTALLY FINE. WE KNOW WE'RE A NONPROFIT AND WE HAVE TO DO OUR OWN FUNDRAISING. SO THEY
PRESENTED WITH US THEIR OCTOBER FUNDRAISING PLAN, I THINK IT'S
THIS WEEK. THEY PUT TOGETHER A FUNDRAISING PLAN THAT RAISES
$1,500 OVER THE NEXT MONTH OF A $3,000 COST OF DEVELOPMENT OF
BUYING AND INSTALLING THOSE HAND DRYERS. THE BOARD SAID IT WAS
A $3,000 COST BUT THEY HAVE A GOAL TO RAISE $1,500 SO WE'RE
THINKING, WELL, THAT DIDN'T RAISE ENOUGH MONEY. THAT WAS WHEN
ONE OF THE INDIVIDUALS SAID, NOW, WHAT I WOULD LIKE TO DO IS ASK
THE BOARD OF DIRECTORS THAT IF WE RAISE $1,500 IF YOU WOULD
MATCH THE OTHER HALF. THE BOARD, I COULD JUST SEE EVERYBODY
GOING -- YOU DON'T HAVE TO ANSWER US RIGHT NOW, BUT WE WOULD
LIKE YOU TO CONSIDER THAT. ODDS ARE THAT OUR BOARD PROBABLY
WOULD HAVE WRITTEN THE CHECK TO COVER THAT HALF IF WE WERE
ASKED RIGHT THEN AND THERE BUT FUNDRAISERS ARE VERY EXCITING.
27
THE NEXT STEP FOR US, COME UP WITH A UNIVERSAL DESIGN BOTH WITH
AND FOR THE ADULTS AT UT DALLAS. OUR ADULTS HAVE CONTINUED TO
PUSH THE ENVELOPE AND CONTINUE TO ASK MORE AND MORE OF WHAT
YOU WOULD SEE FROM A STUDENT WHO WOULD TYPICALLY GRADUATE
FROM HIGH SCHOOL AND GO TO COLLEGE. ONE OF THE RECENT
SUGGESTIONS IS TO INTERACT AND EXPERIENCE THE COLLEGE LIFE THE
SAME WAY THAT EVERYBODY IN THE BUILDING HAD THE OPPORTUNITY
TO. A COUPLE OF QUICK STATS. CURRENTLY THERE ARE 4,168 COLLEGES
AND UNIVERSITIES IN THE UNITED STATES AND THERE ARE 41 MILLION
COLLEGE STUDENTS IN THE UNITED STATES. NONE OF THOSE 4,168
COLLEGES ARE FOR ADULTS WITH SPECIAL NEEDS OR COGNITIVE NEEDS
WHO HAVE AGED OUT OF PUBLIC SCHOOLS. IT'S A TRAVESTY THAT
THAT'S THE CASE AND THAT'S THE BAR THAT'S BEEN SET BUT OUR GUYS,
AS A RESULT OF 5 YEARS OF EDUCATION AND THE OPPORTUNITY TO
LEARN AND BECOME SELF-ADVOCATES HAVE EXPRESSED AN INTEREST
AND IT'S OUR HOPE THAT OVER TIME WE CAN PUSH THE NEEDLE ENOUGH
WHERE THE HIGHER EDUCATION SYSTEM WILL IDENTIFY THAT AS A NEED
AND STUDENTS SHOULD HAVE THE OPPORTUNITY TO BE SERVED LIKE
ANYBODY ELSE.
IT'S A VERY DIFFERENT MINDSET AND OBVIOUSLY WHEN UT DALLAS
TALKS ABOUT AN INCLUSIVE DESIGN IT'S FOR STUDENTS HERE. ONE OF
THE STATISTICS I HEARD IN OUR MEETING IS THERE ARE CURRENTLY 200250 OR SO UNDERGRADUATE STUDENTS AT UT DALLAS THAT ARE
REGISTERED AS BEING ON THE AUTISM SPECTRUM. 250 OUT OF 16,000. IT
ONLY MAKES UP 1.5% BUT THOSE ARE STUDENTS THAT HAVE COME
FORWARD AND SAID THEY'RE ON THE SPECTRUM. WHEN YOU THINK
ABOUT THE REALMS THAT YOU SEE AUTISM A LITTLE MORE PREVALENT
28
THAN OTHERS, THINGS THAT ARE SCIENCE AND MATH RELATED. WHAT IS
UT DALLAS PHENOMENAL AT? ENGINEERING, MATHEMATICS, AND
SCIENCE. ODDS ARE THE 200-250 REPORTED ARE A LOW STATISTIC SO
YOU'RE AT A REALM THAT FALL WITHIN OUR SPECTRUM, IT'S JUST THE
BRIDGE IS A LITTLE BIT WIDER THAN THAT. SO THAT'S OUR HOPE, OUR
DESIGN THAT ONE DAY LONG TERM THE SAME WAY YOU SEE A
UNIVERSITY CAMPUS AT UT DALLAS YOU WILL SEE ONE SIMILAR TO
THAT FOR ADULTS WITH DISABILITIES.THAT'S NOT OUR VISION, THAT'S
NOT THE BOARD OF DIRECTORS' VISION, NOT MY VISION AS MUCH AS
WE'RE ON THE SAME PAGE, THIS IS THEIR VISION AND IT COMES AS A
RESULT OF PROVIDING THE OPPORTUNITY TO ADVOCATE ON THEIR OWN
BEHALF. SO I DO APPRECIATE THE OPPORTUNITY TODAY TO GIVE YOU A
LITTLE BIT OF INSIGHT AS TO WHAT WE'RE DOING. I HAVE THREE OR
FOUR MINUTES LEFT. I TALK A LOT AND THESE GUYS WILL TELL YOU IF
YOU DON'T SHUT MICHAEL UP, HE WILL TALK ALL DAY LONG. IN THREE
MINUTES I WOULD BE HAPPY TO ANSWER ANY QUESTIONS YOU HAVE
BUT I ALSO REALIZE I'M THE PERSON STANDING BETWEEN YOU AND A
BREAK. ARE THERE ANY QUESTIONS?
AUDIENCE MEMBER: WHAT'S BEEN YOUR EXPERIENCE AS IT RELATES TO
ADVOCATES?
MICHAEL THOMAS: TECHNOLOGY AT ITS FINEST.
AUDIENCE MEMBER: THANK YOU. WHAT HAS BEEN YOUR EXPERIENCE
AS IT RELATES TO ADVOCATES FOR THOSE WITH DISABILITIES THAT ARE
SHUT OUT OF THE PROCESS IN UNIVERSITIES? BECAUSE THEY REALLY
DON'T WANT TO HAVE SOMEONE ADVOCATING FOR SOMEONE WHO MAY
29
HAVE DIFFICULTY IN COMMUNICATIONS IN THE AUTISM SPECTRUM, FOR
INSTANCE. WHAT HAS BEEN YOUR EXPERIENCE WITH REGARD TO THAT?
MICHAEL THOMAS: LET ME MAKE SURE I UNDERSTAND THE QUESTION,
SPECIFICALLY WITH ADVOCATES FOR PEOPLE WITH DISABILITIES?
AUDIENCE MEMBER: PRECISELY.
MICHAEL THOMAS: THAT HAVE --
AUDIENCE MEMBER: WITHIN THE UNIVERSITY SETTING.
MICHAEL THOMAS: THIS UNIVERSITY SETTING?
AUDIENCE MEMBER: THIS UNIVERSITY SETTING.
MICHAEL THOMAS: I THINK IT'S A CONCEPT THAT'S RELATIVELY FRESH.
I DON'T THINK ALL UNIVERSITIES GO OUT OF THEIR WAY -- SOME DO AND
I HAVE DONE MY RESEARCH SINCE OUR FIRST MEETING BUT I DON'T
THINK ALL UNIVERSITIES PUT IT HIGH ON THE LIST TO TELL PEOPLE TO
ADVOCATE ON THE BEHALF OF PEOPLE WITH DISABILITIES. WHAT
YOU'RE SEEING AT UT DALLAS AND THE DEPARTMENT THAT'S STEPPING
UP TO PROVIDE THE KIND OF A CONVERSATION IS REALLY THE
BEGINNING OF HOPEFULLY WHAT WILL BECOME MORE ENGAGEMENT IN
THAT PROBLEM BUT I HAVEN'T PERSONALLY HAD A TON OF EXPERIMENT
IN A UNIVERSITY SETTING.
AUDIENCE MEMBER: BUT GIVEN THE FACT THAT THERE ARE CERTAIN
LAWS THAT REQUIRE CERTAIN ATTENTION BY CERTAIN INSTITUTIONS
30
AND BOXES TO CHECK SAYING, YEAH, WE DESERVE FEDERAL FUNDS, BUT
THEN YOU GET INTO AN AREA WHERE A PERSON WITH A DISABILITY
REQUIRES A VOICE BECAUSE THEY CAN'T EFFECTIVELY SPEAK FOR
THEMSELVES AS YOU JUST MENTIONED, IT'S A LEARNING CURVE WHICH
ONE HOPES THAT ONE DAY THEY WILL GET THERE AND DO THAT, BUT
WHEN AN INSTITUTION IGNORES THAT, THAT PERSON'S RIGHTS, THE
PERSON WITH THE DISABILITY, THEIR RIGHTS ARE BEING VIOLATED, NOT
TO MENTION THE RIGHTS OF THE ADVOCATE.
MICHAEL THOMAS: I THINK THAT'S EXACTLY WHAT THIS DEPARTMENT
IS DOING, TRYING TO BRING OUT THESE DIFFERENT GROUPS AND THE
REPRESENTATIONS OF PEOPLE WHO HAVE NOT HAD A VOICE IN THE PAST
AND IDENTIFY HOW CAN WE ASSIST THESE POPULATIONS TO MAKE IT
MORE ACCOMMODATING.
AUDIENCE MEMBER: BUT THE LAWS ARE SUPPOSED TO ACCOMMODATE
IT TO BEGIN WITH. THE CONVERSATION SHOULDN'T EVEN BE TAKING
PLACE.
MICHAEL THOMAS: IN OUR PANEL DISCUSSION WE WILL HAVE PEOPLE
WHO REPRESENT THOSE AREAS WHO CAN GET A LITTLE MORE INTO THAT.
I WOULD GO OUT ON A LIMB HERE TO SAY THAT THIS UNIVERSITY AS A
WHOLE PROBABLY FOR THE MOST PART IN REGARDS TO ADA
REQUIREMENTS HAS ACCOMMODATED, THAT GUY CAN ANSWER THE
QUESTION BECAUSE HE'S ONE OF THE ONES WHO CHECKS OFF THE BOXES
BUT YOU'RE SEEING AN EFFORT TO STEP BEYOND JUST ADA AND
PHYSICAL ABILITIES AND REALLY MAKE SURE THE UNIVERSITY AS A
WHOLE IS ADDRESSING ALL OF THESE DIFFERENT DISABILITY NEEDS TO
MAKE SURE ANYBODY CAN ATTEND HERE WITH AN EQUAL
31
OPPORTUNITY. I DON'T NECESSARILY THINK THE FACT THAT THEY'RE
HAVING THE CONVERSATION PUTS THEM BEHIND. THEY WANT TO BE
SURE TO HEAR FROM PEOPLE.
PAUL WATSON: THEY WILL PROTECT THEIR RIGHTS FIRST AND
FOREMOST. THAT'S BEEN MY EXPERIENCE.
MICHAEL THOMAS: THE GOOD NEWS IS THE GROUP OF INDIVIDUALS YOU
HAVE UP HERE ARE MUCH BETTER APT TO ANSWER THAT QUESTION
THAN I AM SO HOPEFULLY YOU STICK AROUND FOR THE PANEL.
MICHAEL THOMAS: ROOM FOR ONE MORE QUESTION. ANYBODY ELSE?
AUDIENCE MEMBER: DO I HAVE TO USE THE MICROPHONE? WE'RE FROM
TARRANT COUNTY COLLEGE, SO WE BROUGHT A TEAM OF FOLKS HERE
TO HEAR YOUR APPROACH TO THIS. HOW DO YOU TYPICALLY WORK
WITH OFFICES OF DISABILITY SERVICES OR CONTINUING EDUCATION
OFFICES? IT LOOKS LIKE A LOT OF WHAT YOU DO COULD ALIGN WITH
CONTINUING EDUCATION SO IN A PERFECT WORLD, HOW WOULD YOUR
SERVICES AND PROGRAMS PERMEATE THROUGH A COLLEGE OR
UNIVERSITY?
MICHAEL THOMAS: THAT'S A REALLY GOOD QUESTION. I THINK THE
FACT THAT WE'RE DISCUSSING IT NOW, WE'RE REALLY AT THE VERY
BEGINNING OF THAT CONVERSATION AND WE HAVE HAD THOSE TALKS.
THERE ARE TWO SCHOOLS OF THOUGHT. ONE IS THAT YOU FIND AN
EDUCATIONAL PROGRAM SIMILAR TO THAT OF MY POSSIBILITIES ON
EVERY COLLEGE CAMPUS THAT ALLOWS INDIVIDUALS TO RECEIVE AN
EDUCATION AT THEIR LEVEL WITHIN THAT COLLEGE EXPERIENCE, I'M AN
INCLUSION MONSTER AND I ABSOLUTELY THINK THAT WOULD BE THE
32
BEST OPTION AND I ALSO IDENTIFY THAT'S A VERY COMPLICATED MODEL
AND BEGS 100 NEW QUESTIONS. THE OTHER WOULD BE THAT PROGRAMS
LIKE THE MY POSSIBILITIES OF THE STATE, AS THEY BEGIN TO POP UP
THAT ARE PROVIDING REAL CONTINUED EDUCATION DEVELOP
PARTNERSHIPS WITH UNIVERSITIES -- FOR EXAMPLE, OUR MP UNIVERSITY
PROGRAM REALLY IS PUSHING THE LEVEL OF SITTING IN A CLASSROOM,
HAVING COLLEGE STYLE CONVERSATIONS SO PERHAPS THAT'S A
PROGRAM OF AN ORGANIZATION THAT COULD BE FACILITATED ON A
COLLEGE CAMPUS. IT WOULD BE A REALLY GOOD FIRST STEP BUT THIS IS
A BRAND NEW CONVERSATION AND I CAN PROMISE YOU IT'S NOT
HAPPENING ANYWHERE ELSE IN THE STATE OF TEXAS FOR THE MOST
PART OTHER THAN THIS ROOM RIGHT HERE BECAUSE YOU DON'T SEE
QUALITY EDUCATIONAL PROGRAMMING ANYWHERE ELSE IN THE STATE.
PAUL WATSON: WE'RE GOING TO NEED TO TAKE OUR FIRST BREAK, 15
MINUTES OR A LITTLE LESS THAN THAT, UNTIL 10:45. I WILL TELL YOU
THAT MY POSSIBILITIES COORDINATES SIGNIFICANTLY WITH K-12. IN
FACT, DEBBIE WILKES ON OUR BOARD RETIRED FROM RICHARDSON ISD.
WE HAVEN'T GOTTEN TO THE COLLEGE LEVEL YET. THIS IS THE FIRST
TIME THAT TOPIC HAS COME UP SO THIS IS A VERY LEADING EDGE
TECHNOLOGY FOR US WHICH IS WHAT'S SO EXCITING ABOUT THE
CONFERENCE. ANYWAY, TAKE A BREAK.
33
PANEL DISCUSSION: UNIVERSAL DESIGN
DESIGN CONSIDERATIONS FOR USERS WITH VISION, HEARING OR
MOVEMENT IMPAIRMENTS OVERLAP WITH THOSE FOR THE GENERAL
POPULATION
ACROSS
A
VARIETY
OF
TASKS
AND
CONTEXTS.
FOLLOWING ON THIS THEME, THE PANEL WILL PROMOTE DISCUSSION
OF SO-CALLED "UNIVERSAL DESIGN” – DESIGN FOR THE BROADEST
POSSIBLE RANGE OF USERS.
THE FOCUS WILL BE ON USERS WITH DISABILITIES, BUT WITH AN
EMPHASIS ON APPLICABILITY TO THE GENERAL USER POPULATION. THE
PANELISTS PROVIDE SIX DISTINCT PERSPECTIVES: STUDENT, FACULTY,
STAFF, VETERAN, ADVOCATE AND CARETAKER ROLES. AT THE CLOSE
OF DISCUSSION, THE MODERATOR WILL SUGGEST SIMPLE LOW-COST
ACTIONS THAT ATTENDEES CAN TAKE TO IMPROVE ACCESSIBILITY
TODAY.
MODERATOR:
RANDY BATISTE
PANELISTS:
SHELLEY LANE
MONICA POWELL
DESMOND BLAIR
CEDRIC JONES
NEVA FAIRCHILD
JOANN NUNNELLY
34
PAUL WATSON: EVERYBODY GATHER IN AND TAKE YOUR SEATS. OUR
NEXT PART OF THE PROGRAM IS GOING TO BE A PANEL DISCUSSION. LET
ME DESCRIBE TO YOU THE SESSION. CONSIDERATIONS FOR USERS HAVE
VISION, HEARING, MOVEMENT IMPAIRMENTS OVERLAP WITH THOSE WITH
A VARIETY OF CONTEXTS. THE PANEL WILL PROMOTE DISCUSSION OF
WHAT'S CALLED UNIVERSAL DESIGN, A DESIGN FOR THE BROADEST
POSSIBLE RANGE OF USERS. THE FOCUS WILL BE ON PEOPLE WITH
DISABILITIES WITH AN EYE TOWARD ACCEPTABILITY TOWARD THE
GENERAL USER POPULATION. THE PANEL HAS PROVIDED STAFF, VETERAN
AND CARETAKER ROLES. THE MODERATOR WILL MAKE SUGGESTIONS ON
IMPROVING ACCESSIBILITY TODAY. WITH US TODAY, WE HAVE OUR
MODERATOR, RANDY BAPTISTE WHO HAS A LONG CAREER IN SOCIAL
SERVICES. AFTER COMPLETING HIS BA, RANDY BEGAN HIS CAREER IN
VOCATIONAL REHABILITATION. HE WAS RECRUITED FOR A SUPPORT
PROGRAM FOR PEOPLE WITH EPILEPSY. RANDY WORKED AS A
VOCATIONAL REHABILITATION COUNSELLOR AND MANAGER FOR THE
TEXAS REHABILITATION COMMISSION, NOW KNOWN AS THE
DEPARTMENT OF DARS. BASED ON HIS KNOWLEDGE AND PERSONAL
EXPERIMENT WITH DISABILITY, RANDY DETOURED IN THE MEDICAL
EQUIPMENT SALES WHERE HE EXCELLED AS A TECHNOLOGY EXPERT FOR
A LOCAL MEDICAL SUPPLY COMPANY. HE CALLING IN REHABILITATION
AND COMPLETED HIS MASTER'S DEGREE IN REHABILITATION
COUNSELING AT UNT. AS A CERTIFIED COUNSELLOR, HE CONTINUES TO
WORK WITH PEOPLE WITH DISABILITIES AND VICTIMS OF DOMESTIC
VIOLENCE. IN 2005, RANDY ENTERED THE OFFICE OF DISABILITY
ACCOMMODATION AT THE UNIVERSITY OF NORTH TEXAS. HE
CURRENTLY SERVINGS AS THE DISABILITY SERVICES ADVISOR AT COLLIN
COLLEGE WHERE HE'S ALSO WORKING ON HIS DOCTORATE DEGREE.
WITHOUT FURTHER ADIEU, OUR MODERATOR, RANDY.
35
RANDY BATISTE: THANK YOU, PAUL, I APPRECIATE THAT. I'M LOOKING
FORWARD TO MODERATING THIS PANEL BUT BECAUSE I HAVE A HUGE
MEMORY IMPAIRMENT, I WILL TRY TO KEEP TO A TIGHT SCHEDULE. OUR
DISCUSSION FOR THIS CONCEPT IS THE POTENTIAL BENEFITS FOR PEOPLE
WITH DISABILITIES AND THE GENERAL POPULATION. I WOULD LIKE TO
START BY INTRODUCING OUR PANELISTS.
DR. SHELLEY LANE IS THE ASSOCIATE DEAN OF UNDERGRADUATE
STUDIES IN THE SCHOOL OF ARTS AND HUMANITIES. SHE'S RESPONSIBLE
FOR THE ARTS AND HUMANITIES UNDERGRADUATE PROGRAM. SHE
REPRESENTS THE SCHOOL OF ARTS AND HUMANITIES AS A MEMBER OF
THE UT DALLAS COUNCIL UNDERGRADUATE AND THE DIVERSITY
SCHOLARSHIP COMMITTEE. DR. LANE RECEIVED HER BACHELOR'S
DEGREE IN COMMUNICATION STUDIES FROM THE UNIVERSITY OF
CALIFORNIA LOS ANGELES AND A MASTERS AND DOCTORATES IN ARTS
AND SCIENCES FROM THE UNIVERSITY OF SOUTHERN CALIFORNIA.
DR. MONICA POWELL IS THE ASSOCIATE DEAN OF GRADUATE PROGRAMS
FROM THE SCHOOL OF MANAGEMENT AT UT DALLAS. SHE JOINED THE
SCHOOL OF MANAGEMENT IN 2007 AFTER YEARS OF MANAGEMENT AT
HIGHER INSTITUTIONS IN NORTH TEXAS. HERE EXPERIENCE INCLUDES
DIRECTING EXECUTIVE FULL TIME MBA PROGRAMS. SHE'S BEEN
RESPONSIBLE FOR RECRUITING ADMINISTRATION STUDENT SERVICES,
CURRICULUM MANAGEMENT, ASSESSMENT AND ALUMNI. DR. POWELL
ALSO HAD CORPORATE EXPERIENCE RECRUITING GRADUATE AND
UNDERGRADUATE STUDENTS. IN HER ROLE AS ASSOCIATE DEAN, DR.
POWELL'S RESPONSIBLE FOR NEARLY 4,000 STUDENTS IN 15 ACADEMIC
CAREER PROGRAMS AS WELL AS THE SCHOOL'S CAREER MANAGEMENT
36
CENTER AND RECRUITING DEPARTMENT. DR. POWELL HAS A BACHELOR'S
AND MASTERS IN COMMUNICATION FROM THE UNIVERSITY OF ALABAMA.
WE INTRODUCED DESMOND BLAIR EARLIER. THANK YOU FOR JOINING
US.
NEXT, CEDRIC JONES. CEDRIC IS A LIFELONG RESIDENT OF DALLAS. AS A
CORPORATE IN THE U.S. MARINE CORPS, MR. JONES SERVED TWO TOURS
OF DUTY IN OPERATION IRAQI FREEDOM AND DISCHARGED IN 2006. HE
RECEIVED A BACHELOR'S DEGREE IN SOCIOLOGY AND IS OBTAINING A
DEGREE IN APPLIED SOCIOLOGY AT UT DALLAS. THE VETERAN
COMMUNITY IS OF GREAT CONCERN TO MR. JONES, ESPECIALLY THOSE
WHO HAVE SACRIFICED SO MUCH FOR THEIR COUNTRY. HE'S OBTAINED
MUCH NEEDED SERVICES AND HE ALSO SPEAKS ABOUT HIS EXPERIENCES
AS WELL AS THE LIFE CHALLENGE IMPACT. HE WANTS TO SPREAD
AWARENESS ABOUT POST-TRAUMATIC STRESS DISORDER.
NEVA FAIRCHILDHAS WORKED WITH THE AMERICAN FOUNDATION FOR
THE BLIND SINCE 2008. SHE WORKS AT THE CENTER FOR VISION LOSS IN
DALLAS, TEXAS WHERE SHE'S RESPONSIBLE FOR AN 1,800 SQUARE FOOT
BUILDING TO HELP PEOPLE WITH VISION LOSS. SHE BEGAN HER COLLEGE
CAREER AT TEXAS A&M AND GOT HER MASTERS THIS 1992 AT THE
UNIVERSITY OF TEXAS AT UT SOUTHWESTERN IN DALLAS. SHE WORKED
FOR THE DALLAS LIGHTHOUSE HOUSE FOR THE BLIND AS A VOCATIONAL
EVALUATOR. SHE HAS MORE THAN 20 YEARS OF PROFESSIONAL
EXPERIENCE IN THE FIELD OF VISION LOSS AND A LIFETIME OF LIVING
WITH LOW VISION.
37
FINALLY, JOANN NUNNELY HAS BEEN WORKING WITH THE FIELD OF
DISABILITY SERVICES FOR MORE THAN 25 YEARS. HER CAREER BEGAN AT
THE UNIVERSITY OF NORTH TEXAS AND LATER SHE TRANSFERRED TO
TEXAS A&M, TWU, CURRENTLY SHE'S SERVING AS A DIRECTOR FOR
DISABILITY SERVICES AT TWU WHILE TEACHING AN AMERICAN SIGN
LANGUAGE CLASS THROUGH DEPARTMENT OF COMMUNICATION
CLASSES AND DISORDERS. SHE'S WORKED IN REHAB FACILITIES SUCH AS
GOOD WILL INDUSTRIES, SOUTHWEST CENTERS FOR THE DEAF AND HARD
OF HEARING AND MHMR. SHE EARNED HER MASTER AT TEXAS TECH AND
HAS BEEN A LICENSED COUNSELLOR AS WELL AS A CERTIFIED SIGN
LANGUAGE INTERPRETER.
OKAY, BEFORE WE START OUR PANEL DISCUSSION. I WANT TO MAKE
SURE YOU HAVE A GOOD UNDERSTANDING OF WHAT UNIVERSAL DESIGN
IS. I WANT TO START WITH THE CONCEPT AND OPEN UP THE PANEL AND
ALLOW YOU TO ASK QUESTIONS, OKAY? VERY GOOD. ORIGINALLY
APPLIED TO THE FIELD OF ARCHITECTURE, UNIVERSITY DESIGN IS NOW A
FRAMEWORK FOR BUILDING WEBSITES, SOFTWARE, HOUSING,
CURRICULUM, INSTRUCTION, STUDENT SERVICES, AND, OF COURSE,
ARCHITECTURE. IF YOU LOOK AT THE BOTTOM OF PAGE TWO OF OUR
PROGRAM, YOU WILL SEE A GREAT QUOTE. “THE INTENT OF UNIVERSITY
DESIGN IS TO SIMPLIFY LIFE FOR EVERYONE BY MAKING PRODUCTS,
COMMUNICATION AND THE ENVIRONMENT MORE USEFUL BY AS MANY
PEOPLE AS POSSIBLE AT LITTLE OR NO COST. UNIVERSAL DESIGN
BENEFITS PEOPLE OF ALL AGES AND ABILITIES”.
TO UNDERSTAND THIS CONCEPT BETTER HERE, THINK ABOUT WHAT WE
SEE ON OUR CAMPUS EVERY DAY, RAMPS. THINK ABOUT WHO USES THE
RAMPS AND YOU WILL NOTICE, FIRST OF ALL, THE USER MIGHT BE A
38
PERSON IN A WHEELCHAIR. WHO ELSE USES THE RAMP MOST OF THE
TIME? THE UPS GUY, A MOTHER WITH A STROLLER, PEOPLE ON CAMPUS
PUSHING A CART AND EVERYONE WERE THAT MATTER BECAUSE OF EASE
TO ACCESS TO STREETS AND SO ON. THINK ABOUT THAT CONCEPT AS A
GOAL WHEN WE THINK ABOUT THESE CONCEPTS FURTHER. THINK ABOUT
IT IN REGARDS TO INSTRUCTION, CURRICULUM, RESIDENTIAL LIFE AND
SO ON. LET'S HAVE YOU EACH DISCUSS WHAT YOUR THOUGHTS ARE FOR
UNIVERSAL DESIGN. LET'S START WITH NEVA. JUST GIVE US YOUR
IMPRESSIONS OF UNIVERSAL DESIGN.
NEVA FAIRCHILD: WELL, I WOULD LIKE TO START BY SAYING THAT THE
RAMP EXAMPLE THAT YOU JUST MENTIONED IS VERY HELPFUL FOR ALL
OF THOSE PEOPLE AND YET FOR ME, AS A PERSON WHO IS BLIND, IT'S A
DANGER. I CAN FIND MYSELF IN THE MIDDLE OF THE STREET BECAUSE OF
A BLENDED CURB WITHOUT REALIZING I'M IN THE MIDDLE OF THE
STREET. THINKING I'M STILL ON THE SIDEWALK, I'M IN DANGER BECAUSE
CARS MAY CLIP ME AS I'M WALKING SO THERE ARE TIMES THAT THE
ACCOMMODATION FOR ONE PERSON, ONE GROUP OF PEOPLE WITH
DISABILITIES IS ACTUALLY DETRIMENTAL TO ANOTHER GROUP OF
PEOPLE WITH DISABILITIES. SO I THINK WHEN YOU THINK ABOUT
UNIVERSAL DESIGN, YOU HAVE TO THINK ABOUT WHAT'S GOING TO HELP
THE MOST PEOPLE BUT TAKING INTO CONSIDERATION THE NEEDS OF ALL
PEOPLE WITH DISABILITIES AND NOT DESIGNING SOMETHING THAT
LEAVES OUT ONE GROUP.
FOR EXAMPLE, IF YOU DESIGN SOMETHING THAT ONLY HAS AN LCD
SCREEN AS AN INTERFACE TOOL, IT LEAVES OUT PEOPLE WITH VERY LOW
VISION AND BLINDNESS WHILE PEOPLE WITH SOME LOW VISION MIGHT
BE ABLE TO USE A MAGNIFICATION TOOL AND READ THAT LCD SCREEN,
39
IT'S IMPOSSIBLE FOR SOMEONE WITH NO VISION. LIKELY, IF YOU'RE
DESIGNING SOMETHING AND YOU'RE ADDING BEEPS OR TONES THAT
MAKE IT ACCESSIBLE TO SOMEONE WHO IS BLIND TO KNOW WHEN
SOMETHING IS HAPPENING, YOU'RE LEAVING OUT THE GROUP THAT CAN'T
HEAR THOSE TONES SO YOU HAVE TO HAVE A COMBINATION OF ACCESS
METHODS OR INTERFACE METHODS FOR WHATEVER YOU'RE DESIGNING
TO HELP GROUPS OF ALL TYPES, PEOPLE OF ALL ABILITIES AND PEOPLE
WITH DIFFERENT LIMITATIONS.
RANDY BATISTE: OKAY, JOANN.
JOANN NUNNELLY: THAT'S ANOTHER GOOD EXAMPLE. WHEN I FIRST
STARTED LEARNING ABOUT RAMPS AND SO FORTH, ONE OF THE THINGS I
WAS EDUCATED ABOUT WAS I HAD A STUDENT AT TEXAS WOMEN'S
UNIVERSITY WHO WAS A DOUBLE LEG AMPUTEE WHO USED TWO
PROSTHETIC LEGS AND SHE SAID THAT RAMPS ARE NOT GOOD FOR HER,
EITHER. SHE SAID IT'S MUCH BETTER TO HAVE A CURB TO GO UP OR
STEPS TO GO UP SO JUST FOLLOWING ALONG WHAT YOU'RE SAYING,
NEVA, IT REALLY IS IMPORTANT NOT TO MAKE THAT ASSUMPTION AND
WE ALL KNOW WHAT THE WORD ASSUME STANDS FOR, BUT NOT TO
MAKE THAT ASSUMPTION THAT WHAT IS GOOD FOR ONE GROUP IS
AUTOMATICALLY GOING TO BE GOOD FOR EVERYBODY. DISABILITY,
WHAT I LOVE ABOUT THE FIELD OF DISABILITY SERVICES IS THAT IT IS
TRULY THE ONE SIZE DOES NOT FIT ALL GROUP AND SO WE HAVE TO STOP
AND THINK, HOW IS THIS GOING TO IMPACT OUR AUDIENCE, OUR
STUDENTS, OUR FACULTY, OUR STAFF, THE COMMUNITY? WHAT IS THE
PURPOSE OF WHAT WE'RE DOING AND EDUCATING PEOPLE TO THINK
ABOUT IT ORIGINALLY IN THE DESIGN PROCESS AS OPPOSED TO TRYING
TO GO BACK AND RETROFIT. RETROFITTING IS ALWAYS MORE
40
EXPENSIVE, SO IT'S JUST A MATTER OF TEACHING PEOPLE, EDUCATING
EVERYONE WHO IS DESIGNING A CLASS OR LIKE AT A SUMMIT LIKE
TODAY TO BE AWARE OF WHO ARE THE PEOPLE WHO MIGHT PARTICIPATE
IN THIS EVENT?
RANDY BATISTE: OKAY. THANK YOU. CEDRIC?
CEDRIC JONES: I LIKE WHAT JOANN SAID ABOUT EDUCATION.
UNIVERSAL DESIGN, TO ME, AS FAR AS EDUCATING PEOPLE IS
UNDERSTANDING THAT 2.8 MILLION PEOPLE SERVED IN IRAQ AND
AFGHANISTAN AND THEY RETURN BACK HOME TO LIVE THEIR LIVES AND
IN THAT GROUP, INCLUDING MYSELF HAVE POST 9/11 AND GI BILL
BENEFITS SO A LOT OF THESE GUYS AND GALS ARE RETURNING BACK
INTO THE CLASSROOM AFTER BEING GONE FOR 5-6 YEARS,
UNDERSTANDING THE EXPERIENCES THEY HAVE HAD, LOUD NOISES,
ACCESS TO RAMPS AS WELL, ARE VERY IMPORTANT TO THIS GROUP AS
WELL.
RANDY BATISTE: THANK YOU, DESMOND?
DESMOND BLAIR: I GUESS WHEN I THINK OF UNIVERSAL DESIGN I THINK
ONE OF THE MAJOR CHALLENGES YOU HAVE TO THINK ABOUT IS THE
PEOPLE WHO DON'T HAVE DISABILITIES, WE EDUCATE THEM ON DESIGN,
WHETHER IT BE INDUSTRIAL, SOFTWARE, ARK TECH WALL DESIGN BUT IF
THEY WERE TO SOLVE A LOT OF MY PROBLEMS, I FOUND THAT MOST OF
THE TIMES PEOPLE WITH HANDS, YOU SOLVE THE PROBLEM FOR EVEN
MORE OF THOSE PEOPLE. EXAMPLE BEING, THE FINGERS MOST PEOPLE
RELY ON MOST IS THE INDEX AND THUMB. PEOPLE ARE LIKE ONE
ACCIDENT AWAY FROM LOSING ONE OF THOSE FINGERS. THINK ABOUT IF
41
YOU LOST ONE OR BOTH OF YOUR THUMBS HOW DRAMATICALLY YOUR
LIFE WOULD CHANGE WITH USING YOUR PHONE, THE PAY FOR PARKING
SPACES OUTSIDE WHERE YOU HAVE TO HOLD YOUR CARD WITH YOUR
THUMB AND YOUR INDEX FINGER TO SLIDE IT IN AND OUT SO YOU HAVE
TO ASK A STRANGER TO SLIDE YOUR CARD INTO THE PAY SLOT OR YOU
HAVE TO USE AN APP THAT, AGAIN, YOU'RE GIVING ANOTHER COMPANY
ACCESS TO YOUR BANKING INFORMATION SO YOU THINK ABOUT THINGS
LIKE THAT AND I THINK A LOT OF TIMES THERE'S AN OPPORTUNITY TO
JUST EDUCATE IN GENERAL IN SUCH A WAY THAT WE CAN REACH NOR
PEOPLE BY SOLVING PROBLEMS FOR PEOPLE WITH DISABILITIES.
RANDY BATISTE: OKAY, DR. POWELL?
MONICA POWELL: YOU KNOW, IN PREPARING TO COME AND BE ON THIS
PANEL THIS MORNING, I READ A LITTLE BIT ABOUT UNIVERSAL DESIGN
AND I'M CLEARLY AN INDIVIDUAL WHO HAS A LOT TO ADD TO THE
DISCUSSION, BUT FROM A COMPLETELY DIFFERENT PERSPECTIVE. WE
HAVE A GAP RIGHT NOW BETWEEN WHERE WE ARE IN TERMS OF THE
FACILITIES THAT WE HAVE AND WHERE WE NEED TO BE WITH REGARD TO
UNIVERSAL DESIGN AND I THINK AS A HIGHER EDUCATION INSTITUTION,
WE HAVE A HUGE OBLIGATION TO HELP BRIDGE THAT GAP OVER TIME.
WE TALK ABOUT ORIENTATIONS FOR STUDENTS AND WE'RE ALWAYS SO
INCLUSIVE TO CONSIDER DIVERSITY ISSUES THAT WE NEED TO BE OPEN
AND WELCOMING OF ALL TYPES OF PEOPLE REGARDLESS OF THEIR
PERSPECTIVES, AND I DON'T THINK THAT AS EDUCATORS -- AND I'M
RESPONSIBLE FOR 7,400 STUDENTS IN THE SCHOOL OF MANAGEMENT, WE
NEED TO MAKE A CONSCIOUS EFFORT IN OUR ORIENTATIONS TO
EDUCATE STUDENTS ON WHERE THEY FILL THE GAP UNTIL WE HAVE
UNIVERSAL DESIGN PERVASIVE ON OUR CAMPUS AND IN OUR
42
COMMUNITY AND THAT MEANS THE OBLIGATION THAT WE HAVE TO
WATCH OUT FOR PEOPLE NOT BEING BULLIED IN OUR CLASSROOMS OR
TO WATCH OUT FOR PEOPLE OF A DIFFERENT RACE OR ETHNICITY. WE
ALSO HAVE AN OBLIGATION TO EDUCATE OUR STUDENTS ON HOW TO
WATCH OUT AND HELP ALL OF OUR STUDENTS THAT BRING THESE
CHALLENGES TO THE ENVIRONMENT AND I KNOW IN MY WORLD, I'M
MAKING A CONSCIOUS EFFORT TO HAVE THAT CONVERSATION WITH ALL
STUDENTS, THOSE THAT ARE NOT CHALLENGED VERSUS THOSE WHO ARE
AND TO MAKE SURE THAT WE WATCH OUT UNTIL WE'RE AT THAT POINT
WHERE UNIVERSAL DESIGN HAS BECOME A COMMON PLACE AND WE
DON'T HAVE TO WORRY ABOUT THAT RAMP AND THOSE
STAIRS OR THAT BATHROOM OR THAT DOOR AND THAT STUDENTS CAN
FEEL THAT JUST BECAUSE I MIGHT HAVE A DISABILITY, THERE'S NOTHING
DIFFERENT ABOUT ME, BUT THE STUDENT WHO DOESN'T HAVE THE
DISABILITY SHOULD HAVE THAT OBLIGATION TO WATCH OUT AND TO
HELP AND BRIDGE THE GAP SO I'M VERY CONCERNED ABOUT WHAT WE
DO BETWEEN NOW AND THE TIME UNIVERSITY DESIGN IS FULLY
IMPLEMENTED.
RANDY BATISTE: VERY GOOD. DR. LANE?
SHELLEY LANE: I'M HERE TO REPRESENT THE FACULTY AND ONE OF THE
THEMES I HAVE BEEN HEARING WITH EACH PANEL CONCERNS
EDUCATION AND WHAT I WOULD LIKE TO ADD TO THAT IS AWARENESS
AND RESPONSIBILITY. I THINK UNIVERSAL DESIGN OR WORKING WITH
PEOPLE IN THE OFFICE OF ACCESSABILITY AND STUDENTS WITH
DISABILITIES ISN'T JUST ON THE FACULTY RADAR. ONCE WE MAKE THEM
AWARE THAT THIS IS NOT SOMETHING THAT'S UNUSUAL, THIS IS
SOMETHING YOU SHOULD THINK ABOUT FOR EVERY CLASS AND
43
EDUCATE THEM ON UNIVERSAL DESIGN AND TELL THEM THAT THEY ARE
IN PART RESPONSIBLE FOR IMPLEMENTING UNIVERSAL DESIGN WE MIGHT
SEE SOME PROGRESS.
A FEW WEEKS AGO THERE WAS A FACULTY MEMBER WHO HAS A DEAF OR
HARD OF HEARING STUDENT IN HER CLASS AND SOMEONE WHO IS A
CART PROVIDER AND THE FACULTY MEMBER ASKED THE CART PROVIDER
TO TAKE THE TRANSPORTATION OF THE FILM SHE WAS SHOWING IN
CLASS AND OBVIOUSLY THAT'S NOT WHAT THE CART PROVIDER IS
SUPPOSED TO DO SO THE STUDENT DIDN'T GO TO THE OFFICE OF
ACCESSABILITY TO COMPLAIN, IT WAS THE CART PROVIDER, AS SHE
SHOULD. SO MS. TATE CONTACTED THE FACULTY MEMBER AND GOT ME
IN THE LOOP. THE FACULTY MEMBER SAID, NO, I REALLY DON'T WANT TO
TURN ON THE CAPTIONS BECAUSE IT'S VERY DISTRACTING FOR THOSE
WHO ARE NOT DEAF OR HARD OF HEARING AND THIS WAS GOING BACK
AND FORTH AND BACK AND FORTH AND KERRY WAS SO KIND AND SAID
IF YOU GIVE US ENOUGH TIME, WE CAN PROVIDE THE CAPTIONS FOR YOU.
YOU CAN EVEN GO TO YOUTUBE AND FIND OUT HOW TO CAPTION ON
YOUR OWN. SO I THINK THIS IS A PRIME EXAMPLE OF HOW SOME
FACULTY, NOT ALL, BUT SOME FACULTY AREN'T AWARE, DON'T
UNDERSTAND, AND DON'T TAKE PARTIAL RESPONSIBILITY AND ONCE WE
CAN BRIDGE THIS GAP, I THINK THEN MAKE WE CAN BECOME MORE
PROACTIVE AND USE OTHER METHODS OF DESIGN.
JOANN NUNNELLY: CAN I HAVE A QUICK FOLLOWUP? SINCE I ALSO HAVE
THE DUAL ROLE OF BEING A FACULTY MEMBER AS WELL AS SHARING
THE SAME ROLE AS MS. TATE ON THE UT DALLAS CAMPUS I WANTED TO
HAVE A ANOTHER QUICK FOLLOWUP ABOUT THAT. THE BOTTOM LINE ON
ALL OF THIS IS THAT WE'RE ALL HUMAN BEINGS AND WE CAN HAVE A
44
PH.D. IN SOMETHING AND BE VERY EDUCATED AND YET BE VERY
IGNORANT IF THIS ONE COMPONENT OVER HERE AND TO GIVE AN
EXAMPLE OF THAT IS WE HAVE -- I COVER FOR TEXAS WOMEN'S
UNIVERSITY, I COVER THE CAMPUSES OF DALLAS AND HOUSTON AS WELL
AND WE HAVE A HOUSTON FACULTY MEMBER WHO IS IN OCCUPATIONAL
THERAPY AND ONE WOULD ASSUME, AGAIN, THERE'S THAT DANGEROUS
WORD, ONE WOULD ASSUME THAT IF SOMEBODY IS TRAINED AND
EDUCATED AND A PROFESSIONAL IN A FIELD WHO WORKS AND SERVES
PEOPLE WITH DISABILITIES THAT THEY WOULD HAVE THIS
CONSCIOUSNESS AND AWARENESS ABOUT HAVING PEOPLE WITH
DIFFERENT LEARNING ABILITIES AND SO FORTH IN THEIR CLASS AND YET
THE BOTTOM LINE IS SHE'S A HUMAN BEING AND SHE'S WRAPPED UP –
THE EXAMPLE I'M GOING TO GIVE YOU IS SOMETHING THAT JUST
HAPPENED THIS WEEK. WE ALL GET WRAPPED UP IN THIS CRAZY BUSY
SOCIETY. I DON'T KNOW IF YOU HAVE EVER HEARD OF A BOOK CALLED
CRAZY BUSY BY DR. EDWARD HOLLOWELL, I LOVE THIS BOOK, I PREACH
IT TO EVERYBODY I KNOW. I THINK EVERY FACULTY MEMBER SHOULD
HAVE TO READ IT BUT IT TALKS ABOUT HOW IN OUR SOCIETY WITH
TECHNOLOGY AND EVERYTHING SO LAST MINUTE AND SO FAST GOING.
THIS FACULTY MEMBER, ON SUNDAY NIGHT, SENT OUT AN
ANNOUNCEMENT WITH AN ASSIGNMENT ON 9:00 SUNDAY NIGHT
EXPECTING ALL THE STUDENTS TO BRING IT MONDAY MORNING AT 9:00.
WELL, THAT'S NOT REALISTIC ON SO MANY LEVELS. IT HAS NOTHING TO
DO WITH DISABILITY. IN 1 CASE, YES, BUT SECONDLY MOST PEOPLE IN
THE HOUSTON CAMPUS COMMUTE AT LEAST AN HOUR, SOMETIMES 2
HOURS. IT'S JUST INSANE AND YOU CANNOT ASSUME THAT EVERYBODY
IS GOING TO READ THEIR E-MAIL BEFORE THEY GO TO BED AND SO I
THINK PEOPLE GET INNOCENTLY CAUGHT UP IN NOT THINKING IN ORDER
45
TO ACCOMMODATE EVERYBODY, WE NEED TO THINK ADVANCE NOTICE
AND WE'RE NOT REALLY THINKING THAT AS A SOCIETY TODAY.
RANDY BATISTE: VERY GOOD. THANK YOU. OKAY. WE'LL THROW OUT
SOME QUESTIONS TO THE PANEL. I INVITE YOU-ALL TO ASK QUESTIONS
AS WELL. I WILL HAVE SOMEBODY WALKING AROUND WITH A
MICROPHONE TO MAKE SURE YOUR VOICES ARE HEARD. LET ME START
WITH THIS QUESTION. HOW DOES UNIVERSAL DESIGN FOSTER BOTH
DIVERSITY AND INCLUSIVENESS ON CAMPUS? ANYONE?
NEVA FAIRCHILD: I'LL TAKE A STAB AT IT, RANDY. IF A CAMPUS IS
UNIVERSALLY DESIGNED, IT PROMOTES INCLUSIVENESS BY BEING
INVITING. I GET ASKED A LOT WHAT'S THE BEST UNIVERSITY FOR ME TO
GO TO IF I HAVE A VISION PROBLEM? WHERE AM I GOING TO FIND THE
BEST ACCOMMODATIONS? WELL, I CAN'T ANSWER THAT QUESTION
BECAUSE THE ACCOMMODATIONS AT ONE CAMPUS MAY WORK BETTER
FOR ONE INDIVIDUAL AND THE ACCOMMODATIONS AVAILABLE AT
ANOTHER CAMPUS MAY WORK BETTER FOR OTHERS BUT THE
INCLUSIVENESS THAT CAN BE ACCOMPLISHED THROUGH UNIVERSAL
DESIGN, FOR EXAMPLE,
LET'S TAKE THIS ROOM. THE CHAIRS ARE DARK, RIGHT? THE FLOOR IS
DARK, RIGHT? IT'S INVISIBLE TO ME AS A PERSON WITH LOW VISION. IT
LOOKS LIKE A FLAT SURFACE, OKAY? SO A UNIVERSAL DESIGN TO MAKE
A ROOM MORE ACCOMMODATING TO A PERSON WITH LOW VISION IS TO
USE CONTRAST, ALTERNATING DARKS AND LIGHTS SO THAT THE EDGES
ARE MORE VISIBLE, THE TABLES ARE VISIBLE AGAINST THE FLOOR, THE
EDGES OF THE FLOOR ARE VISIBLE AGAINST THE WALLS, THOSE TYPES OF
THINGS MAKE THAT PLACE MORE INVITING AND I THINK THAT'S JUST ONE
TINY EXAMPLE OF HOW UNIVERSAL DESIGN COULD MAKE AN
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ENVIRONMENT LIKE A COLLEGE CAMPUS A MORE WELCOMING, A MORE
INCLUSIVE AND THEREFORE A MORE DIVERSE PLACE BECAUSE IT WOULD
ATTRACT PEOPLE OF DIFFERENT ABILITIES AND DIFFERENT LEVELS OF
UNDERSTANDING AND I WOULD LIKE TO ALSO REITERATE THAT THE
WHOLE AWARENESS ISSUE IS SO IMPORTANT. YOU JUST DON'T KNOW
WHAT YOU DON'T KNOW ABOUT OTHER PEOPLE'S NEEDS UNTIL YOU TALK
TO THEM, UNTIL YOU MAKE YOURSELF AWARE AND WHAT WE DON'T
KNOW IS WHAT IS DANGEROUS TO US AS PEOPLE WHO ARE MAKING
DECISIONS ABOUT HOW SOMETHING SHOULD BE IMPLEMENTED AND HOW
THE CAMPUS MOVES FORWARD WITH MAKING IT A MORE INCLUSIVE
PLACE FOR EVERYONE.
RANDY BATISTE: OKAY. YES, DESMOND, GO AHEAD.
DESMOND BLAIR: WELL, ONE OF MY BIGGEST THINGS IS SOLVING
PROBLEMS AND THAT'S A GOOD QUESTION BECAUSE YOU HAVE TO
SOLVE THAT PROBLEM. HOW DO YOU MAKE A CAMPUS MORE INCLUSIVE
AND HOW DO YOU RAISE AWARENESS? I THINK IN A SENSE FROM BEING A
STUDENT ON A CAMPUS WITH A DISABILITY, SOME OF THE CHALLENGES
AND THINGS YOU HAVE TO FIGURE OUT AS A STUDENT PROVIDE
EDUCATIONAL OPPORTUNITIES FOR THE FACULTY YOU'RE WORKING
WITH AS WELL AS THE STUDENTS AND JUST FROM A DESIGN
PERSPECTIVE, BEING AN ATEC MAJOR, I REALLY THINK THERE'S A
BENEFIT THERE BECAUSE WHERE WE LEARN ABOUT VARIOUS DESIGN
PRINCIPLES, A LOT OF COMMUNICATIONS COURSES, THINGS LIKE THAT,
HOW TO SOLVE THOSE TYPES OF PROBLEMS, I THINK WHEN YOU HAVE
THE INTERMINGLING OF STUDENTS IN AN ENVIRONMENT WHERE YOU DO
HAVE A STUDENT WITH DISABILITIES, IT CAN BLEED OVER INTO OTHER
AREAS OF EDUCATION SO YOU BEGIN TO SOLVE PROBLEMS FOR -- OR
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STUDENTS BEGIN TO THINK IN DIFFERENT WAYS SO YOU CAN SOLVE
UNIVERSAL PROBLEMS IN THE SCHOOL OF BUSINESS OR SOFTWARE
DEVELOPMENT AND THINGS LIKE THAT AND I THINK THAT'S THE
OPPORTUNITY TO RAISE AWARENESS AND THEN ALSO TO ENCOURAGE
THAT DIVERSITY SO THAT WHEN YOU ENCOUNTER SOMEONE WITH A
DISABILITY, WHICH I CALL A DIFFERENCE, YOU BEGIN TO START TO
THINK ABOUT HOW THEY SOLVE THEIR PROBLEMS AND HOW YOU CAN
BETTER SOLVE PROBLEMS THAT MAY REACH A BROADER AUDIENCE.
RANDY BATISTE: OKAY. HOW CAN UNIVERSAL DESIGN OR
INSTRUCTIONAL MATERIALS AND LEARNING BE ACHIEVED? AGAIN, HOW
CAN UNIVERSAL DESIGN OF INSTRUCTIONAL MATERIALS AND LEARNING
BE ACHIEVED?
SHELLEY LANE: I THINK I WOULD LIKE TO GO BACK TO AWARENESS,
EDUCATION, AND RESPONSIBILITY AGAIN, THAT WITHOUT THOSE THREE,
IT WILL BE VERY DIFFICULT TO HAVE UNIVERSAL DESIGN IN TERMS OF
TEACHING MATERIALS, ETC. DESMOND'S MENTOR, TOM LINNAHAN WHO
USED TO BE THE DIRECTOR OF ATEC WAS A VERY RESPONSIBLE
INDIVIDUAL AND REACHED OUT TO LOTS OF PEOPLE. I REMEMBER AT
ONE POINT THE GRADUATE STUDENT NEEDED TO USE A KEYBOARD WITH
HIS FEET. KERRY CONTACTED HIM AND HE SAID NO PROBLEM AND HE
BUILT THE STUDENT A PLATFORM. THAT'S THE TYPE OF ATTITUDE I
WOULD LIKE TO SEE AMONG FACULTY, STAFF, AND ADMINISTRATORS
BUTI THINK IT'S JUST GOING TO TAKE SOME TIME.
MONICA POWELL: I REALLY AGREE WITH THE OTHER PANELISTS. I
THINK THIS IS AN ENORMOUS CHALLENGE NOT JUST IN THE CLASSROOM
BUT BEYOND THE CLASSROOM. WHAT IS IT WE SAY ABOUT 60% OF A
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COLLEGE EDUCATION IS WHAT YOU LEARN FROM A PROFESSOR AND THE
OTHER 40% IS WHAT YOU ENGAGE IN CO-CURRICULAR EXPERIENCES LIKE
STUDENT ORGANIZATIONS AND CAREER CENTER EVENTS. IT'S MAKING
SURE THE FACULTY ARE AWARE OF WHAT THEIR RESPONSIBILITIES AND
OBLIGATIONS ARE. THERE'S NOT A WEEK, A SEMESTER THAT GOES
BYTHAT I'M NOT DEALING WITH A FACULTY MEMBER WHO IS SURPRISED
AT THE FACT THAT THEY HAVE TO ACCOMMODATE A STUDENT AND IN
2014, WE REALLY SHOULDN'T BE DEALING WITH THAT PARTICULAR ISSUE
WHICH SAYS TO ME IN FACULTY ORIENTATIONS WE NEED TO DRIVE THE
POINT, INSTEAD OF JUST A POINT OF INFORMATION, FACULTY NEEDS TO
EXPERIENCE WHAT IT'S LIKE TO HAVE A DIFFERENCE. I THINK THIS ALSO
TRUE OF OUR STUDENTS. IF THEY EXPERIENCED WHAT IT'S LIKE TO GO
THROUGH A DAY ON THIS CAMPUS HAVING TO ACCOMMODATE A
DIFFERENCE, THEY WOULD HAVE AN APPRECIATION THAT THEY HAVE TO
DO SOMETHING AND THEY HAVE A RESPONSIBILITY, AS YOU SAID, TO DO
SOMETHING. I KNOW IN STUDENT ORGANIZATIONS THAT I MANAGE, WE
HAVE HAD A NUMBER OF STUDENTS WITH DIFFERENCES AND TO SEE
THEM ACCOMMODATED, THEY'RE MORE QUICKLY ACCOMMODATED BY
THEIR PEERS THAN THEY OFTEN ARE BY THE UNIVERSITY ITSELF AND SO I
THINK IF WE CAN TAKE FROM THESE WONDERFUL MILLINEALS, THESE
GENERATION Y STUDENTS WHO HAVE AN UNCANNY ABILITY TO BE
ACCEPTING WITH PEOPLE FROM AROUND THE WORLD, PEOPLE WITH
ETHNIC DIFFERENCES, IF WE CAN GIVE THAT TO EVERY GENERATION
AFTER THEM IN PILL FORM, I THINK THAT WOULD BE AN AMAZING
ACCOMPLISHMENT (LAUGHTER) BUT I THINK THAT'S EXPERIENCE, IT'S
EDUCATION, IT'S THE UNDERSTANDING THAT THIS IS A WAY OF LIFE AND
OVER TIME MAYBE BY THE TIME I'M RETIRED, FACULTY WILL GET IT. I'M
GOING TO BE WORKING FOR QUITE A BIT LONGER BUT I THINK IT'S A
CHALLENGE AND WE HAVE TO NOT ONLY ACCOMMODATE THE
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CURRICULAR JOURNEY, WE HAVE TO ACCOMMODATE THE COCURRICULAR JOURNEY, THE RESIDENTIAL LIFE JOURNEY, THE WHOLISTIC
EXPERIENCE OF A STUDENT AND BE MINDFUL THAT EVERY SINGLE
PERSON THAT THAT STUDENT COMES IN CONTACT WITH HAS A
RESPONSIBILITY TO THAT STUDENT AND TO GIVE THEM THAT FULL
EXPERIENCE AND THAT'S GOING TO TAKE A WHILE. I DON'T KNOW
EXACTLY HOW TO ACCOMPLISH IT, BUT IT WILL HAPPEN, AT LEAST IN MY
LIFETIME, I BELIEVE.
DESMOND BLAIR: I THINK ANOTHER COMPONENT OF THAT IS A
WILLINGNESS TO WORK TOGETHER, THAT PROFESSOR WHO SAID NO
PROBLEM, WE'LL FIND A WAY IS THE EXAMPLE. THE STUDENT WHO SAYS
I DON'T CARE WHAT I HAVE TO DO, I'M GOING TO ACHIEVE THIS IS
BOTTOM LINE UNDERLYING THE WILLINGNESS TO WORK TOGETHER AND
WORK HARD. IT'S NOT EASY BUT IT'S WORTH IT.
AUDIENCE MEMBER: THIS NEXT QUESTION IS TARGETED TO JOANN
JOANN NUNNELLY: OH, OKAY.
AUDIENCE MEMBER: SINCE UNIVERSAL DESIGN AND EDUCATION
BENEFITS ALL STUDENTS, INCLUDING STUDENTS WITH DISABILITIES,
WILL IT BE NECESSARY TO EVEN HAVE A PROGRAM SUCH AS STUDENT
SERVICES ON CAMPUS?
JOANN NUNNELLY: I HOPE NOT. WHEN I STARTED WORKING IN THIS
FIELD I THOUGHT THIS IS A GOOD GOAL THAT EVENTUALLY WE WILL
WORK OURSELVES OUT OF A JOB. WOULDN'T THAT BE NICE? BUT I DON'T
THINK THAT'S GOING TO HAPPEN IN MY LIFETIME OR EVEN OUR
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STUDENTS BEHIND US. IT IS DEFINITELY A GOOD GOAL. IT'S SOMETHING
TO AIM FOR AND WITH MORE AND MORE EDUCATION, AS I WAS
LISTENING TO DR. POWELL TALK ABOUT THINGS HAPPENING IN OUR
LIFETIME AND SO FORTH, NEXT YEAR IS THE 25TH ANNIVERSARY OF THE
AMERICANS WITH DISABILITIES ACT. DOES DISCRIMINATION STILL
OCCUR?
AUDIENCE MEMBER: YES.
JOANN NUNNELLY: HOW MANY YEARS HAVE WE HAD THE CIVIL RIGHTS
ACT OF 1964? DOES DISCRIMINATION STILL OCCUR? YES. BUT WHERE WE
FIND IT OCCURRING LESS IS WITH EDUCATION AND MORE AWARENESS
AND WILLINGNESS TO INTERACT AND FIND OUT WHAT IS THIS UNIVERSAL
DESIGN? HOW CAN I APPLY IT? HOW CAN I LEARN ABOUT IT? A QUICK
STORY, I HAD THE HONOR OF SITTING IN ON A CLASS THAT WAS TAUGHT
BY SARA WEDDINGTON. SHE WAS THE ATTORNEY WHO ARGUED ROE V.
WADE AND NO MATTER WHERE YOU STAND ON IT, THE FACT THAT SHE
WAS 24 YEARS OLD, A WOMAN WHO HAD GRADUATED IN THE FIRST
CLASS FROM UT LAW SCHOOL TO HAVE FIVE WOMEN IN THAT CLASS AND
SHE ARGUED BEFORE THE SUPREME COURT ROE V. WADE, SHE TAUGHT
ME THAT PEOPLE LEARN MORE FROM STORIES THAN THEY DO FROM
HERE'S WHAT THE LAW IS AND I CAN BEAT IT INTO YOU UNTIL YOU
REALLY ACCEPT IT. I DON'T THINK THAT'S THE WAY TO GET THE
MESSAGE ACROSS. WHAT WE NEED ARE MORE STORIES. WE NEED KERRY
TATE GOING AROUND SAYING LET ME TELL YOU ABOUT KERRY TATE AT
THE UNIVERSITY OF TEXAS AT DALLAS AND THIS PROFESSOR WHO SAID I
CAN SOLVE THIS PROBLEM. LET ME TELL YOU ABOUT RANDY BATISTE
WHO WORKED WITH A STUDENT WITH A NEED AND SAID HERE'S HOW WE
CAN SOLVE IT. DID YOU EVER KNOW SOMEBODY WHO, FILL IN THE
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BLANK. THAT'S HOW I THINK WE'RE GOING TO MAKE THE BIGGEST
IMPACT.
AUDIENCE MEMBER: VERY GOOD, THANK YOU.
RANDY BATISTE: QUESTIONS FROM THE AUDIENCE? RIGHT HERE.
AUDIENCE MEMBER: YOU'RE TALKING ABOUT UNIVERSAL DESIGN. I
REPRESENT AND WORK, AND HAVE FOR 40 YEARS WORKED, WITH
INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES AND WITH THAT IN
MIND, AND I UNDERSTAND THE DIFFERENCE BETWEEN ENTITLEMENT
AND QUALIFYING FOR PROGRAMS, I TOTALLY GET THAT. I ALSO
UNDERSTAND THE ADMISSIONS POLICIES THAT UNIVERSITIES HAVE
BECAUSE THEY NEED TO MEET THE QUALIFICATIONS FOR THE PERSON TO
BE SUCCESSFUL ON A COLLEGE CAMPUS BUT WE'RE ALSO LOOKING AT
INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES AND WE'RE TRYING
TO FIGURE OUT HOW DO WE GET UNIVERSAL DESIGN FOR THEM -- WHAT'S
THE ROLE OF A UNIVERSITY IN SUPPORTING PROGRAMMING FOR THEM?
TO ME, JUST AS YOUR STORY TALKING ABOUT HOW YOUR PROBLEM
COULD BE SOLVED WHEN PEOPLE FIGURE OUT HOW TO HELP YOU,
THEY'RE LEARNING HOW TO HELP OTHERS MORE SO WHAT'S THE ROLE
FOR A UNIVERSITY IN SUPPORTING PROGRAMS FOR PEOPLE WITH
DISABILITIES. UNIVERSAL DESIGN WOULD BE FOR EVERYBODY IN MY
MIND.
DESMOND BLAIR: WELL, I THINK THAT'S A HUGE PIECE OF IT'S NOT JUST
SOLVING THE PHYSICAL DESIGN BUT IT IS SOLVING THE COGNITIVE AS
WELL AND I THINK IT GOES BACK TO TRAINING BECAUSE -- SEE, THIS IS
THE SCARY PART ABOUT LIVING WITH A DISABILITY. YOU CAN GO
52
THROUGH SCHOOL, A LOT OF TIMES WE'RE LOOKING FOR THAT
OPPORTUNITY TO FIND SOMETHING WE EXCEL IN. I GRADUATED WITH
MY MASTER'S AGO, GOT ONE A MINUS SO 3.98 GPA. THEN YOU FACE A
BROADER CHALLENGE OUT OF HERE DEALING WITH THE WORKPLACE,
DEALING WITH THE WORLD AT LARGE NOT PREPARED TO HELP YOU WITH
THOSE CHALLENGES SO FROM A COGNITIVE STANDPOINT, YOU STILL
HAVE AN EDUCATION IN ORDER TO BE ABLE TO IMMEDIATE PEOPLE
WHERE THEY ARE AND DEVELOP A SYSTEM OR CURRICULUM OR DESIGN
FOR THEM TO MEET THEM WHERE THEY ARE. A LOT OF TIMES, AND I
WORK AT SCOTTISH RITE HOSPITAL AND I SEE KIDS WITH DISABILITIES
ALL THE TIME. WHAT YOU FIND IS WHAT THEY LACK IN ONE AREA THEY
MAKE UP FOR SOMEWHERE ELSE AND IT'S JUST A MATTER OF FIGURING
OUT WHERE THAT TALENT OR WHERE THAT DESIRE OR THAT PASSION,
FIGURING OUT WHERE THAT IS AND, AGAIN, IT GOES BACK TO
EDUCATION AND IT GOES BACK TO THE MINDSET AND NOT JUST
EDUCATING PEOPLE WHO WORK WITH STUDENTS WITH DISABILITIES, BUT
EDUCATING THE BROADER AUDIENCE WHICH IS THE ENTIRE U.S.
POPULATION.
AUDIENCE MEMBER: LET ME ASK THIS QUESTION AS WELL. IF WE HAVE
SCHOOL LEADERSHIP EMBRACING THE CONCEPT OF UNIVERSAL DESIGN
AND WANT TO LOOK AT INCLUSION AS THE FOCUS AND WANT TO EXPAND
UNIVERSAL DESIGN AS MUCH AS POSSIBLE, WHAT CHALLENGES DO THEY
FACE IN TRYING TO IMPLEMENT THAT NEW CONCEPT INTO A SCHOOL
SYSTEM? WHAT DO THEY FACE? IF THEY WANT TO EXPAND INTO
DEVELOPMENTAL DISABILITIES AND OTHER THAT IS HAVE NOT BEEN
SERVED, WHAT ARE THE CHALLENGES TO TRY TO IMPLEMENT A
PROGRAM, A BROADER PROGRAM THAT EMBRACES UNIVERSAL DESIGN?
53
RANDY BATISTE: WELL, I'M GOING TO PUT ON MY VOCATIONAL
REHABILITATION COUNSELOR HAT FOR A MOMENT AND SAY THAT I
THINK MANY PEOPLE COME TO UNIVERSITIES AROUND THE UNITED
STATES WITH THE GOAL OF GETTING A DEGREE. THAT'S THE GOAL. I
WANT THE PIECE OF PAPER THAT SAYS I HAVE A DEGREE. THAT'S NOT
THE GOAL. THE GOAL IS GOING TO WORK, PUTTING WHAT THEY LEARN
INTO ACTION. SO I THINK IF UNIVERSAL DESIGN IS GOING TO BE
IMPLEMENTED AT ANY UNIVERSITY IT'S GOING TO HAVE TO WORK
TOWARD THE GOAL OF THE JOB AND FOR THE PEOPLE THAT THEY'RE
SERVING WITH DEVELOPMENTAL DISABILITIES, THAT DEVELOPMENTAL
DISABILITY COULD BE AN INTELLECTUAL DISABILITY, IT COULD BE A
PHYSICAL DISABILITY, IT'S SO SPECIALIZED, SO INDIVIDUALIZED THAT IT
HAS TO BE ACCOMMODATED IN A WAY ALMOST SPECIFIC FOR EVERY
STUDENT BUT WITH THE GOAL OF ENDING UP IN A JOB THAT IS
FULFILLING, REWARDING, THAT GIVES YOU-ALL THE THINGS THAT WHAT
WE ALL GO TO WORK FOR, WHICH IS SO MUCH MORE THAN A PAYCHECK,
THAT THAT'S WHAT THE GOAL IS OF WHATEVER THE DESIGNED PROGRAM
IS FOR PEOPLE WITH ANY KIND OF LEVEL OF DISABILITY AND THOSE
WITHOUT. I BET IF YOU ASKED STUDENTS WHO YOU WOULD PERCEIVE AS
STUDENTS WITHOUT DISABILITIES, WHAT'S YOUR GOAL? WHAT'S YOUR
GOAL? WHAT ARE YOU GOING TO DO? THEY'RE GOING TO TELL YOU, I’M
GOING TO GET MY DEGREE. SO EVEN THE STUDENTS WITHOUT
DISABILITIES I THINK NEED A BROADER, EXPANDED AWARENESS OF
WHAT AN EDUCATION IS ALL ABOUT.
SHELLEY LANE: LET ME ADD ONE COMMENT REAL QUICKLY TO HER
QUESTION. IT'S EASY FOR US TO MEET DESMOND HERE AND
CONGRATULATE HIS SUCCESS AND NO ONE UNDERSTAND HIS
DIFFERENCE. IT'S EASY TO LOOK AT A STUDENT WHO'S LOST THEIR LEGS
54
AND SEE THE DIFFERENCE THEY'RE HAVING TO ACCOMMODATE FOR.
WHEN YOU TALK ABOUT COGNITIVE AND DEVELOPMENTAL DISABILITIES,
IT'S A CHALLENGE. FOR THE EXPERTS IN THAT AREA THAT DIAGNOSE
THOSE CONDITIONS, THEY HAVE HAD INCREDIBLE TRAINING AND I KNOW
KERRY AND I HAVE WORKED CLOSELY OVER MANY, MANY YEARS
WORKING WITH STUDENTS WHO HAVE THESE DEVELOPMENTAL AND
COGNITIVE DISABILITIES TRYING TO MAKE THE UNIVERSITY
ACCOMMODATING AND IT'S REALLY, REALLY DIFFICULT AND I THINK IT
HAS TO COME BACK TO EDUCATING PEOPLE THAT DIFFERENCES ARE
WHAT YOU SEE AND DIFFERENCES ARE WHAT YOU DON'T SEE AND
REGARDLESS OF WHETHER OR NOT THEY'RE TRANSPARENT OR NOT, THEY
HAVE TO BE ACCOMMODATED AND THEY CANNOT BE ACCOMMODATED
UNTIL THEY'RE UNDERSTOOD. THE UNIVERSITY IS ABOUT OPEN ACCESS,
GIVING EVERYONE THAT OPPORTUNITY TO EXCEL AND GROW AND GO
AND HAVE FULFILLING WORK BUT UNTIL WE MAKE IT PART OF OUR
DEVELOPMENTAL CURRICULUM FOR FACULTY, STAFF, STUDENTS, IT'S
NOT GOING TO BE FULLY UNDERSTOOD. I THINK WE'RE GETTING THERE, I
THINK WE HAVE MADE A LOT OF PROGRESS IN MY 25 YEARS IN HIGHER
EDUCATION. WE HAVE COME A LONG, LONG WAY. I DON'T THINK THE
COGNITIVE ABILITY ISSUE IS WELL UNDERSTOOD AND IT NEEDS TO BE.
WE REALLY NEED TO BE -- I WORK WITH STUDENTS LIKE THAT ALL THE
TIME, KERRY AND I DO JOINTLY AND IT'S HARD AND WE FEEL LIKE WE DO
OUR BEST BUT I END THAT NOT KNOWING IF I HAVE REALLY BEEN AS
SUCCESSFUL AS I WANT TO BE IN THAT REGARD SO I APPRECIATE WHAT
YOU'RE DOING IN THAT PROFESSION AND IT'S HARD. IT'S AN UPHILL
CLIMB. WE'LL BE CLIMBING THAT HILL FOR A LONG TIME.
JOANN NUNNELLY: IF I CAN FOLLOW UP ON THAT QUICKLY, I KNOW
THAT YOU HAVE A COMMENT, AS A CAVEAT AND AT THE RISK OF BEING
55
THE BAD GUY UP HERE ON THE PANEL; UNIVERSAL DESIGN DOES NOT
GUARANTEE THAT EVERYBODY IS GOING TO SUCCEED. WE HAVE TO
KEEP THAT IN MIND BECAUSE WHILE UNIVERSITIES DO WANT TO OPEN
THE DOORS TO AS MANY PEOPLE AS POSSIBLE TO GIVE THEM
OPPORTUNITIES, EVEN WITH ACCOMMODATIONS, THERE ARE SOME
PEOPLE WHO DO NOT SUCCEED. THERE ARE STUDENTS WHO DON'T HAVE
DISABILITIES THAT DON'T SUCCEED. THERE ARE LOTS OF REASONS WHY
PEOPLE CHOOSE OR FIND OUT, LEARN BY DOING THAT THEY ARE NOT A
GOOD MATCH FOR A PARTICULAR CURRICULUM. I'M ALL FOR TRYING TO
COME UP WITH ALL DIFFERENT KINDS OF SOLUTIONS. I MEAN, THE ONE
THING THAT I ABSOLUTELY LOVE ABOUT THE FIELD OF REHABILITATION
IS WHAT I SAID EARLIER, IT'S NOT ONE SIZE FITS ALL AND THERE'S MORE
THAN ONE WAY TO DO A LOT OF THINGS. THERE'S MORE THAN ONE WAY
TO GET FROM HERE TO DENTON, BUT THAT BEING SAID, WE HAVE TO BE
HONEST AND FORTHCOMING ABOUT SAYING THAT THE CAVEAT IS NOT
EVERYBODY CAN DO EVERYTHING. I THINK SOMETIMES WE GET CAUGHT
UP IN RHETORIC TRYING TO PROMOTE THAT IDEA, SO.
AUDIENCE MEMBER: AS THE MOTHER OF AN ADULT WITH SPECIAL
NEEDS NOW, ONE OF MY -- I DON'T KNOW, I'M SURE DESMOND IS AWARE
OF THIS BECAUSE HE'S A YOUNG MAN WITH DISABILITIES BUT, FOR
EXAMPLE, IF MY SON NEEDS TO SEE A DENTIST OR A DOCTOR OR
SOMETHING LIKE THAT, IT'S AN EPISODE TO FIND SOMEBODY WHO IS
ADEQUATELY ABLE TO WORK WITH AN ADULT WITH DISABILITIES AND
SO AS A MOTHER, IT WILL TAKE ME FIVE OR SIX CALLS TO FIND AN
APPROPRIATE PERSON WHO COULD EVEN WORK WITH MY CHILD AND I
STILL ONE THE GAMUT OF WHAT THAT LOOKS LIKE. UNIVERSITIES
TODAY ARE RAISING THE DOCTORS, THE DENTISTS, THE LAWYERS, THE
NEXT CEO’S OF NON-PROFIT ORGANIZATIONS AND THROUGH
56
PARTNERSHIPS AND COLLABORATIONS AND WORKING ON BEING
EXPOSED TO ADULTS, WHETHER AT A UNIVERSITY OR ALLOWING THEM
INTO UNIVERSITIES OR EDUCATING PEOPLE HOW TO, THAT'S HOW WE'RE
GOING TO CHANGE THE WORLD AND DOING PRACTICAL THINGS BY
EXPOSING THEM.
FOR EXAMPLE, WE HAVE A PROGRAM THAT'S HANDS ON WITH THE
CALLIER SPEECH PROGRAM. WE'RE AN APPROVED PRACTICUM SITE.
MANY PEOPLE CHOOSE TO GO INTO THAT FIELD AND MAKE A
DIFFERENCE IN THAT FIELD, THAT WAY YOU'RE DEMYSTIFYING WHAT IS
A LABEL AND SHOWING A PERSON AND PEOPLE CHOOSE THAT
PROFESSION AND BEING HUMBLE IN BEING APPROACHED BY SOMEONE
BECAUSE A LOT OF THAT IS FEAR. THEN YOU DO THINK OUTSIDE THE
BOX BECAUSE YOU THINK THAT PERSON IS JUST LIKE ME BUT THEY NEED
ASSISTANCE IN THIS SO I DO THINK THE UNIVERSITIES HAVE A BIG ROLE
TO PLAY IN EXPOSING PEOPLE MORE TO THE LOCAL COMMUNITY,
WHETHER THAT'S VOLUNTEERING, GETTING AN INTERNSHIP TO HELP AND
NOT JUST IN THE AREA OF DISABILITY, ACROSS THE BOARD BECAUSE IN
THIS SCHOOL WITH ALL YOUR POPULATION AND YOUR EXECUTIVE MBA
PROGRAMS, YOU HAVE THE ABILITY TO REACH THE TOP ECHELONS AND
TO MAKE THE DIFFERENCE FOR EMPLOYMENT FOR ALL PEOPLE AND I
THINK THAT'S A BIG AREA WHERE PEOPLE CAN HELP WITH THAT AND
THIS IS SOMETHING -- AND THESE CONFERENCES ARE EXACTLY WHAT
THAT'S ABOUT, TO SHOW PEOPLE HOW TO DO THAT, AND TO HELP PEOPLE
UNDERSTAND IT, GO WORK IN IT OR MAKE A DIFFERENCE IN THAT WORLD
AND THAT'S HOW YOU GET PEOPLE ENGAGED.
JOANN NUNNELLY: I'M SO GLAD YOU BROUGHT THAT UP BECAUSE
TEXAS WOMAN'S UNIVERSITY HAS A NURSING SCHOOL AND THANKS TO
57
MS. TATE COMING OVER AND VISITING, WE GET TOGETHER REGULARLY,
THE PEOPLE WHO WORK IN UNIVERSAL DISABILITY OFFICES, WE GET
TOGETHER PERIODICALLY AND HAVE LUNCHES AND JUST SHARE IDEAS
WITH EACH OTHER AND BECAUSE KERRY CAME TO OUR CAMPUS IN
DALLAS AT THE NURSING SCHOOL, SHE MADE THE RECOMMENDATION,
WHEN I TOOK HER AROUND AND WE WERE SHOWING HER THE NURSING
PROGRAM AND WHAT THE STUDENTS WERE BEING EXPOSED TO, ONE OF
THE NURSING FACULTY TALKED ABOUT HOW THEY LEARN TO GIVE WELL
WOMAN EXAMS ON EACH OTHER AND KERRY WAS ABLE TO SHARE AN
EXPERIENCE ABOUT HAVE YOU EVER CONSIDERED MAKING SURE THAT
YOU HAVE PEOPLE WITH DISABILITIES BE YOUR STUDENTS AND YOUR
LEARNING POPULATION, NOT JUST EACH OTHER AS STUDENTS? AND
BECAUSE OF KERRY, I WENT BACK TO ALL OF OUR STUDENTS AND SENT
OUT A NOTICE AND SAID ANYBODY WHO'S REGISTERED WITH THE
DISABILITIES SERVICE, IF YOU WOULD BE INTERESTED IN EARNING $30
AND HAVING A WELL WOMAN EXAM OR SOMETHING OR WHATEVER,
OTHER EXAMS THEY WOULD HAPPEN TO BE DOING, THAT IS A CRITICAL
TEACHING MOMENT. IT'S NOT JUST THE OTHERS SO THANK YOU FOR
SAYING THAT.
AUDIENCE MEMBER: TO FOLLOWUP WITH WHAT YOU SAID, MS.
NUNNELY, AS WELL AS YOU, MS. FAIRCHILD, YES, THE ADA IS 25 YEARS
OLD, OKAY? AND EVEN AT THE SIMPLEST LEVEL AS IT RELATES TO
EDUCATING, GROWING THE MIND OF THE STUDENT, WHETHER IT BE
KINDERGARTEN ALL THE WAY UP THROUGH UNIVERSITY, THESE LAWS
HAVE BEEN IN PLACE. THIS IS NOT ROCKET SCIENCE, IT'S PRETTY
CLEARLY WRITTEN WHAT HAS TO BE DONE, OKAY? NOW, WITH PRIVATE
INSTITUTIONS, ESPECIALLY IN SECONDARY AND ELEMENTARY LEVEL
THEY CAN BE SELF-FULFILLING PROPHESIES ANYHOW BUT WHEN IT
58
COMES TO A STATE, TAXPAYER FUNDED INSTITUTION THAT IS SUPPOSED
TO FOLLOW ALL THE LAWS TO AGAIN WITH, WHAT IS THE PROBLEM? 25
YEARS, THESE ARE EDUCATORS YET WE'RE NOT PROCESS OF STILL
CONTINUING TO EDUCATE THEM. THIS CONVERSATION SHOULDN'T EVEN
BE TAKING PLACE AS IT RELATES TO VERY SPECIFIC ACADEMIC
ACCOMMODATIONS AND SO ON AND SO FORTH. I HAVE A PROBLEM WITH
THAT. I HAVE A PROBLEM THAT THEY CHECK BOXES TO RECEIVE THEIR
FEDERAL FUNDS BUT THEY DON'T DELIVER IN FULL BECAUSE IT OFTEN
COMES DOWN TO A SITUATION WITH THEM NOT MEETING THEIR
FIDUCIARY RESPONSIBILITIES IN DELIVERING EDUCATION TO A CHILD
WITH A DISABILITY. WHAT THE FOCUS IS ON PROTECTING THE TEACHER
THAT ISN'T MEETING THE REQUIREMENT IN THE FIRST PLACE. THAT'S A
PROBLEM FOR ME. THE OTHER THING IS THAT I TOTALLY AGREE WITH
YOU, MS. FAIRCHILD, WITH REGARD TO A PIECE OF PAPER IS REALLY
IRRELEVANT TO THE PROCESS THAT'S SUPPOSED TO TAKE PLACE HERE AT
A UNIVERSITY LEVEL IN PARTICULAR. THIS IS NOT ONLY ABOUT
ACADEMICS, THIS IS ABOUT GROWING THE PERSON, OKAY? AND IF YOU
HAVE A STUDENT WITH A DEVELOPMENTAL DISABILITY, FOR INSTANCE,
IT'S SO MUCH MORE IMPORTANT AS TO THAT INDIVIDUAL'S SOCIAL
INTERACTIONS THAT'S GOING TO BACK INTO ALSO WE'RE ASSUMING THE
ACADEMICS ARE THERE BUT IF THE ACCOMMODATIONS ARE NOT
DELIVERED TO MEET THE ACADEMICS, THAT MAY BE ANOTHER SELFFULFILLING PROPHESY OF SET TAG PERSON UP FOR FAILURE. IF THAT
PERSON IS SET UP FOR FAILURE, THEN THE SOCIAL IS GOING TO BREAK
DOWN IN THE PROCESS AS WELL. IT'S LIKE A STOOL, ONE OF THOSE LEGS
BREAKS, YOU HAVE A PROBLEM AND THE STOOL WILL COLLAPSE. IN THIS
INSTANCE, WE'RE NOT TALKING ABOUT A STOOL, WE'RE TALKING ABOUT
A HUMAN BEING THAT'S POTENTIALLY BEING DEPRIVED OF THE
59
OPPORTUNITY TO GO OUT AND BE NORMALIZED IN THE WORLD AND DO
OTHER THINGS.
RANDY BATISTE: REFORMULATE YOUR COMMENTS INTO A QUESTION
FOR THE PANEL.
AUDIENCE MEMBER: I'M SORRY. WHY ISN'T THAT BEING DONE? THAT
WAS THE INITIAL POINT. WHY HASN'T IT HAPPENED?
CEDRIC JONES: THANK YOU. I HAVEN'T TALKED THAT MUCH SO I WANT
TO GET MY VOICE OUT. I THINK THE GREAT THING ABOUT MY
POSSIBILITIES IS A LOT OF THE EMPLOYEES NOW ARE FORMER STUDENTS
SO WHAT I SAW IN THE VETERAN'S COMMUNITY IN THE LAST 2.5 YEARS
AND BEING A VETERAN MYSELF IS ONCE WE TOOK OWNERSHIP OF
VETERAN AND PTSD, ONCE WE TOOK OWNERSHIP OF IT BECAUSE NOW IT
SEEMS TO BE SYNONYMOUS, ONCE WE SAY IT'S PTG, POST TRAUMATIC
GROWTH. WE TOOK ON TEAM RED, WHITE, AND BLUE, THE MISSION
CONTINUES, IRAQ AND AFGHANISTAN VETERANS OF AMERICA, WE GET
TOGETHER AND SAY WE'RE GOING TO SHOW THE POPULATION YES, WE
HAVE EXPERIENCED TRAUMATIC EXPERIENCES, WE HAVE BEEN IN CAR
ACCIDENTS, BOMB EXPLOSIONS, SHOT AT BUT THOSE ARE EXPERIENCES
THAT A LOT OF US SHARE SO WE TOOK THAT IDEA AND SAY LET'S GO OUT
AND INFORM THE PUBLIC. I THINK IT STARTS WHEN THIS GROUP OF
PEOPLE THAT WE'RE TALKING ABOUT, EVEN I THINK ABOUT ME AND
DESMOND, WE HAVE SEEN EACH OTHER BEFORE ACROSS CAMPUS
NUMEROUS TIMES AND I HAVE NEVER KNOWN HIS STORY. WE HAVE
BEEN IN THE GYM WORKING OUT A FEW TIMES. I DIDN'T KNOW MUCH
ABOUT HIM, HE DIDN'T KNOW I WAS A VETERAN BUT WHEN YOU TALK,
THAT'S HOW THE CHANGE COMES ABOUT.
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DESMOND BLAIR: I JUST WANT TO ADD TO THAT. I THINK SOMETHING
THAT WAS SLIGHTLY TOUCHED ON IN YOUR COMMENTS BUT THERE'S A
FEAR THERE OF NOT ONLY FROM THE PERSPECTIVE OF THE PERSON WITH
THE DISABILITY, BUT THIS IS A GOOD EXAMPLE. A LOT OF TIMES I REACH
OUT TO SHAKE PEOPLE'S HANDS AND SOMETIMES THEY ARE LIKE MORE
STARTLED THAN I AM BUT IF YOU THINK ABOUT IT, WHO SHOULD BE THE
TERRIFIED ONE IN THAT INSTANCE? BUT THE REALITY IS THAT FEAR
EXISTS ON BOTH SIDES. I THINK YOU HAVE TO ACKNOWLEDGE THAT IT'S
NOT NECESSARILY THAT THESE PROGRAMS ARE JUST CHECKING A BOX,
MAYBE THERE'S A REAL FEAR THERE WITH HOW DO YOU ENGAGE
DIFFERENT PEOPLE? BECAUSE THERE ARE DIFFERENT DISABILITIES, THEY
RUN THE GAMUT AND SO YOU HAVE TO REMOVE THAT LAYER OF
APPREHENSION THAT'S BEEN SOMEWHAT ENGRAINED IN OUR SOCIETY IN
ENGAGING WITH PEOPLE WITH DISABILITIES. MY MOM OUGHT TAUGHT
ME THIS GROWING UP, IF YOU WANT TO KNOW WHETHER OR NOT I CAN
DO SOMETHING, ALL YOU HAVE TO DO IS ASK. BUT, AN EXAMPLE, WHEN I
WAS JOB HUNTING WHEN I FIRST GRADUATED, A LOT OF TIMES, DUE TO
LEGAL REASONS, THEY CAN'T CAN YOU WHAT YOU CAN AND CANNOT DO.
IF I GIVE YOU A RESUME THAT TELLS YOU I'M A PROGRAMMER, A
DESIGNER, I KNOW HIGHWAY TO USE ALL THIS SOFTWARE BUT I DON'T
HAVE FINGERS, YOU DON'T KNOW IF I CAN USE A KEYBOARD OR MOUSE
BUT YOU CAN'T ASK ME THAT QUESTION SO I THINK IN SOME INSTANCES
WE SET UP A FEAR AND IT KEEPS US FROM SOLVING THESE PROBLEMS.
MONICA POWELL: I WOULD LIKE TO ADD ONE MORE COMMENT. THERE'S
NEVER A TIME IN THE JINDAL SCHOOL OF MANAGEMENT WHERE A
STUDENT HAS SOUGHT ACCOMMODATION THROUGH OUR
ACCESSIBILITIES OFFICE THAT THEY AREN'T PROVIDED THAT
ACCOMMODATION IN FULL. IF THERE'S ONE PHONE CALL THAT I WILL
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TAKE AT MIDNIGHT OR AT 2 A.M., IF IT COMES FROM KERRY AND THERE'S
A STUDENT WHO NEEDS TO BE ACCOMMODATED AND I NEED TO REACH
OUT, IT'S DONE. I CAN SPECIFICALLY SAY IN MY TENURE HERE THAT I
DON'T KNOW OF ANY TIME WHEN WE HAVEN'T FULLY ACCOMMODATED A
STUDENT. IT'S HARD WORK AND IT'S HARD WORK THAT I TAKE
HONORABLY AND AM GLAD TO DO, BUT IT'S INDIVIDUAL WORK.
SOMEBODY MADE THE COMMENT THAT EACH STUDENT IS AN
INDIVIDUAL THAT HAS THE DIFFERENCES ISSUE SO WE HAVE TO TAKE
CARE OF THEM VERY SPECIFICALLY AND VERY PATIENTLY. I THINK
WE'RE COMING A LONG WAY. I THINK IT'S STILL RATHER SAD THAT WE'RE
HAVING TO DO THE EDUCATION PIECE, BUT I THINK THAT WHEN FACULTY
AND STAFF ARE MADE AWARE OF THEIR RESPONSIBILITIES AS YOU SAID
SO CLEARLY, EVERY EFFORT IS MADE TO ACCOMMODATE AND I THINK
WE DO THAT QUITE WELL HERE ON THE UT DALLAS CAMPUS AND I THINK,
DESMOND, YOU HAVE HAD THAT EXPERIENCE AND YOU HAVE HAD THAT
AS WELL AND I THINK AT OTHER UNIVERSITIES THEY HAVE MADE THAT A
PRIORITY.
DESMOND BLAIR: I THINK THE COMMUNICATION PIECE IS THE MOST
IMPORTANT PART OF THIS WHOLE PROCESS,THAT PEOPLE ARE WILLING
TO SIT DOWN AT THE TABLE AND TALK ABOUT WHAT IS POSSIBLE AND
WHAT ISN'T POSSIBLE. SOMETIMES THE ACCOMMODATION THAT'S
REQUESTED ISN'T POSSIBLE BECAUSE IT WOULD UNDERMINE THE
RESPONSIBILITY OF THE STUDENT TO PERFORM AND TO DO THE WORK
THEMSELVES, OKAY? FOR EXAMPLE, IF I WANTED TO BE A BRAIN
SURGEON, YOU PROBABLY WOULDN'T WANT ME PRACTICING ON YOU,
OKAY? SO MAYBE THAT'S NOT WHERE I NEED TO BE OR MAYBE THAT
CLASS ISN'T REALLY GOING TO HELP ME TO ACHIEVE MY GOALS. ALL OF
THIS COMES DOWN TO COMMUNICATION AND CLEAR AND OPEN AND
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FRANK COMMUNICATION. I HAVE FOUND THAT THAT'S THE ONLY WAY TO
SOLVE THE TYPES OF PROBLEMS THAT YOU'RE TALKING ABOUT.
RANDY BATISTE: WE HAVE A QUESTION OVER HERE AND THEN A
QUESTION ON THIS SIDE.
AUDIENCE MEMBER: ALL RIGHT, MY QUESTION IS ABOUT I THINK THAT
LADY TOUCHED ON THIS A LITTLE BIT, ABOUT POLICIES. ONE OF MY
RESPONSIBILITIES ON CAMPUS IS WORKING WITH OUR STUDENTS' RIGHTS
AND RESPONSIBILITIES AND WORKING WITH OUR STUDENTS WITH
DISABILITIES SO WE COME ACROSS DIFFERENT BUILDINGS THAT ARE NOT
ACCESSIBLE. WHAT IS THE POLICIES IN PLACE OR THE TIME LINES FOR
INSTITUTES WHEN SOMETHING IS REPORTED SAYING THIS SPACE IS NOT
COMPLIANT? HOW LONG DOES AN INSTITUTE HAVE TO GET BACK TO
MAKE SURE IT'S ACCESSIBLE OR COMPLIANT? SOMETIMES WE HAVE PUT
IN REQUESTS AND THEN WE NEVER HEAR ANYTHING BACK. WE HEAR,
OKAY, WE'LL ADDRESS THAT IN THE NEXT BUDGET CYCLE. THAT'S PART
OF THE CAPITAL IMPROVEMENT. WE'LL GET TO THAT. IS THERE
SOMETHING FROM A STUDENT'S PERSPECTIVE THAT CAN BE PUT IN PLACE
THAT SAYS THIS NEEDS TO BE FIXED AND ACCOMMODATED? THAT'S MY
QUESTION.
PAUL WATSON: ACTUALLY, I CAN ADDRESS THAT.
AUDIENCE MEMBER: I WAS THINKING ABOUT YOU PARTICULARLY.
PAUL WATSON: MY ROLE AS PURCHASING AGENT AS UT DALLAS, I HAVE
BEEN HERE 21 YEARS AND THIS HAS BEEN QUITE A CONTINUUM FOR US.
ONE OF THE FIRST JOBS WE HAD WAS TO GO IN AND ACCOMMODATE THE
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BATHROOMS AND TEAR OUT THE STALLS AND PUT IN ONE ADA
ACCESSIBLE BATHROOM. WE DIDN'T HAVE MONEY IN THE BUDGET FOR
THAT. WE HAD TO STEAL BUDGET FROM EVERYBODY ON CAMPUS AND
WE DID ONE PER BUILDING. THEN AS WE STARTED BUILDING THE
BUILDINGS, I THINK IN TEXAS IF YOU DO MORE THAN $50,000 WORTH OF
CONSTRUCTION IT HAS TO GO TO TASK FOR EVALUATION, YOU HAVE TO
SEND THEM BLUEPRINTS AND WE HIRE ONE OR TWO INSPECTORS TO
COME OUT AND INSPECT OUR CONSTRUCTION TO MAKE SURE IT'S
COMPLIANT BUT, YES, IT'S GRANDFATHERED IN. YOU DON'T HAVE TO, BY
LAW, GO BACK NECESSARILY AND ACCOMMODATE.
ANOTHER THING WE'RE FINDING IS LIKE THE EXAMPLE, AS LONG AS YOU
HAVE ONE DOOR, ONE RAMP, ONE BATHROOM, YOU MEET THE LETTER OF
THE LAW. IT MAY NOT BE FRIENDLY. IT'S A CONTINUUM BUT WHAT'S
MISSING HERE, WHAT WE FOUND OUT IN MY POSSIBILITIES IS ADVOCACY,
SELF-ADVOCACY. WHERE'S THE SELF-ADVOCACY GROUP FOR STUDENTS
WITH DISABILITIES? WE DON'T HAVE THAT AND AS A PARENT, FOR YEARS
THEY TOLD US, WELL, YOUR KID IS DELAYED. WE'RE LIKE, OKAY, WHAT
DO I NEED TO DO TO FIX THEM? 46 HOURS OF SPEECH THERAPY, DRUGS
AND BY THE TIME YOUR DAUGHTER IS 18 SHE WILL BE NORMAL BUT SHE
WILL NEVER BE NORMAL. SHE HAS A DISABILITY THAT'S LIFELONG. SHE
WILL BE BETTER AND BETTER AND BETTER BUT SHE WILL NEVER BE
PERFECT. I STARTED TELLING OTHER PARENTS, GET WHAT? YOUR KID IS
NEVER GOING TO BE PERFECT. YOUR KID HAS ISSUES AND THEY HAVE TO
KNOW THEY HAVE ISSUES. WE USED TO HAVE ADULTS WHO CAME TO
OUR AUTISM SOCIETY WHO HAD THREE MASTERS DEGREES AND BEEN TO
THREE PSYCH WARDS BEFORE THEY FOUND OUT THEY WERE ASPERGER'S.
THEY JUST NEED, THEMSELVES, TO KNOW WHAT'S GOING ON AND
BECOME ADVOCATES. IF YOU HAD A STUDENT ORGANIZATION THAT
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WENT BEFORE THE PRESIDENT OF THAT UNIVERSITY AND SAID WE
WOULD LIKE TO HAVE THAT BUILDING ACCOMMODATED, THAT WOULD
PUT IT UP TO SCALE. RIGHT NOW WE ONLY HAVE SO MUCH MONEY FOR
CONSTRUCTION AND RECONSTRUCTION AND IT'S A PRIORITY OF THE NEW
CLASSES WE NEED TO BUILD, WHERE CAN WE SPEND THAT MONEY AND
THERE'S NOT AN ADVOCATE FOR THE STUDENTS WITH DISABILITIES, PER
SE. SO I THINK WHAT WE HAVE TO GROW, AS INSTITUTIONS, IS TO GIVE A
VOICE TO THE STUDENTS FOR THEMSELVES TO BE THEIR OWN
ADVOCATES. THEY HAVE TO COME FORWARD AND SAY THINK OF LGBT
AND ALL THESE OTHER STUDENTS OVER THE YEARS WHEN WE FIRST
STARTED INTEGRATION YOU HAD BLACK STUDENT ORGANIZATIONS, IT
TAKES STUFF LIKE THAT TO SAY HEY, I'M HERE, I'M PROUD AND I'M HERE
AND YOU NEED TO RECOGNIZE ME. I DON'T THINK WE HAVE THAT YET.
I THINK PART OF THE SOLUTION, TOO, INCLUDES EDUCATION AND I
MEAN EDUCATING LEADERSHIP BECAUSE SOMETIMES THEY MAY NOT BE
AWARE OF WHAT THE ISSUE REALLY MEANS TO THE SCHOOL OR THE
STUDENT. THEY TALK ABOUT NOT ONLY TRYING TO CORRECT A
PROBLEM ON CAMPUS OR CORRECTING AN IMPRESSION OR
UNDERSTANDING ABOUT SOMETHING. PART OF WHAT NEEDS TO HAPPEN
IS EDUCATING THOSE PEOPLE WHO ARE IN CHARGE OF MAKING
DECISIONS ABOUT WHAT THE ISSUE REALLY IS AND WHY IT'S AN ISSUE.
AUDIENCE MEMBER: I HAVE A TWO PART QUESTION BUT I WILL MAKE IT
BRIEF. THE FIRST IS, IS THERE SOME SORT OF RUBRIC OR RANKING OR
SOMETHING THAT ORGANIZATIONS CAN USE TYPICALLY COLLEGES THAT
IS NOT TO MINIMIZE IT AS A CHECKLIST BUT ESSENTIALLY IS A HERE ARE
THE THINGS YOU NEED TO THINK ABOUT DOING GOING FROM
CURRICULUM, CO-CURRICULAR, DIRECT CURRICULUM, BUILDINGS, ETC.,
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THAT ORGANIZATIONS CAN FOLLOW TO SAY I HAVE DONE THIS, THIS,
AND THIS AND WE'RE MOVING CLOSER TOWARD UNIVERSAL DESIGN?
THE SECOND QUESTION IS DO YOU-ALL KNOW OF A COLLEGE OR
UNIVERSITY IN THIS COUNTRY WHO IS REGARDED AS THAT WHICH WHO
HAS GONE THROUGH THIS PROCESS AND HAS BEST PRACTICES FOR DOING
THIS THAT WE COULD MODEL OURSELVES AFTER?
PAUL WATSON: I CAN ANSWER THAT QUESTION. THE ANSWER IS YES.
THERE'S A CHECKLIST, SORT OF, AND A PROGRAM WE CAN USE AS A
MODEL AND THAT'S THE UNIVERSITY OF WASHINGTON. THEY HAVE A
PROGRAM CALLED PROJECT DO IT. THEY'RE A MODEL BECAUSE THEY
RECEIVE A LOT AMOUNT OF FUNDING TO HELP SCHOOLS ACROSS THE
COUNTRY TO ESTABLISH AND IMPLEMENT PROGRAMS THAT WILL
EMBRACE UNIVERSAL DESIGN. IF YOU WILL, GOOGLE PROJECT DO IT AND
THAT WILL GIVE YOU IDEAS.
AUDIENCE MEMBER: FIRST, I WILL GIVE YOU JUST A LITTLE
BACKGROUND AND THEN GET TO MY QUESTION. I WORK FOR THE
RICHARDSON SCHOOL DISTRICT'S TRANSITION PROGRAM AND FOR 21
YEARS WE HAVE PARTNERED WITH RICHLAND COMMUNITY COLLEGE
AND OUR STUDENTS WITH DEVELOPMENTAL ABILITIES ARE FULLY
INTEGRATED INTO THAT CAMPUS. THEY TAKE CREDIT CLASSES,
CONTINUING EDUCATION CLASS, THEY PARTICIPATE IN INTRAMURALS,
THEY'RE IN CLUBS, THEY HAVE PAID JOBS, DO JOB TRAINING SO I WAS
THINKING BACK TO WHAT THE LADY SAID BEFORE YOU WANT YOUR
DOCTORS, LAWYERS, DENTISTS AS WELL AS ANOTHER MYRIAD OF
PROFESSIONS TO HAVE MORE INTERACTION WITH PEOPLE WITH
DISABILITIES AND THAT'S ONE WAY THAT RICHLAND COLLEGE HAS DONE
THAT. MY QUESTION IS CAN YOUR FACULTY AND STAFF, WOULD YOU
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MEET WITH THE RICHLAND STAFF AND MAYBE BRAINSTORM HOW HERE
YOU COULD MAYBE DO SOME OF THE THINGS THEY'RE DOING ON THEIR
CAMPUS?
RANDY BATISTE: ANYONE WANT TO ADDRESS THAT?
CEDRIC JONES: ABSOLUTELY. I THINK THERE'S A LOT OF THINGS WE
CAN DO. I THINK WE NEED TO LOOK TO THOSE BRIGHT EXAMPLES. I'M
GLAD YOU MENTIONED THE UNIVERSITY OF WASHINGTON'S PROGRAM
BECAUSE I THINK THEY'RE THE STELLAR PROGRAM FOR DOING THAT AND
ABSOLUTELY, I WOULD ENCOURAGE A NUMBER OF ENTITIES AT UT
DALLAS TO REACH BACK TO RICHLAND COLLEGE AND LET THEM BE THE
LEADER IN HELPING US FIGURE OUT HOW TO DO THAT BETTER. I DON'T
WANT TO DIMINISH WHAT WE HAVE DONE AS A SCHOOL BECAUSE I
THINK UT DALLAS HAS DONE A REMARKABLE JOB WHEN I LOOK AT HOW
OUR VETERAN'S GROUP IS GROWING BY LEAPS AND BOUNDS AND HOW
WE'RE SERVING THE NEEDS OF THOSE STUDENTS WITH NOT ONLY VISIBLE
DIFFERENCES BUT THOSE WITH INVISIBLE DIFFERENCES, WE'RE DOING A
LOT BUT WE NEED TO DO MORE, WE ALL NEED TO DO MORE AND I THINK
RICHLAND IS DOING A GREAT JOB, ABSOLUTELY.
KERRY TATE: FOR A RESOURCE, THOSE OF YOU INTERESTED IN
UNIVERSITY OF WASHINGTON. DR. CHERYL BERKSTALLER WHO IS THE
PROGRAM CHAIR, SHE'S THE ONE WHO WROTE THE GRANT FOR THE DO IT
PROGRAM. SHE EDITED THE BOOK ON UNIVERSAL DESIGN FOR HIGHER
EDUCATION AND OUR DISABILITY OFFICE, YOU KNOW HOW YOU WAIT
UNTIL THE END OF THE YEAR FUNDS?, I USED LAST YEAR'S FUNDS TO
PURCHASE BOOKS FOR OUR FACULTY AND SO GAVE THAT TO ALL OF OUR
FACULTY.
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RANDY BATISTE: OTHER QUESTIONS? YES, MA'AM?
AUDIENCE MEMBER: FIRST I'M JUST SO GRATEFUL FOR BEING HERE.
THIS IS MY FIFTH DAY AT UT DALLAS WORKING. I JUST GOT HIRED LAST
WEEK. (APPLAUSE) I'M VERY GRATEFUL TO MY COLLEAGUE HERE, LORI,
FOR INVITING ME TO THIS SUMMIT TODAY. I'M VERY PASSIONATE ABOUT
THIS. I THINK WE'RE EITHER BORN TO BE ADVOCATES OR LIFE
EXPERIENCE PUTS US HERE. ONE OF MY CLASSES REQUIRED US TO GO TO
A NURSING HOME IN COLLEGE. WE BELLYACHED AND HATED IT. WE
THOUGHT THAT TEACHER WAS THE WORST PERSON EVER. WE HAD TO GO
FOR 8 HOURS A WEEK FOR 6 WEEKS. WE HATED EVERY MINUTE OF IT BUT
WE GOT TO MEET THE SENIORS, THEY WERE TEACHING US HOW TO ROLL
CIGARETTES AND THEY WERE TELLING US STORIES AND WE LAUGHED
WITH THEM. BY THE END OF THE 6 WEEKS, WE HATED TO SEE IT COME TO
AN END AND MOST OF US WERE LIFELONG ADVOCATES FOR SENIORS
WHO WERE CONSIDERED DISABLED AT THAT TIME. THEY WERE JUST PUT
AWAY IN NURSING HOMES. I BELIEVE THESE SEATS SHOULD BE FILLED
RIGHT NOW FOR THIS SUMMIT. EVERYBODY SHOULD BE GOING THROUGH
THIS SUMMIT RIGHT NOW. I WISH WE COULD MAKE A VIDEO AND PUT IT
TO THE TEACHERS AND VIDEOS. I TAUGHT AT RICHLAND FOR 10 YEARS
SO I KNOW WHAT YOU'RE TALKING ABOUT AS FAR AS RICHLAND'S
ARTICULATION FOR STUDENTS WITH DISABILITIES. HOW CAN WE FILL
THESE SEATS? HOW CAN WE MAKE IT PART OF NEW HIRE THINGS FOR
FACULTY, NOT ONLY NEW HIRE, NEW HIRE NEEDS TO BE AWARE OF THIS,
TOO, BUT ALSO STAFF WHO HAS BEEN HERE FOR YEARS. SOMETIMES THE
STAFF WHO HAS BEEN HERE THE LONGEST ARE SET IN THEIR WAYS.
THEY'RE COMPLACENT AND THEY DON'T REALIZE THEY SHOULD BE
AWARE OF THESE CHANGES AND ALSO HOW TO CONVEY TO THE
CORPORATIONS TO HIRE PEOPLE LIKE DESMOND. DESMOND SHOULD
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HAVE HUNDREDS OF OFFERS, I BELIEVE, JUST BY TELLING HIS STORY
TODAY. THOSE ARETHE COUPLE OF QUESTIONS I HAVE. HOW CAN WE
RELATE THIS TO GET THEM MORE INVOLVED AND RELATE TO
CORPORATIONS IN THE AREA?
SHELLEY LANE: I CAN ANSWER MAYBE ONE-HALF OF THAT QUESTION.
ONE OF THE THINGS KERRY AND I HAVE BEEN TALKING ABOUT IS HAVING
A GROUP OF FACULTY AND/OR STAFF MEET WITH HER ONCE A MONTH TO
SOLVE PROBLEMS, LEARN NEW INFORMATION, ETC., AND TAKE THAT AND
SHARE IT WITH STUDENTS IN CLASSROOMS AND IF THERE'S ANOTHER
SUMMIT FAIRLY SOON, WE'LL SEE A LOT OF THESE SEATS FILLED WITH
MEMBERS OF THE FACULTY.
DESMOND BLAIR: I JUST WANT TO SAY I THINK IT STARTS -- YOU HAVE
TO START WITH PEOPLE AT THE HIGHER LEVEL. COMING IN AS A
STUDENT, I DON'T EVEN KNOW WHERE TO START, I'M TRYING TO FIGURE
MY WAY AROUND CAMPUS BUT JUST FROM MY EXPERIENCE, LIKE DR.
LINNAHAN, YOU MENTIONED HIM AND I THINK HIS MINDSET ABOUT
SOLVING THOSE TYPES OF PROBLEMS, IT'S SPREAD OUT TO HIS STAFF. I
DIDN'T REALLY RUN INTO ANY ISSUES, IT WAS MORE OF CAN YOU DO
THIS? ARE YOU SURE? IF NOT HOW ARE WE GOING TO FIGURE OUT HOW
TO DO IT. I THINK YOU HAVE TO START WITH -- YOU HAVE TO START AT
THAT LEVEL AND MAYBE THERE MAY BE USABILITY TESTING OR GROUPS
OUT THERE WHERE YOU START TO WORK WITH THESE STUDENTS
BECAUSE A LOT OF TIMES WE COME IN AND -- I DON'T KNOW, I'M TRYING
TO LEARN HOW TO WASH MY CLOTHES. SO YOU HAVE TO HAVE THAT
CONNECTION AND BEING ABLE TO SAY, HEY, I AM A STUDENT WITH A
DISABILITY, I'M HAVING THIS PROBLEM, I KNOW YOU'RE THE DIRECTOR
OF THIS DEPARTMENT, TO HAVE OR BE ABLE TO ACCESS SOMEBODY AT
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THAT LEVEL AND JUST KIND OF TALK TO THEM AND HAVE THEM LISTEN
AND SAY WAIT A MINUTE, WE HAVE TO START THINKING ABOUT THESE
THINGS. I THINK THAT'S HOW IT STARTS, EVEN BLEEDING OVER TO THE
CORPORATE COMMUNITY BECAUSE YOU HAVE A LOT OF EDUCATIONAL
AND CORPORATE PARTNERSHIPS BUT IF THE TWO HAVE NEVER HAD TO
DEAL WITH CANDIDATES FOR EMPLOYMENT WITH DISABILITIES, IF THEY
HAVE NEVER HAD TO SERVICE A POPULATION WITH DISABILITIES, IT'S
NOT NECESSARILY THAT THEY DON'T CARE, IT'S JUST THAT PROBLEM HAS
NEVER COME TO THEM. YOU HAVE TO HAVE THE RESOURCES OR
PROVIDE A GATEWAY TO PEOPLE WITH THE RESOURCES TO SOLVE THESE
PROBLEMS.
JOANN NUNNELLY: CAN I MAKE ONE MORE COMMENT, TOO? I'M
ASHAMED THAT I HAVE ACTUALLY GONE AND VISITED NEVA'S FACILITY
AND WHAT DID I DO? I CAME BACK AND I PREACHED TO THE CHOIR. I
TOLD EVERYBODY THAT WAS ALREADY IN DISABILITY SERVICES ABOUT
THESE NEAT THINGS THAT I LEARNED FROM NEVA ABOUT HAVING
CONTRASTING COLORS AND CARPETS AND THINGS LIKE THAT AND IT
WASN'T UNTIL RIGHT NOW SITTING NEXT TO HER AND I HAVE KNOWN
HER FOR YEARS THAT I THOUGHT I NEED TO GO BACK AND GET THE
INTERIOR DESIGNER THAT IS PURCHASING AND GET OUR PURCHASING
PERSON AS WELL AND TAKE THEM TO THE AMERICAN FEDERATION FOR
THE BLIND AND HAVE THEM HAVE A TOUR OF THAT 1,800 SQUARE FOOT
APARTMENT SO WHEN THEY'RE PURCHASING SOMETHING THEY CAN
ACTUALLY SEE IT HAPPEN. WE HAVE TO TALK OUTSIDE OF THE PEOPLE
THAT WE NORMALLY TALK TO.
RANDY BATISTE: QUESTION OVER HERE?
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AUDIENCE MEMBER: AS A UNIVERSITY EVENT PLANNER HERE, ONE OF
THE THINGS WE HAVE TO DO WHEN WE PLAN EVENTS IS WE GO IN AND
TRY TO THINK OF THE THINGS THAT WE WOULD NEED TO PUT INTO PLACE
TO ACCOMMODATE DIFFERENT DISABILITIES THAT COME IN BUT THAT
DOESN'T MAKE ME AN EXPERT BY ANY MEANS. I HAVE NOT DONE
TRAINING OR HAD FURTHER EDUCATION ON WHAT THOSE THINGS ARE,
SO MY QUESTION WOULD BE I KNOW I HAVE TALKED TO MARCO BEFORE
IN THE PAST ABOUT I KNOW HE'S GOING TO SEND SOME OF OUR
FACILITIES CREW TO GO IN AND LEARN ABOUT SOME OF THE ADA RULES
BUT CAN WE NOT IMPLEMENT THAT KIND OF EDUCATION ON CAMPUS TO
SIGN UP QUARTERLY TO GO IN AND LEARN SOME OF THESE ADA THINGS?
I KNOW I NEED A RAMP FOR COMMENCEMENT AND I KNOW I NEED TO
SPACE CHAIRS SO FAR APART FOR WHEELCHAIRS, I KNOW THOSE THINGS
BUT ARE THERE ARE FURTHER ADA THINGS I'M NOT THINKING ABOUT?
AND HAVING ACCESS TO THAT EDUCATION HERE ON CAMPUS. THERE
ARE PEOPLE WHO PLAN THINGS WITHIN THE SCHOOLS THAT NEED TO BE
AWARE OF THOSE THINGS THAT THEY MAY NOT BE THINKING ABOUT.
RANDY BATISTE: QUESTION OVER HERE? WE HAVE ABOUT 10 MINUTES.
AUDIENCE MEMBER: I WILL BE QUICK. I STARTED IN EEO BACK IN 1975
WITH ITT. FROM 1975 UNTIL 1985, WE HAD A SEVERELY HANDICAPPED
YOUNG WOMAN WHO WAS THE SECRETARY TO THE DEPARTMENT HEAD
AND IF YOU HAD SEEN HER COMING THROUGH THE DOOR, SHE WAS
WHEELCHAIR BOUND, SHE HAD ONE HAND THAT WAS BASICALLY
TRAPPED CLOSE TO HER CHEST, SHE HAD HALF A LEG AND SHE SERVED
THE ENTIRE DEPARTMENT. MY POINT IS THAT SHE SERVED AS AN
EXAMPLE FOR THE CORPORATION OF PEOPLE WHO CAN DO AND I THINK
THAT'S ONE OF THE WAYS TO GET INTO THE CORPORATIONS. YOU HAVE
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HOSTED THE DIVERSITY CONNECTION HERE A NUMBER OF TIMES. THE
NEXT TIME WE'RE HERE, WHY DON'T YOU PROVIDE US WITH A LIST OF
THE STUDENTS WHO ARE GRADUATING IN THAT PARTICULAR SEMESTER
AND WHAT THEY'RE LOOKING TO DO? EACH OF THE EEO DEPARTMENTS
AND THE DIVERSITY DEPARTMENTS SHOULD BE EMPLOYING PEOPLE
THAT ARE EXAMPLES TO OTHER PEOPLE OF HOW CAPABLE THEY ARE.
JOANN NUNNELLY: YOUR EXAMPLE OF THE INDIVIDUAL WORKING FOR
THE DEPARTMENT IS AN ILLUSTRATION OF HOW RELATIONSHIPS CHANGE
PEOPLE'S ATTITUDES AND PEOPLE'S AWARENESS AND EXPOSURE TO
PEOPLE WITH DIFFERENT ABILITIES IS THE SECRET TO CHANGING THE
ATTITUDES OF THE POPULATION ON CAMPUS AND THEREFORE THE
POPULATION IN THE COMMUNITY AND ENCOURAGING PEOPLE WITH
DISABILITIES WHO ATTEND SCHOOL TO GET INVOLVED IN THEIR
COMMUNITY AND GET OUT AND ABOUT AND SOCIALIZING WITH PEOPLE
OF LIKE INTERESTS OR LIKE POLICIES AND PROJECTS THAT THEY WANT
TO WORK TOWARD IS THE SECRET TO HELPING PEOPLE BECOME MORE
TOLERANT OF EACH OTHER AND TO UNDERSTANDING THE NEEDS IN OUR
SOCIETY AND I THINK THAT'S THE THING THAT'S MISSING HERE. A LOT OF
TIMES PEOPLE WITH DISABILITIES, ESPECIALLY PEOPLE WHO ARE OLDER
WITH DISABILITIES, PEOPLE WHO ACQUIRE DISABILITIES LATE IN LIFE
STAY HOME. THEY DON'T GO OUT. THEY DON'T GET OUT AND ABOUT
BECAUSE THEY'RE AFRAID, BECAUSE THEY DON'T KNOW HOW TO, AND I
THINK SEVERAL PEOPLE HAVE MENTIONED GETTING STUDENT
ORGANIZATIONS MORE ACTIVE AND MAKING PEOPLE AWARE ON CAMPUS
WHICH WILL TRICKLE DOWN INTO THE COMMUNITY EVENTUALLY, BUT
ALSO TAKING THOSE ORGANIZATIONS OUT INTO THE COMMUNITY TO DO
THE THINGS THAT THEY WANT AND NEED TO DO TO HELP OUR
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COMMUNITY AND TO HELP PEOPLE IN THE COMMUNITY BECOME AWARE
OF WHAT PEOPLE
WITH DISABILITIES ARE ABLE TO DO.
RANDY BATISTE: WE HAVE TIME FOR ONE MORE QUESTION.
AUDIENCE MEMBER: RELATED TO THE QUESTION THAT WE JUST HAD --
RANDY BATISTE: SPEAK UP. THAT'S BETTER.
KERR TATE: ONE THING WE HAVE TO DO AS COMMUNITY MEMBERS OF
THE UNIVERSITY AS WELL AS COMMUNITY MEMBERS IN THE DALLAS
METROPLEX IS WE NEED TO CHANGE THE ATTITUDE FROM REACTIVE TO
PROACTIVE. SO MANY PEOPLE ARE WAITING FOR THAT MOMENT TO
COME TO US AND SAY THIS IS WHAT I NEED INSTEAD OF THINKING AHEAD
OF THE GAME AND GOING INTO THAT UNIVERSAL DESIGN.
RANDY BATISTE: THANK YOU, KERRY. APPRECIATE THAT. WHAT I
WANT TO DO NOW IS WRAP UP WITH SOME EXAMPLES OF UNIVERSAL
DESIGN AND I WILL HAVE THE PANEL HELP ME OUT A LITTLE BIT AND IF
YOU HAVE SUGGESTIONS AS WELL OF EXAMPLES, SHARE THEM WITH ME
AS WELL. ONE EXAMPLE I CAN THINK OF READILY IS OUR COMPUTER
SYSTEMS ON CAMPUS, OUR LABS WHERE WE HAVE COMPUTERS IN THEM.
IF WE ARRANGE THOSE LABS SUCH THAT EVERYTHING THAT MIGHT
NEED, MEANING THE STUDENTS, ARE AVAILABLE ON THAT SYSTEM IN
THAT LAB, THAT MIGHT ADDRESS UNIVERSAL DESIGN. AN EXAMPLE
MIGHT BE A COMPUTER THAT'S GOT AUDIO INPUT DEVICE HOOKED UP TO
THE COMPUTER, ALL THE SOFTWARE, ZOOM TEXT, JAWS, TEXT SPEECH
SOFTWARE, VOICE RECOGNITION SOFTWARE, ALL OF THOSE HOOKED
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INTO THE LAB AT THE OUTSET WOULD BE AN EXAMPLE OF UNIVERSAL
DESIGN FOR THAT LAB. OTHER EXAMPLES THAT YOU CAN THINK OF?
NEVA?
NEVA FAIRCHILD: HOW ABOUT THE APPLE DEVICES? RIGHT OUT OF THE
BOX, THEY ARE ACCESSIBLE TO PEOPLE WITH VISION LOSS, HEARING
LOSS, TOUCH DIFFICULTIES, HAND MANIPULATION DIFFICULTIES AND
THAT, I THINK APPLE IS DOING A DARNED GOOD JOB OF GETTING
UNIVERSAL DESIGN INTO THE HANDS OF MILLIONS OF PEOPLE. HERE'S
THE FLAW. THE MILLIONS OF PEOPLE THAT NEED TO KNOW ABOUT THE
ACCESSIBILITY ON THE APPLE DEVICES DON'T KNOW IT'S THERE. THEY
DON'T KNOW THAT THE APPLE PHONE THAT THEIR RELATIVE, THEIR
NEIGHBOR, THEIR FRIEND IS USING WOULD BE ACCESSIBLE TO THEM IF
THEY ONLY KNEW THAT THE ACCESSIBILITY FEATURES EXIST.
RANDY BATISTE: CEDRIC, AS WE PLAN FOR INCLUDING ALL CONSUMERS
ESPECIALLY THOSE WITH DISABILITIES ON CAMPUS, WHAT ARE YOUR
SUGGESTIONS FOR THOSE WHO ARE VETERANS TO MAKE SURE WE PLAN
FOR THEIR NEEDS AS WELL? WHAT WOULD BE YOUR SUGGESTIONS TO
MAKE SURE WE'RE INCLUSIVE OF VETERANS?
CEDRIC JONES: FIRST I THINK WOULD BE STUDENT VETERANS CENTERS.
UTD HAS ONE, IT WAS STARTED BY COLLEAGUES OF MINE AND FRIENDS
OF MINE SO I THINK THAT'S THE FIRST STEP. FROM THERE, THEY WILL
TAKE IT ON BECAUSE WHEN I SAW THE STUDENT VETERAN'S CENTER AND
YOU SHARE YOUR STORIES, TALK ABOUT WHERE YOU HAVE BEEN, WHAT
YOU HAVE DONE, WHAT DON'T YOU LIKE ABOUT THE SCHOOL? AND YOU
CAN HAVE THESE CONVERSATIONS AND THEN YOU GO TO DEPARTMENT
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HEADS AND SAY CAN WE MAKE THESE CHANGES. I THINK THAT'S THE
FIRST STEP.
RANDY BATISTE:
OKAY. AND FINALLY FOR FROM MY FACULTY AND
STAFF POINT OF VIEW, WHAT DO WE NEED TO DO TO MAKE SURE OUR
INSTRUCTIONAL MATERIALS AND METHODS ARE ALL INCLUSIVE?
MONICA POWELL: I WANT TO SAY IT STARTS WITH CREATING A
CULTURE WHERE FACULTY ARE COMFORTABLE WITH ENGAGING A
STUDENT WHEN THEY FIND OUT THEY HAVE A DISABILITY, WHETHER IT
BE PHYSICAL OR LEARNING, JUST CREATING A CULTURE OR CONTINUING
THAT CULTURE THAT SAYS, HEY, I'M HERE, WE'RE GOING TO FIGURE THIS
OUT TOGETHER BECAUSE WE HAVE THE SAME GOAL.
RANDY BATISTE: ANYTHING ELSE?
SHELLEY LANE: WELL, I THINK IT'S ALL ABOUT EDUCATION. WE HAVE
TO REMIND OURSELVES THAT WE HAVE TO TEACH ADAPTABILITY AND
FLEXIBILITY AND I THINK EVERY SINGLE TIME THAT THERE IS AN
ORIENTATION FOR FACULTY OR A FACULTY MEETING OR THERE'S A
STUDENT ORGANIZATION LEADERSHIP MEETING I THINK WE NEED TO
REMEMBER THAT THIS IS AN IMPORTANT TOPIC AND WE NEED TO MAKE
SURE THAT WE COVER THAT PERSPECTIVE AND REALLY ENCOURAGE ALL
OF OUR CONSTITUENTS TO REACH OUT AND BE INCLUSIVE AND MAKE
THAT EXTRA EFFORT TO REACH OUT TO THAT STUDENT WITH
DIFFERENCES AND SAY COME BE A PART OF THIS OR COME AND JOIN THIS
OR HOW CAN I HELP YOU? I THINK THAT OFTENTIMES THERE'S A
SHYNESS THAT THESE STUDENTS HAVE THAT GOES BACK TO WHAT YOU
SAID, DESMOND, ABOUT THE FEAR FACTOR. STUDENTS HAVE GOTTEN
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THAT OPPORTUNITY TO GET THE ACCOMMODATIONS THAT THEY NEED
AND THE INCLUSION THAT THEY WANT AND THE DESIRE. I THINK WE
JUST HAVE TO KEEP IT IN THE FOREFRONT OF OUR MINDS AND NOT PUT IT
ON A SHELF AND SAY THIS IS SOMETHING WE NEED TO DO WHEN WE
NEED TO DO IT OR WHEN WE REACT TO A SITUATION. WE NEED TO DO AS
KERRY SAID BE PROACTIVE AND MAKE SURE WE'RE ALWAYS KEEPING IT
IN THE FOREFRONT SO FACULTY, STAFF, AND STUDENTS VALUE THE
INCLUSION AND PREPARE FOR THE INCLUSION AND ENJOY THE
INCLUSION.
DESMOND BLAIR: WHAT THEY SAID.
CEDRIC JONES: I AGREE. (LAUGHTER)
JOANN NUNNELLY: AND A PART OF BEING PROACTIVE IS JUST CREATING
IT FROM THE BEGINNING IN AN ACCESSIBLE WAY. INSTEAD OF HAVING
AN INACCESSIBLE PDF AND I HAVE A BLIND STUDENT IN MY CLASS, WHAT
AM I GOING TO DO? I HAVE TO CREATE ALL THESE PDF’S AND WHILE
YOU'RE ADDING CAPTIONING TO THAT VIDEO THAT THE PROFESSOR IS
WORRYING ABOUT DISTRACTING, ADD AUDIO DESCRIPTION FOR THE
BLIND STUDENTS IN THE CLASS SO THE VISUAL LEARNING IS ACCESSIBLE
TO THE BLIND AND THE AUDITORY LEARNING IS ACCESSIBLE TO THE
HEARING IMPAIRED AND THE SIGHTED STUDENTS WILL BENEFIT FROM IT,
TOO, BECAUSE THERE MAY BE A SIGHTED STUDENT WHO IS A VISUAL
LEARNER. THE AUDIO DESCRIBE NATURE OF IT INFORMS THEM ABOUT
WHAT WAS BEING PORTRAYED THERE. IT'S HELPFUL TO EVERYBODY.
RANDY BATISTE: WELL, THANK YOU VERY MUCH. I WANT TO THANK
OUR PANELISTS FOR A GREAT JOB AT PRESENTING. (APPLAUSE)
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“AN OVERVIEW OF TEXAS ACCESS LAWS”
SUSAN MOTLEY
PRESENTER
PAUL WATSON
FACILITATOR
PAUL WATSON: OUR NEXT SPEAKER IS SUSAN MOTLEY. SHE WILL BE
TALKING ABOUT THE ADA AND THE TEXAS ACCESSIBILITY STANDARDS.
SO EARLIER TODAY WE HAD QUESTIONS FROM THE AUDIENCE, WE WERE
ASKED WHEN DOES A CAMPUS HAVE TO LEGALLY UPDATE FOR ADA
COMPLIANCE FOR PARTS OF CAMPUS AND I THINK WE'LL LEARN THAT
PRETTY SHORTLY.
SUSAN MOTLEY IS A SUPERVISING ATTORNEY AT DISABILITY RIGHTS
TEXAS. IT'S A LAW FIRM IN TEXAS THAT PROVIDES LAWYERS FOR PEOPLE
WITH DISABILITIES, OFTEN ON PRO BONO CASES. THEIR VISION IS TO
ENSURE FULL AND EQUAL PARTICIPATION THROUGHOUT SOCIETY
REGARDLESS OF WHERE PEOPLE WITH DISABILITIES LIVE, WORK, PLAY,
AND GO. MS. MOTLEY CONSIDERS HER WORK A CALLING, NOT A JOB, AND
IS PASSIONATE ABOUT WORKING WITH CLIENTS TO PROVIDE A MORE
JUST AND INCLUSIVE SOCIETY FOR ALL OF US. CURRENTLY SHE WORKS
AS A SUPERVISING POSITION AT THE DISABILITY RIGHTS TEXAS OFFICE.
SHE HAS A LAW DEGREE FROM THE UNIVERSITY OF TEXAS AT AUSTIN.
BEFORE JOINING DR TEXAS SHE REPRESENTED PEOPLE IN WORKPLACE
DISPUTES. SHE'S BOARD CERTIFIED IN LABOR AND EMPLOYMENT LAW
AND SEVERAL TIMES HAS WON THE SUPER TEXAS LAWYER AND BEST
LAWYERS IN TEXAS LIST. SUSAN IS A NATIVE TEXAN, GREW UP IN IRVING.
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HAS A HUSBAND AND FOUR CHILDREN, TWO IN HIGH SCHOOL AND TWO
IN COLLEGE. WHEN NOT WORKING AT DR TEXAS, SHE SPENDS TIME WITH
HER FAMILY AND ENJOYS WORKING IN VARIOUS CIVIC GROUPS. WE
WOULD LIKE TO WELCOME HER TODAY IN BEING OUR EXPERT ON
DISABILITY LAW.
SUSAN MOTLEY: THANK YOU SO MUCH FOR THAT INTRODUCTION. IT'S
MY PLEASURE TO BE HERE WITH YOU. I HAVE ABOUT 45 MINUTES AND I'M
IN THE AFTER LUNCH HOUR SO I HAVE MY WORK CUT OUT FOR ME TO
KEEP YOU AWAKE AND ENGAGED AND INTERACTING WITH ME SO WE'RE
GOING TO TALK THROUGH SOME THINGS TODAY. I HAVE THREE MAIN
GOALS AS WE GET GOING TODAY.
FIRST I WANT TO TELL YOU A LITTLE BIT ABOUT ME, A LITTLE BIT ABOUT
DISABILITY RIGHTS TEXAS SO YOU KNOW WHO I AM AND WHY I'M UP
HERE SPEAKING TO YOU, NOT WHO I AM BUT REALLY WHO MY
ORGANIZATION IS BECAUSE THAT'S WHAT'S IMPORTANT AS FAR AS YOU
UNDERSTANDING THE FACT THAT WE'RE OUT THERE IN THE COMMUNITY
AND WE'RE WORKING TOWARDS A MORE ACCESSIBLE AND INCLUSIVE
ENVIRONMENT FOR PEOPLE OUT THERE TODAY SO WE HOPE TO GIVE YOU
BACKGROUND ON US. THEN I REALLY WANT TO SPEND TIME ON
SUBSTANTIVE ISSUES. I WANT TO MAKE SURE YOU UNDERSTAND THE
REQUIREMENTS THAT EXIST FOR COLLEGES AND UNIVERSITIES. I'M NOT
GOING TO SPEND AS MUCH TIME ON ARCHITECTURAL STANDARDS AS I
AM SUBSTANTIVE, MORE SYSTEMIC STANDARDS FOR STUDENTS BECAUSE
THOSE ARE WHAT WE GET THE MOST CALLS ABOUT. THAT'S GOING TO BE
MY FOCUS TODAY AND THEN I'M GOING TO CLOSE IT UP WITH A
DISCUSSION ABOUT WHY WE'RE EVEN TALKING ABOUT THIS AND
PERHAPS I'M PREACHING TO THE CHOIR FOR MANY OF YOU WHO ARE IN
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THE AUDIENCE, BUT WITH THIS BEING THE FIRST ANNUAL
ACCESSABILITY PRESENTATION OR TRAINING AT THE UNIVERSITY AS I
UNDERSTAND, I REALLY WANT TO MAKE SURE WE PUT THINGS IN
CONTEXT AND THAT WE UNDERSTAND WHY IS ACCESS SO IMPORTANT IN
TODAY'S SOCIETY. SO THERE'S A ROAD MAP FOR WHERE WE'RE GOING
AND LET GET GOING.
AS I BEGIN, I WANT TO TALK ABOUT DR. TEXAS. I WANT TO TALK ABOUT
DISABILITY RIGHTS TEXAS. I'M NOT GOING TO STAND BEHIND A PODIUM
BECAUSE I HATE STANDING BEHIND A PODIUM SO I'M GOING TO TRY TO
NOT SLIP OFF THIS BECAUSE THEN WE'LL HAVE INJURIES TO TALK ABOUT
IN ADDITION TO ACCESS. SO I WORK FOR DISABILITY RIGHTS TEXAS.
WE'RE A NON-PROFIT LAW FIRM THAT HELPS PEOPLE WITH DISABILITIES
ALL ACROSS THE STATE. WE ARE LOCATED AND HEADQUARTERED IN
AUSTIN, TEXAS. MY OFFICE IS IN ONE OF THE REGIONAL OFFICES IN
DALLAS. WE HAVE REGIONAL OFFICES IN OTHER MAJOR METROPOLITAN
CITIES. WE HAVE A REGIONAL OFFICE IN HOUSTON, ONE IN EL PASO, ONE
IN SAN ANTONIO, ONE IN LUBBOCK AND ONE IN MCALLEN.
WE DO A LOT OF WORK ON BEHALF OF PEOPLE WITH DISABILITIES, SOME
OF WHICH IS RELATING TO ACCESS AND DISCRIMINATION LAWS SO WHEN
YOU TALK ABOUT LAWS LIKE THE AMERICANS WITH DISABILITIES ACT,
LIKE THE REHABILITATION ACT WHICH WE'LL GET TO A LITTLE BIT
LATER, THESE ARE THE KINDS OF LAWS WE ENFORCE IN ADDITION TO
OTHER LAWS THAT AFFECT AND HELP PEOPLE ARE DISABILITIES. SO
WHERE DID WE COME FROM? WHY DOES THIS LAW FIRM EVEN EXIST?
WE'RE PART OF A NATIONAL COLLECTION OF ORGANIZATIONS THAT ARE
KNOWN AS PROTECTION AND ADVOCACY ORGANIZATIONS. THOSE
ORGANIZATIONS, WHICH ARE ABBREVIATED AS PN AND ORGANIZATIONS,
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PROTECTION AND ADVOCACY ORGANIZATIONS CAME FROM A SET OF
LAWS THAT CONGRESS PASSED MANY YEARS AGO THAT DEAL WITH
PROTECTION OF PEOPLE WITH DISABILITIES FROM ABUSE AND NEGLECT.
SO THERE ARE SOME SCANDALS SEVERAL DECADES AGO FOR PEOPLE
WITH DISABILITIES WHO LIVED IN INSTITUTIONS, LIKE STATE MENTAL
HEALTH HOSPITALS, STATE CENTERS FOR THE DEVELOPMENTALLY
DISABLED AND ABUSE IN THESE INSTITUTIONS WERE FAIRLY RAMPANT.
OUT OF THOSE COLLECTIONS OF SCANDALS, CONGRESS CREATED A SET
OF LAWS THAT HELP PROTECT PEOPLE WITH DISABILITIES ALL ACROSS
THE NATION.
EACH STATE HAS A PROTECTION AND ADVOCACY ORGANIZATION AND
DISABILITY RIGHTS TEXAS IS THAT ORGANIZATION FOR THE STATE OF
TEXAS. THE KIND OF WORK WE DO IS FOR PEOPLE WHO HAVE CIVIL,
LEGAL DISPUTES AND YOU CAN IMAGINE THAT IN A STATE THE SIZE OF
TEXAS THERE ARE AN AWFUL LOT OF PEOPLE WITH DISABILITIES WHO
HAVE CERTAIN LEGAL DISPUTES. WE HAVE A STAFF OF ONLY ABOUT 120150 PEOPLE AT ANY GIVEN TIME ACROSS THE STATE AND SO JUST THE
DRAMATIC LEVEL OF NEED AND DISPUTES THAT EXIST AND THE AWFUL
CONDITIONS THAT EXIST FOR PEOPLE WITH DISABILITIES SOMETIMES,
THE NEED REALLY DWARFS OUR ABILITY TO SERVE FOLKS FROM TIME TO
TIME, WHICH IS UNFORTUNATE BUT THAT'S SOMETHING THAT WE HAVE
TO DEAL WITH. SO WHAT WE TRY TO DO IS WE TRAY TO TAKE IN OUR
CASE AREAS, AND I WILL DESCRIBE THOSE HERE IN A SECOND, WE TRY TO
TAKE AS MANY CASES AS WE CAN TO HELP ADVANCE TO LAW AND
ENFORCE THE LAWS THAT CURRENTLY EXIST. SO THE ADA, AS IT STANDS
TODAY, DID NOT NECESSARILY -- IT'S BEEN IN EFFECT SINCE 1990 AND THE
LAW AS IT STANDS TODAY HAS GONE THROUGH A LOT OF CHANGES
SINCE 1990. WHAT WE TRY TO DO ON A DAILY BASIS IN THOSE KINDS OF
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CASES IS TRY TO ENFORCE THE LAWS THAT EXIST AND IF THERE'S AN
OPPORTUNITY TO MAKE THE LAW BETTER OR TO MAKE THE APPLICATION
BETTER BECAUSE OF TODAY'S SOCIETAL CONDITIONS, WE TRY TO PUSH
THE LAW IN A WAY THAT WILL PROMOTE BETTER ACCESS, PROMOTE
BETTER INDIVIDUAL RIGHTS, AND PROMOTE STRONGER REMEDIES AND
RIGHTS FOR INDIVIDUALS WITH DISABILITIES.
WHAT ELSE DO I WANT TO SAY ABOUT DISABILITY RIGHTS TEXAS? I
NEED TO TELL YOU OTHER CASES BESIDES ACCESS CASES. WE DO SOME
CASES FOR SPECIAL EDUCATION SITUATIONS, SO KIDS IN PUBLIC
SCHOOLS WHO ARE COMING UP THROUGH EARLY CHILDHOOD THROUGH
GRADE 12 AND RECEIVING SPECIAL EDUCATION SERVICES IN PUBLIC
SCHOOLS, WE ASSIST THE PARENTS IN MAKING SURE THEY HAVE
APPROPRIATE PROGRAMS AND SERVICES WITHIN THE PUBLIC SCHOOL
SYSTEM. WE HELP IN THOSE CASES OF INSTITUTIONAL SETTINGS WHERE
INDIVIDUALS LIVE IN THESE INSTITUTIONS, MAYBE THEY WANT TO LIVE
IN THE COMMUNITY INSTEAD AND CAN DO SO WITH APPROPRIATE
SUPPORTS AND SERVICES. WE TRY TO APPROPRIATE COMMUNITY LIVING
IN THOSE SCENARIOS AND WE TRY TO ASSIST THEM IN MAKING SURE
THEY CAN GET THERE. WE TRY, IN THOSE INSTITUTIONAL SETTINGS, TO
ENSURE THAT THEY ARE NOT ABUSED AND NEGLECTED WHILE THEY ARE
THERE. WE HAVE A NUMBER OF OTHER KINDS OF CASES SO I DON'T WANT
TO SPEND OUR ENTIRE TIME TALKING ABOUT DISABILITY RIGHTS TEXAS
BUT I DO WANT TO ENCOURAGE YOU TO GO TO OUR WEBSITE WHICH IS
DRTX.ORG AND JUST PERUSE IT, THERE'S A LOT OF INFORMATION THERE
ABOUT THE KINDS OF WORK THAT WE DO, ABOUT THE PROCESSES THAT
WE GO THROUGH IN DECIDING WHICH CASES WE CAN WORK ON AND IN
PROVIDING RESOURCES TO THE PUBLIC ON THE VARIOUS AREAS THAT WE
ARE ABLE TO ASSIST WITH.
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ONE THING THAT'S IMPORTANT TO NOTE IN ADDITION TO NOTING THAT
WE CANNOT HELP EVERYBODY THAT CONTACTS US FOR ASSISTANCE IS
SIMPLY THAT THERE ARE AN AWFUL LOT OF CIVIL KINDS OF CASES WE
DON'T HELP WITH. WE DON'T DO PERSONAL INJURY CLAIMS. IF I FELL OFF
THIS, I WOULD NEED TO FIND ANOTHER LAWYER TO HELP ME. THAT WAS
A JOKE, SEE? IT'S PAST LUNCH HOUR. (LAUGHTER) WE DON'T DO
PERSONAL INJURY CLAIMS, WE DON'T DO MEDICAL MALPRACTICE
CLAIMS, WE DON'T DO FAMILY LAW, WE DON'T DO MANY OF THE THINGS
WHERE THE DISABILITY IS NOT NECESSARILY A BARRIER TO FINDING
REPRESENTATION. THERE ARE AN AWFUL LOT OF LAWYERS OUT THERE
WHO DO PERSONAL INJURY, MALPRACTICE, ALL THESE KINDS OF CASES,
FAMILY LAY, AND WE ARE NOT NECESSARILY FILLING A NEED THAT'S
NOT BEING MET. WE DO SPECIALIZE IN REPRESENTING INDIVIDUALS
WITH DISABILITIES IN THE KINDS OF CASES WHERE THEY'RE NOT
NECESSARILY GETTING MUCH HELP FROM THE PRIVATE BAR, FROM
FOLKS IN A FOR PROFIT SETTING.
OKAY. SO NOW THAT YOU KNOW WHO I AM AND THE ORGANIZATION I
COME FROM, I WANT TO KNOW A LITTLE BIT ABOUT YOU. CAN YOU TELL
ME HOW MANY OF YOU IN HERE ARE INDIVIDUALS WHO ARE STUDENTS
HERE? OKAY. WE HAVE A COUPLE. HOW MANY OF YOU ARE JUST HERE
FROM THE GENERAL PUBLIC AND YOU'RE INTERESTED IN WHAT'S GOING
ON, ON CAMPUS? OKAY. A COUPLE OF THOSE, TOO. GOOD. HOW MANY
OF YOU ARE ADMINISTRATORS OR FACULTY HERE? JUST A HANDFUL.
AND LET ME THINK --
PAUL WATSON: STAFF.
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SUSAN MOTLEY: STAFF, YES. HOW MANY ARE STAFF? MOST OF YOU ARE
STAFF. OKAY. GREAT. WELL, NO MATTER WHO YOU ARE OR WHY
YOU'RE HERE, I'M GLAD YOU'RE HERE AND I'M HOPING THAT FOR THE
REMAINDER OF THE PROGRAM WE'LL GET TO THINGS YOU HAVE NOT
THOUGHT ABOUT YET AND MAYBE WE CAN EXPAND THE WAY THIS YOU
THINK ABOUT HOW TO PROVIDE ACCESSIBLE SERVICES TO THE STUDENTS
HERE. ALL RIGHT, SO THIS IS WHAT I WANT TO SPEND THE BULK OF MY
TIME ON. THE WHAT THAT I WANT TO FOCUS ONTO DAY. I HAVE BEEN
ASKED TO TALK ABOUT TEXAS ACCESSIBILITY STANDARDS AND THE
AMERICANS WITH DISABILITIES ACT AND OTHER DISABILITY RIGHTS
LAWS. MY ABILITY TO FIT THAT IN IN 45 MINUTES IN A POST LUNCH
HOUR, THAT'S PROBABLY THE MOST CHALLENGING PROJECT I'VE
RECEIVED IN RECENT WEEKS, BUT WHAT I WANT TO DO IS REALLY TRY
TO BREAK THIS UP SO THAT YOU HAVE SOME BASICS BECAUSE THERE'S
AN AWFUL LOT OF OVERLAP BETWEEN MANY OF THESE LAWS. I WANT
TO JUST KIND OF SCRATCH THE SURFACE WITH WHAT'S OUT THERE IN
TERMS OF LAW, TALK ABOUT SPECIFIC EXAMPLES TO HAVE YOU THINK
THROUGH SOME THINGS, AND THEN REALLY HAVE SOME TIME AT THE
END TO BE ABLE TO ANSWER SOME OF YOUR QUESTIONS IF YOU HAVE
SOME SPECIFIC QUESTIONS. WHEN WE GET TO QUESTION AND ANSWER
TIME, I WON'T BE ABLE TO GIVE YOU INDIVIDUAL LEGAL ADVICE SO I
DON'T ENCOURAGE YOU TO ASK ME ABOUT A PERSONAL CASE. YOU CAN
CERTAINLY CALL OUR INTAKE LINE, WHICH I DIDN'T FOCUS ON IN THAT
PRIOR SLIDE. LET ME DO THAT BEFORE I GO FURTHER. IF YOU HAVE A
CASE YOU WANT US TO TRY TO HANDLE, WE HAVE AN INTAKE LINE. HE'S
HERE ON OUR SLIDE OR ON THE WEBSITE. IF YOU WANT TO KNOW HOW
TO REACH US, WRITE THESE TWO THINGS DOWN. ONE IS OUR WEBSITE,
DRTX.ORG AROUND THEN OUR 800-NUMBER FOR STATEWIDE INTAKE
WHICH IS 1-800-252-9108.
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OKAY. SO NOW LET'S GET TO THE SUBSTANCE OF WHY I'M HERE AND
WHAT I WANT TO TALK TO YOU ABOUT. THERE ARE A NUMBER OF
DISABILITY RIGHTS LAWS OUT THERE. THE FAMILY THAT I SUPERVISE,
WE HANDLE CASES COVERING SUBJECTS SUCH AS HOUSING, EDUCATION,
EMPLOYMENT, GENERAL ACCESS TO OTHER PUBLIC SERVICES,
TRANSPORTATION AND VOTING, SO THE LIST OF LAWS THAT MY TEAM
AND I HANDLE IS LONG AND COMPLICATED AND I'M NOT GOING TO
COVER ALL OF THAT TODAY. WHEN I FOCUS ON THE LAWS IN PLACE FOR
STUDENTS AND THAT AFFECT COLLEGES AND UNIVERSITIES, THE TWO
LAWS THAT I THINK OF PRIMARILY ARE THE REHABILITATION ACT OF
1973 AND THE AMERICANS WITH DISABILITIES ACT WHICH WAS PASSED IN
1990. THAT WAS AMENDED IN 2008 AS WELL. SOME OF THE THINGS THAT
THOSE LAWS HAVE IN COMMON ARE DEFINING PEOPLE WITH
DISABILITIES SO YOU KNOW WHO THE LAW COVERS, WHAT INSTITUTIONS
THE LAW COVERS, AND SOME OF THE OTHER THINGS THAT COVER THAT
LAW ARE CONCEPTS OF DISCRIMINATION AND SOME OF THE LEGAL
RIGHTS AND REMEDIES THAT EXIST UNDER THE LAWS ARE VERY
SIMILAR. I WANT TO START WITH THE AREA OF DISABILITY AND WHAT
DOES IT MEAN UNDER THE ADA OR OTHER CIVIL RIGHTS LAWS TO BE A
PERSON WITH A DISABILITY. YOU MAY HAVE ALREADY COVERED SOME
OF THIS IN TODAY'S PROGRAM BUT I WASN'T HERE EARLIER IN THE DAY
SO IF THIS IS REPETITIVE, I APOLOGIZE.
UNDER THE AMERICANS WITH DISABILITIES ACT, A DISABILITY IS
DEFINED AS A PHYSICAL OR MENTAL IMPAIRMENT THAT AFFECTS A
MAJOR LIFE ACTIVITY. IN TRUE LAWYER FASHION, ALL OF THOSE CASES
HAVE A SPECIAL MEANING AND SOME THINGS FIT ONE PART OF THE
DEFINITION AND NOT THE OTHER. THERE ARE MANY, MANY CASES FROM
1990 UP UNTIL 2008 THAT MADE THE QUESTION OF DISABILITY MUCH
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MORE COMPLICATED THAN IT NEEDED TO BE. YOU HAD CASES INVOLVED
WHETHER PEOPLE IN CANCER IN REMISSION SHOULD BE CONSIDERED
PEOPLE WITH DISABILITIES THAT ARE THEREFORE ENTITLED TO
ACCOMMODATIONS OR ENTITLED TO BE FREE FROM DISCRIMINATION.
THERE WERE LOTS AND LOTS OF CASES BETWEEN 1990 AND 2008, AS I
SAID, WHERE THE JUDGES SIMPLY GOT IT WRONG. THEY DIDN'T MAKE
DECISIONS IN THEIR CASES THAT WERE CONSISTENT WITH THE INTENT
THAT CONGRESS EXPRESSED WHEN IT PASSED THE LAW IN 1990.
I MENTIONED EARLIER THE REHABILITATION ACT OF 1973. THAT'S
REALLY WHERE THE ADA COMES FROM. THE REHABILITATION ACT OF
1973 WAS THE FIRST LAW THAT PROVIDED ACCOMMODATIONS AND
FREEDOM FROM DISCRIMINATION FOR PEOPLE WITH DISABILITIES IN
CONTEXTS LIKE THIS, IN A STATE UNIVERSITY, OKAY? THE ADA
BROADENED THAT AND MADE IT AVAILABLE TO OTHER, MORE PRIVATE
SETTINGS, NOT NECESSARILY A PLACE THAT RECEIVED FEDERAL
FINANCIAL ASSISTANCE. SO UNDER BOTH THE REHABILITATION ACT AND
UNDER THE AMERICANS WITH DISABILITIES ACT, THEY USE A LITTLE BIT
OF DIFFERENT TERMINOLOGY, REHABILITATION ACT REFERS TO FOLKS
WITH HANDICAPS AND THE ADA REFERS TO FOLKS WITH DISABILITIES
AND BOTH OF THOSE LAWS REALLY DEFINE THOSE CONCEPTS AS
INDIVIDUALS WHO HAVE PHYSICAL OR MENTAL IMPAIRMENTS THAT
SUBSTANTIALLY LIMIT MAJOR LIFE ACTIVITIES. SO IN THAT, YOU TALK
ABOUT CONCEPTS LIKE WHAT IS THE IMPAIRMENT? YOU TALK ABOUT
WHAT IS THE IMPACT UPON MAJOR LIFE ACTIVITIES? AND THEN YOU
TALK ABOUT WHETHER OR NOT IT'S SUBSTANTIALLY LIMITING.
AFTER 2008, AFTER CONGRESS AMENDED THE LAW TO AGAIN SAY BACK
TO THE COURT SYSTEM. WE HAVE THIS THREE BRANCH SYSTEM OF
GOVERNMENT AND WE HAVE A TENSION BETWEEN WHAT THE COURTS
85
DO WHEN THEY MAKE DECISIONS ON STATUTORY CASE AND WHAT
CONGRESS INTENDED AND WHEN THERE'S TENSION, SOMETIMES COURTS
MAKE BAD RULINGS AND CONGRESS HAS TO STEP IN AND REVISE THE
LAW. SOMETIMES THAT TENSION EXISTS FOR A VERY LONG TIME SO
BETWEEN 1990 AND 2008 THERE WAS THAT TENSION BECAUSE CONGRESS
MEANT ONE THING AND SAID ONE THING AND COURTS DID ANOTHER AND
SO WHAT THEY DID IN 2008 WAS CONGRESS PASSED SOME AMENDMENTS
TO SAY, COURTS, WE REALLY DID MEAN WHAT WE SAID. WE DON'T CARE
THAT YOU THINK THIS IS GOING TO OPEN UP THE FLOOD GATES OF
LITIGATION. WE REALLY DO MEAN WHAT WE SAY WHEN IT COMES TO
ACCESS FOR PEOPLE WITH DISABILITIES IN ALL THESE AREAS THAT THE
ADA COVERS. FROM A PRACTITIONER STANDPOINT, SOMEONE WHO
FOCUSES ON DISCRIMINATION IN MY WORK LIFE, THAT WAS GOOD NEWS
BECAUSE THE FOCUS WAS NO LONGER ON TRYING TO HAVING
SOMETHING THAT YOU REPRESENT, TRYING TO PROVE THAT OVER AND
OVER AND OVER AGAIN I REALLY AM A PERSON WITH A DISABILITY.
THAT'S A FRUSTRATING THING TO DO. LET'S SAY YOU ARE A PERSON
WITH, IN YOUR MIND, PRETTY CLEARLY HAS A PHYSICAL OR MENTAL
IMPAIRMENT THAT SUBSTANTIALLY LIMITS A MAJOR LIFE ACTIVITY AND
YOU HAVE RECEIVED SERVICES AS A PERSON WITH A DISABILITY
THROUGHOUT YOUR LIFE AND LET'S SAY YOU REACH THE COLLEGE
LEVEL AND ALL OF A SUDDEN THE COLLEGE TAKES THE POSITION, I'M
SORRY, YOU NEED TO GIVE ME MORE DOCUMENTATION. YOU NEED TO
GIVE ME MORE EXAMS, YOU NEED TO GIVE ME MORE REPORTS, YOU NEED
TO DO MORE, MORE, MORE, MORE, MORE. CAN YOU SEE THE LEVEL OF
FRUSTRATION THAT A STUDENT MIGHT HAVE? I KNOW THIS IS
SOMETHING I TESTIFIED ABOUT IN TERMS OF INDIVIDUALS WHO HAVE
DYSLEXIA. THIS IS SOMETHING THAT EVEN OUR STATE GOVERNMENT
HEARD TESTIMONY ON AND HEARD COMMENTARY ON FROM FOLKS IN
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THE COMMUNITY AND INVITED PEOPLE FROM OUR ORGANIZATION ON
WHAT IS REQUIRED AND THE STATE GOVERNMENT HAS LOOSENED ITS
STANDARDS TO SAY, YOU KNOW, DYSLEXIA IS NOT SOMETHING THAT
CHANGES DRAMATICALLY OVER TIME AND STUDENTS OUGHT NOT HAVE
TO DO NEW REPORTING AND NEW EXAMINATIONS AS THEY'RE MAKING
THE TRANSITION FROM HIGH SCHOOL TO COLLEGES SO COLLEGES,
UNIVERSITIES, OTHER ENTITIES OUGHT TO BE ABLE TO RELY ON THE
REPORTS THAT MAY PREEXIST PRIOR TO THEIR ARRIVAL ON CAMPUS.
I WOULD ENCOURAGE ALL STAFF AND FACULTY HERE TO THINK ABOUT
DOING THE SAME. THE FOCUS, AGAIN, AFTER THE AMENDMENTS ACT IN
2008, UNDER THE ADA THE FOCUS IS NO LONGER AS IMPORTANT TO
REALLY TRY TO FIT YOUR CONDITION WITHIN THE DEFINITION OF
DISABILITY. IT'S NOT AS HARD IS WHAT I'M TRYING TO COMMUNICATE.
I'M NOT COMMUNICATING THAT VERY WELL, BUT WHAT COURTS HAD
BEEN DOING WRONG BETWEEN 1990 AND 2008 WAS TO FOCUS ONLY ON
THE DISABILITY QUESTION AND THEN THEY NEVER GOT TO THE
DISCRIMINATION QUESTION. THEY NEVER GOT TO THE
ACCOMMODATION QUESTION. THEY NEVER GOT TO RETALIATION, EVEN,
AND SO YOU HAD INDIVIDUALS WHO WERE POSSIBLY AT UNIVERSITIES
WHO SAID I'M SORRY, WE JUST DON'T THINK YOU'RE DISABLED ENOUGH.
SO WE DON'T HAVE TO GIVE YOU ANY ACCOMMODATIONS. WE DON'T
HAVE TO LET YOU INTO THIS SCHOOL. WE DON'T HAVE TO GIVE YOU
INTERPRETERS. WE DON'T HAVE TO, WE DON'T HAVE TO, WE DON'T HAVE
TO AND THERE WAS A LOT OF LITIGATION THAT WASTED A LOT OF TIME,
ENERGY, AND RESOURCES SIMPLY ON THE QUESTION OF WHETHER A
STUDENT WAS ENTITLED TO SOME ACCOMMODATIONS. SO AS A
PRACTITIONER, I'M GLAD THOSE AMENDMENTS ARE THERE BECAUSE
NOW IT PUTS THE FOCUS BACK ON WHERE CONGRESS INTENDED IT TO BE.
87
WHAT CAN WE DO, AS A SOCIETY, AS AN INSTITUTION, AND AS A
COMMUNITY TO ENSURE THAT INDIVIDUALS WITH DISABILITIES AS
DEFINED UNDER THOSE LAWS ARE ABLE TO HAVE AS EQUAL A PLAYING
FIELD AS IS POSSIBLE AND TO HAVE ACCESS TO THE SAME SORTS OF
PROGRAMS AND SERVICES AS THE REST OF US DO? WE ARE TRYING TO
MOVE TOWARDS A MORE INCLUSIVE COMMUNITY. WE ARE TRYING TO
GET AWAY FROM TIMES WHEN FOLKS WITH LOTS OF DIFFERENT KINDS OF
PROTECTED CHARACTERISTICS UNDER CIVIL RIGHTS LAWS ARE
SEGREGATED, TREATED DIFFERENTLY AND ARE NOT ENTITLED TO THE
SAME SERVICES AS THE REST OF US WHO DON'T HAVE THOSE
CHARACTERISTICS. JUST LOOKING AROUND THIS ROOM, I'M ESTIMATING
THERE MAY BE 40 OR 50 PEOPLE HERE, I'M NOT COUNTING EXACTLY BUT
ABOUT THAT LEVEL OF NUMBER AND IF YOU THINK ABOUT YOUR OWN
MEDICAL CONDITIONS, YOU MIGHT IDENTIFY YOURSELF AS PERSON WITH
A DISABILITY. YOU MIGHT NOT THINK OF YOURSELF THAT WAY, BUT I'M
STANDING UP HERE WITH A CONDITION THAT UNDER THE AMENDMENTS
ACT QUALIFIES ME AS A PERSON WITH A DISABILITY BUT DO I LOOK LIKE
A PERSON WITH A DISABILITY? WHAT DO YOU THINK OF?
CLOSE YOUR EYES FOR A MINUTE. JUST PLAY ALONG WITH ME. I KNOW
THIS IS DANGEROUS AFTER LUNCH TO SAY CLOSE YOUR EYES
(LAUGHTER) BUT I'M GIVING YOU AN OUT SO JUST FOR THE NEXT 10
SECONDS, YOU HAVE MY PERMISSION TO CLOSE YOUR EYES AND THEN
I'M GOING TO STOMP OR DO SOMETHING TO WAKE US ALL UP. CLOSE
YOUR EYES FOR JUST A MINUTE. WHEN I SAY I'M A PERSON WITH A
DISABILITY, WHAT'S THE IMAGE THAT FLASHES IN YOUR MIND? I'M NOT
SAYING TO SAY IT OUT LOUD, BUT THINK ABOUT IT. WHAT DOES A
PERSON WITH A DISABILITY LOOK LIKE? WHAT DO THEY SOUND LIKE?
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HOW DO THEY INTERACT WITH OTHERS? OKAY. OPEN YOUR EYES. THE
ANSWER IS WE DON'T NECESSARILY KNOW WHAT AN INDIVIDUAL WITH A
DISABILITY LOOKS LIKE OR SOUNDS LIKE OR HOW THEY INTERACT. IT'S A
VERY INDIVIDUALIZED QUESTION. IT'S NOT AS EASY AS JUDGING AND
THESE ARE NOT NECESSARILY EASY QUESTIONS, EITHER, BUT IT'S NOT AS
EASY AS JUDGING A PERSON'S RACE OR ETHNICITY OR GENDER. YOU
CAN'T NECESSARILY PUT PEOPLE IN LITTLE CLEAN CUT BOXES TO SAY
YES OR NO. ON ANY GIVEN DAY, A PERSON MAY BE A PERSON WITH A
DISABILITY AND YOU MAY NOT EVER SEE IT WITH YOUR EYES.
SO ONE OF THE SKILLS THAT WE HAVE AS HUMANS THAT WE OUGHT TO
DO BETTER AT BECAUSE OF THAT IS TO LISTEN, AND TO KEEP AN OPEN
MIND. HUMANS MAY NOT NECESSARILY BE THAT GREAT ABOUT KEEPING
AN OPEN MIND, BUT WE SHOULD BE BETTER AT THAT. WHEN YOU HAVE
A STUDENT WITHIN YOUR PROGRAMS WHO HAS GONE TO THE OFFICE OF
STUDENT ACCESSABILITY, HAS GOTTEN ALL THEIR ACCOMMODATIONS IN
PLACE, IT IS NOT YOUR JOB AS FACULTY TO DECIDE WHETHER THOSE
ACCOMMODATIONS SHOULD BE GIVEN OR NOT. IT'S YOUR JOB TO GIVE
THEM. IT'S NOT YOUR JOB TO BE THE JUDGE OF IS THIS PERSONAL
REALLY SOMEONE WITH A DISABILITY OR NOT? IS THIS SOMEBODY WHO
IS SUBSTANTIALLY LIMITED IN A MAJOR LIFE
ACTIVITY? DOES THIS PERSON EVEN HAVE A PHYSICAL OR MENTAL
IMPAIRMENT? YOU NEED SYSTEMS AND STRUCTURES IN PLACE WHERE
THOSE QUESTIONS ARE ANSWERED SO THAT ACCOMMODATIONS CAN BE
PROVIDED BUT IF YOU HAVE STUDENTS THAT HAVE ALREADY GONE
THROUGH THAT PROCESS, WHETHER YOU ARE STAFF OR FACULTY, IF
YOU ARE INTERACTING WITH THOSE STUDENTS, THEN IT'S THE LAW TO
PROVIDE THOSE ACCOMMODATIONS THAT THE OFFICE OF STUDENT
ACCESSABILITY SAY YOU SHOULD BE PROVIDING.
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IT'S INCUMBENT ON THAT STUDENT TO COMMUNICATE WITH THE OFFICE
OF STUDENT ACCESSIBILITY IF ADDITIONAL ACCOMMODATIONS ARE
NEEDED. IF SOMETHING IS NOT WORKING AND THEY'RE BEING
PREVENTED EQUAL ACCESS TO CERTAIN CLASSES OR CERTAIN
PROGRAMS OR CERTAIN SERVICES, NO ONE IS EXPECTED TO BE A MIND
READER. IF YOU'RE WITHIN THE OFFICE OF STUDENT ACCESSIBILITY OR A
FACULTY OR STAFF MEMBER OR WHATEVER, IT'S NOT YOUR JOB TO
FIGURE OUT THOSE THINGS WITHOUT THE ASSISTANCE OF THE STUDENT,
BUT YOU SHOULD PROVIDE ACCOMMODATIONS AT EVERY SINGLE TURN
WHEN YOU CAN, WHEN YOU HAVE THE OPPORTUNITY TO. SO WHAT I
WAS TALKING EARLIER ABOUT, THE REHABILITATION ACT AND THE
AMERICANS WITH DISABILITIES ACT AND I WAS SAYING THERE ARE LOTS
AND LOTS OF -- THERE'S A LOT OF OVERLAP BETWEEN THOSE TWO LAWS,
IN ONE OF THE AREAS THERE'S OVERLAP IS THE DEFINITION OF
DISABILITY. I WANT TO PAUSE FOR A SECOND TO SEE IF YOU-ALL HAVE
ANY QUESTIONS ABOUT THE DEFINITION OF DISABILITY ITSELF AND IF
YOU WANT TO TALK ABOUT CERTAIN CONDITIONS, WE CAN. ANY
QUESTIONS? YES?
AUDIENCE MEMBER: YOU SAID SOMETHING ABOUT USING DISABILITY
AND HANDICAP IN THE SAME SENTENCE. HOW ARE YOU ARTICULATING
THE DIFFERENCE?
SUSAN MOTLEY: I'M NOT ARTICULATING THERE IS MUCH OF A
DIFFERENCE. WHAT I WAS SAYING AND IT DIDN'T COME OUT VERY
CLEARLY, APPARENTLY IS THE REHABILITATION ACT USES THE WORD
HANDICAP INSTEAD OF THE WORD DISABILITY AND BY THE TIME THEY
PASSED THE ADA, THEY WERE USING DISABILITY, BUT IN ESSENCE, IT'S
THE SAME DEFINITION. SO REHABILITATION ACT SAYS FOR INDIVIDUALS
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WITH HANDICAPS THAT SUBSTANTIALLY LIMIT MAJOR LIFE ACTIVITIES.
IT USES THAT WORD AS THE PEOPLE WHO ARE COVERED. THE DEFINITION
IS THE SAME. IT STILL USES PHYSICAL OR MENTAL IMPAIRMENT THAT
SUBSTANTIALLY LIMITS MAJOR LIFE ACTIVITY. UNDER THE REHAB ACT,
THAT'S WHAT A HANDICAPPED PERSON IS. UNDER THE ADA, THAT'S
WHAT SOMEONE WITH A DISABILITY IS. ANY OTHER QUESTIONS ON THE
AREA OF DISABILITY ITSELF UNDER THE LAWS? OKAY. ONE THING I WILL
SAY ABOUT DISABILITY BEFORE WE MOVE ON IS THIS IS A CONCEPT THAT
DIFFERS IN OTHER CONTEXTS IN LIFE. THAT DEFINITION I HAVE GIVEN
YOU AND HARPED ON SO FAR IS NOT THE SAME DEFINITION AS
DISABILITY UNDER YOUR SHORT TERM OR LONG TERM DISABILITY
COVERAGE, IF YOU HAVE THAT KIND OF INSURANCE COVERAGE. IT'S NOT
THE SAME THING AS HOW SOCIAL SECURITY DEFINES IT IN ORDER TO
GIVE SSDI BENEFITS AND SO IT'S A LITTLE BIT OF A COMPLICATED THING
WHEN YOU SAY ARE YOU A PERSON WITH A DISABILITY? BECAUSE IT
REALLY DEPENDS ON WHAT YOU'RE TALKINGABOUT. UNDER THE LAWS
THAT WE HAVE BEEN TALKING ABOUT TODAY, THE DEFINITION IS
REALLY THE SAME UNDER STATE AND UNDER FEDERAL LAW AND IT'S,
AGAIN, A PHYSICAL OR MENTAL CONDITION OR IMPAIRMENT THAT
SUBSTANTIALLY LIMITS A MAJOR LIFE ACTIVITY. I WATCHED THE TAIL
END OF THE FAMILY FEUD GAME A FEW MINUTES AGO AND I HEARD
QUESTIONS ABOUT TEMPORARY DISABILITY AND HEARD ONE OF THE
ANSWERS AS FLU AND PREGNANCY AND THOSE SORTS OF THINGS. THOSE
ARE NOT TYPICALLY CONDITIONS THAT ARE CONCERNED DISABILITIES
UNDER THE ADA OR THE REHABILITATION ACT. BROKEN BONES FOR THE
MOST PART ARE NOT CONSIDERED DISABILITIES UNDER THE ADA OR THE
REHABILITATION ACT. THAT DOESN'T MEAN YOU CAN'T AND SHOULDN'T
DO SOMETHING TO HELP SOMEBODY, IT JUST MEANS THAT YOU MAY NOT
BE REQUIRED TO UNDER THE LAW. I WANT TO TALK ABOUT THE
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CONCEPTS NOW, THEE OTHER CONCEPTS THAT ARE SIMILAR UNDER THE
REHABILITATION ACT AND THE AMERICANS WITH DISABILITIES ACT.
HAVE I GONE OVER MY TIME?
PAUL WATSON: GOT TEN MINUTES.
SUSAN MOTLEY: GOOD. THREE OTHER CONCEPTS THAT ARE SIMILAR
UNDER THE LAWS, DISCRIMINATION, THE IDEA OF WHAT IS IT TO
DISCRIMINATE AGAINST A PERSON WITH A DISABILITY, THE IDEA OF
WHAT IS IT TO ACCOMMODATE A PERSON WITH A DISABILITY AND IF
EITHER OF THOSE TWO THINGS ARE NOT DONE RIGHT, WHAT ARE THE
RIGHTS AND REMEDIES THAT AN INDIVIDUAL WITH A DISABILITY HAS?
THOSE ARE VERY SIMILAR UNDER THOSE LAWS. WHY DO WE EVERYONE
HAVE THOSE TWO LAWS? WHY TWO WHEN THERE MIGHT BE ONE? ONE
REASON IS SOMETHING I ALLUDED TO EARLIER. THE REHABILITATION
ACT DOES NOT COVER THE SAME SET OF ENTITIES THAT THE AMERICANS
WITH DISABILITIES ACT COVERS. THERE'S A LITTLE BIT OF OVERLAP BUT
THERE ARE SOME INSTITUTIONS COVERED BY THE ADA NEVER TOUCHED
BY THE REHABILITATION ACT.
IN 1990, CONGRESS EXPANDED COVERAGE TO EXPAND THE
REQUIREMENTS OF HELPING PEOPLE WITH DISABILITIES AVOID
DISCRIMINATION AND BE ENTITLED TO ACCOMMODATIONS IN DIFFERENT
CONTEXTS THAT THEY WERE NOT YET PROTECTED IN. THE IDEA OF
DISCRIMINATION UNDER THOSE LAWS IS THAT YOU SHOULD PROVIDE
ACCESS SO THAT INDIVIDUALS WITH DISABILITIES CAN GET INTO THE
PROGRAM -- I'M GOING TO TALK ABOUT DISCRIMINATION AND
ACCOMMODATIONS AT THE SAME TIME BECAUSE THEY'RE A LITTLE BIT
LINKED. A FAILURE TO ACCOMMODATE IS A TYPE OF DISCRIMINATION
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AGAINST PEOPLE WITH DISABILITIES. YOU MIGHT HAVE DISCRIMINATION
THAT LOOKS AS SIMPLE AS THIS. YOU'RE A STUDENT WHO IS BLIND, I'M
SORRY, I DON'T HAVE ANY WAY TO ACCOMMODATE YOU, I CAN'T LET
YOU INTO THIS PROGRAM. I HAVE HAD CASES AGAINST SOME COLLEGES,
A COLLEGE IN SOUTH TEXAS THAT LITERALLY SAID THAT. I'M SORRY, WE
CAN'T ACCOMMODATE, YOU CAN'T COME IN.
SO EVEN THOUGH IT'S SHOCKING THAT THAT KIND OF STUFF STILL
HAPPENS, IT DOES STILL HAPPEN AND WE TRY TO HELP IN AS MANY OF
THOSE KINDS OF CASES AS WE CAN. SO DISCRIMINATION CAN INCLUDE A
FAILURE TO ACCOMMODATE, IT CAN INCLUDE HAVING DIFFERENT
STANDARDS OR DISPARATE TREATMENT AGAINST A SET OF STUDENTS
WHO HAVE DISABILITIES VERSUS A SET OF STUDENTS WHO DON'T OR
JUST INDIVIDUALLY SO IF YOU'RE REQUIRING SOMETHING FOR A
STUDENT WITH A DISABILITY THAT YOU ARE NOT ALSO REQUIRING FOR A
STUDENT WITHOUT A DISABILITY, THAT COULD BE DISCRIMINATION IF
IT'S IMPEDING THE STUDENT ACCESS TO THE EDUCATIONAL PROGRAM. IF
YOU ARE JUST NOT ALLOWING -- IF YOU ARE NOT ALLOWING
ACCOMMODATIONS AROUND ARCHITECTURAL BARRIERS, ISSUES, FOR
EXAMPLE. IF YOU KNOW YOU HAVE A PROGRAM AND A CLASS THAT
NEEDS TO TAKE PLACE IN AN INACCESSIBLE CLASSROOM, THE STUDENT
CAN'T GET TO IT, A STUDENT IN A WHEELCHAIR, FOR EXAMPLE, CAN'T
PHYSICALLY GET TO THIS CLASS, THEN YOU OUGHT TO MOVE THE CLASS.
IF YOU HAVE A STUDENT WITH A DISABILITY AND YOU HAVE A BIG
CAMPUS AND YOU HAVE MORE ROOMS, MOVE THE CLASS. DON'T TELL
THE STUDENT NO BECAUSE WHAT DOES THAT DO ORGANIZATIONALLY?
SOCIETALLY? IT SEGREGATES, IT DOES NOT PROMOTE THE INCLUSIVE
ENVIRONMENT THAT WE'RE ALL WORKING TOWARDS.
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ONE OF THE DIFFERENCES, I DIDN'T GET TO THIS A SECOND AGO BUT ONE
OF THE DIFFERENCES BETWEEN THE REHABILITATION ACT AND THE
AMERICANS WITH DISABILITIES ACT, BESIDES THE ISSUE OF COVERAGE,
IS THAT THE REHABILITATION ACT COVERS ENTITIES THAT RECEIVE
FEDERAL FINANCIAL ASSISTANCE. THE ADA DOES NOT. YOU CAN HAVE
AN ENTITY OR A SCHOOL OR A PROGRAM THAT DOESN'T GET ANY
FEDERAL FINANCIAL ASSISTANCE. IF YOU THINK OF A VOCATIONAL
SCHOOL PROGRAM OR THAT SORT OF THING THAT DOESN'T RELY ON ANY
FEDERAL FUNDING, THEY MAY BE COVERED UNDER THE ADA BUT NOT
THE REHABILITATION ACT. THE RIGHTS AND REMEDIES UNDER THE ADA
AND THE REHABILITATION ACT ARE SIMILAR BUT NOT THE SAME. A
STUDENT MIGHT BE ABLE TO, UNDER EITHER LAW, RECEIVE INJUNCTION
RELIEF, WHICH MEANS THEY CAN GET A COURT TO PASS AN ORDER OR TO
SIGN AN ORDER THAT SAYS TO THE SCHOOL YOU MUST PROVIDE THIS
ACCOMMODATION OR YOU MUST PROVIDE THIS SPECIFIC SET OF RELIEF.
YOU MUST DO THIS. SO AN ORDER TO THE SCHOOL SAYING WHAT THEY
MUST DO THAT DOESN'T INVOLVE ANY MONEY NECESSARILY, JUST WHAT
YOU HAVE TO DO FOR THE STUDENT. BOTH LAWS WOULD ENABLE A
SUCCESSFUL STUDENT, IF THEY BROUGHT A CLAIM, ATTORNEY FEES.
THE SCHOOL WOULD HAVE TO PAY FOR THE ATTORNEY OF THE
INDIVIDUAL WITH THE DISABILITY. THERE ARE SOME EXPANDED RIGHTS
UNDER THE REHABILITATION ACT THAT DON'T NECESSARILY APPLY
UNDER THE ADA THAT INVOLVE MONEY AND MONETARY COMPENSATION
BUT FOR THE MOST PART, THERE'S A LOT OF OVERLAP AND BOTH OF THE
LAWS HAVE PRETTY SERIOUS CONSEQUENCES FOR THE
SCHOOL.
YOU CAN IMAGINE THAT THE ATTORNEY'S FEES ALONE IS SIGNIFICANT IF
THE STUDENT WINS A CASE. THOSE ATTORNEYS FEES COULD RACK UP
PRETTY SUBSTANTIALLY AND AFFECT THE SCHOOL. SO, I ENCOURAGE
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YOU TO GO TO OUR WEBSITE. WE HAVE A FEW OTHER MATERIALS ON
OUR WEBSITE. THE PLACES THAT YOU CAN COMPLAIN TO -- LET ME TALK
ABOUT REMEDIES VERY BRIEFLY AND THEN I'LL BEGIN TO WRAP IT UP.
THE PLACE THAT YOU WOULD GO TO IF YOU HAVE A COMPLAINT AS A
STUDENT WITH A DISABILITY AND YOU WANT TO JUST FILE AN
ADMINISTRATIVE COMPLAINT WITH AN AGENCY TASKED WITH
ENFORCING THE LAW, YOU WOULD GO TO THE DEPARTMENT OF JUSTICE
OR YOU COULD GO TO THE DEPARTMENT OF EDUCATION. EITHER OF
THOSE ORGANIZATIONS WOULD BE ABLE TO HELP. THERE'S A CHANCE
THAT THE DEPARTMENT OF JUSTICE WOULD KICK THE COMPLAINT OVER
TO THE DEPARTMENT OF EDUCATION IF IT INVOLVES THE UNIVERSITY OR
COLLEGE. YES?
AUDIENCE MEMBER: CAN YOU ALSO COMPLAIN TO THE DEPARTMENT OF
CIVIL LIBERTIES? CIVIL RIGHTS?
SUSAN MOTLEY: IF YOU'RE A STATE INSTITUTION YOU MIGHT HAVE AN
OFFICE FOR CIVIL RIGHTS AND IT DEPENDS ON WHAT YOUR
INSTITUTION'S RULES ARE UNDER THE OFFICE FOR CIVIL RIGHTS ON
WHETHER YOU GO THERE BUT YOU CAN GO THERE, YES. NOT EVERY
AGENCY OR INSTITUTION THAT'S COVERED BY BOTH OF THE LAWS THAT
WE HAVE BEEN TALKING ABOUT NECESSARILY HAVE AN OCR PROCESS IN
PLACE, BUT A LOT OF STATE INSTITUTIONS DO AND SO IT WOULD BE
AVAILABLE TO GO THROUGH AN OCR OFFICE, TOO. THE DEPARTMENT OF
JUSTICE HAS A DISABILITY RIGHTS DIVISION AND THEY REALLY ARE IN
PLACE TO ENFORCE ALL THE LAWS THAT AFFECT CIVIL RIGHTS ISSUES
FOR INDIVIDUALS WITH DISABILITIES EXCEPT FOR EMPLOYMENT. THE
EMPLOYMENT QUESTION IS INVESTIGATED BY THE EEOC. IT'S NOT
REQUIRED FOR YOU TO FILE AN ADMINISTRATIVE COMPLAINT SO YOU
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HAVE TO OPTION OF DOING THAT OR FILING A LAWSUIT. THE DEADLINES
FOR DOING THOSE TWO THINGS ARE VERY DIFFERENT. YOU CAN FILE AN
ADMINISTRATIVE COMPLAINT AND ASK THE AGENCIES TASKED TO
INVESTIGATE THESE THINGS TO INVESTIGATE IT BUT YOU HAVE TO DO
THAT WITHIN 180 DAYS OF THE DISCRIMINATION SO WHETHER THAT'S
NOT ALLOWING YOU INTO A PROGRAM OR NOT PROVIDING YOU
ACCOMMODATIONS WITHIN THE PROGRAM, YOU HAVE 6 MONTHS IN
ORDER TO BEGIN FILING YOUR COMPLAINT. STUDENTS WHO GO
THROUGH THE SCHOOL'S INTERNAL GRIEVANCE PROCESSES HAVE A
LITTLE EXTRA TIME BECAUSE IF THEY HAVE STARTED THE INTERNAL
GRIEVANCE PROCESSES WITHIN THAT TIME FRAME, ONCE THOSE
PROCESSES IN THE STUDENT THEN HAS 180 DAYS TO GO TO THE
DEPARTMENT OF JUSTICE OR DEPARTMENT OF EDUCATION. THE PERIOD
OF FILING A LAWSUIT IF YOU DO THAT IS 2 YEARS FROM THE DATE OF
DISCRIMINATION. I COVERED SOME OF THIS ALREADY BUT I WANT US
ALL TO KEEP IN CONTEXT WHERE THESE LAWS CAME FROM. THEY'RE
ALL RELATED TO CIVIL RIGHTS LAWS THAT GO BACK DECADES.
DECADES. YOU THINK ABOUT ALL THE CIVIL RIGHTS LAWS PASSED IN
THE 1960S. THOSE THINGS COVERED INDIVIDUALS OTHER THAN THOSE
WITH DISABILITIES, BUT THEY STILL PROTECTED THE SAME SORTS OF
CONDUCT IN TERMS OF DISCRIMINATION AND RETALIATION.
THE CIVIL RIGHTS ACT OF 1964, OTHER THAN THE AREA OF RELIGION, I
CAN'T THINK OF OTHER CASES WHERE THOSE LAWS REQUIRE
ACCOMMODATIONS, BUT THE LAWS COVERING RELIGIOUS
DISCRIMINATION UNDER THOSE CIVIL RIGHTS ACTS DO REQUIRE
ACCOMMODATIONS SIMILAR IN A SEN TO THE DISABILITY
ACCOMMODATION RIGHTS THAT EXIST IN LATER LAWS. BUT THAT IS A
BIG DISTINCTION BETWEEN THE CIVIL RIGHTS LAWS THAT WE HAVE BEEN
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TALKING ABOUT AND THE EARLIER RIGHTS TO GET TO AN EQUAL
PLAYING FIELD. TO GET TO AN EQUAL PLAYING FIELD FOR INDIVIDUALS
WITH DISABILITIES, LETTING STUDENTS IN IS NOT ENOUGH. THE POINT I
WANT TO EMPHASIZE ON THIS PARTICULAR CLOSING SLIDE, WE'RE VERY
CLOSE TO THE END, IS JUST TO SAY THIS. THE OFFICE OF STUDENT
ACCESSABILITY DOES A VERY CLEVER THING WITH MASHING TOGETHER
ACCESS AND ABILITY. WE KNOW ACCESSIBILITY AS A WORD IS SPELLED
WITH AN I IN THE MIDDLE, NOT AN A, AND WHAT I WANT US ALL TO
UNDERSTAND IS THAT THE I MAKES THE DIFFERENCE. DEPENDING ON
WHO YOU ARE, ARE YOU FACULTY? ARE YOU A STUDENT WITH A
DISABILITY? ARE YOU STAFF? EACH OF YOU HAS A ROLE IN HELPING TO
PROVIDE AN INCLUSIVE ENVIRONMENT. EACH OF YOU CAN HELP
COMMUNICATE WITH STUDENTS IN A WAY THAT MEET THEIR NEEDS.
EACH OF YOU HAS A WAY TO ENSURE ACCESS FOR STUDENTS IN A WAY
THAT PROVIDES THEM THE ACCESS THEY'RE ALLOWED TO UNDER THE
LAW. WE ALL NEED TO THINK ABOUT THE ABILITY OF THE STUDENTS
BUT WE ALL NEED TO THINK ABOUT HOW WE CAN HELP PROVIDE ACCESS
AND IN DOING SO, WE CAN PROMOTE WHAT THESE LAWS ARE DESIGNED
TO DO IN THE FIRST PLACE, EQUALITY, OKAY?
THIS IS WHAT I WANT TO END WITH. I DON'T KNOW HOW MANY OF YOU,
AND IF YOU'RE COMFORTABLE DOING SO, I ASKED YOU TO CLOSE YOUR
EYES EARLIER AND THINK ABOUT WHAT IT MEANS TO BE A PERSON WITH
A DISABILITY, WHAT DOES IT LOOK LIKE? WHAT DOES THAT PERSON
SOUND LIKE? ETC., WHEN YOU DID THAT, IF YOU'RE COMFORTABLE
TELLING ME THAT YOU DID, HOW MANY OF YOU THOUGHT ABOUT A
PERSON IN A WHEELCHAIR? OKAY. SEVERAL OF YOU DID. AND THAT'S
FINE. A LOT OF PEOPLE DO THAT. THAT'S WHAT THEY THINK OF WHEN
THEY THINK OF INDIVIDUALS WITH DISABILITIES BUT THERE ARE SO
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MANY OTHER CONDITIONS OUT THERE THAT SUBSTANTIALLY LIMIT
PEOPLE'S LIVES THAT ARE COVERED BY THESE LAWS THAT ENABLE THEM
TO HAVE ACCOMMODATIONS AND THAT ENABLE THEM TO BE FREE FROM
DISCRIMINATION. I WANT YOU TO OPEN YOUR MIND A LITTLE WHEN
DEALING WITH INDIVIDUALS WITH DISABILITIES. THINK ABOUT HOW
YOU CAN HELP THEM ACCESS CERTAIN PROGRAMS OR CERTAIN SERVICES
AND THEN THINK OF THIS IMAGE. THIS IMAGE IS EASY FOR US TO
UNDERSTAND HOW THIS INDIVIDUAL WHO HAS A WHEELCHAIR AND WHO
USES A WHEELCHAIR TO BE MOBILE MIGHT HAVE TROUBLE ACCESSING
WHATEVER PROGRAM OR SERVICE OR OPPORTUNITY IS WITHIN THAT
BUILDING THAT'S UP THOSE STAIRS. DO WE ALL AGREE ON THAT? THAT
IF THIS IS WHAT THAT BUILDING LOOKS LIKE ALL AROUND, THAT PERSON
IS NEVER GOING TO BE ABLE TO ACCESS WHAT'S INSIDE, RIGHT? PEOPLE
WITH HIDDEN DISABILITIES FACE THE SAME KINDS OF BARRIERS.
THEY'RE JUST NOT QUITE SO OBVIOUS. SO WE ALL NEED TO WORK
HARDER AND WORK BETTER AT ENSURING ACCESS FOR THOSE
INDIVIDUALS AS WELL AND TAKING THE PERSONAL RESPONSIBILITY IT
TAKES BY REMEMBERING THE I IN ACCESSIBILITY. I THANK YOU FOR
YOUR TIME TODAY. PLEASE GO TO OUR WEBSITE IF YOU HAVE
QUESTIONS AND IF YOU HAVE A REQUEST FOR HELP, PLEASE CONTACT US
FOR ASSISTANCE. THANK YOU FOR YOUR TIME.
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“WEB ACCESSABILITY & OUTREACH”
DAWN BERGLUND
PRESENTER
PAUL WATSON
FACILITATOR
PAUL WATSON: OUR NEXT SESSION IS ON WEB SOFTWARE
DEVELOPMENT, WEB ACCESS AND OUT REACH. DAWN BERGLUND WILL
BE OUR SPEAKER. SHE WILL BE GIVING AN OVERVIEW TO INFORM US OF
THE IMPORTANT OF WEB ACCESSIBILITY FOR PEOPLE WITH DISABILITIES,
COMMON BARRIERS THAT WILL BE DISCUSSED. DAWN'S BIO IS SHE'S
BEEN A WEB SOFTWARE DEVELOPER FOR WEB SERVICES PART OF THE
OFFICES OF UNIVERSITY COMMUNICATION AT UTD. SHE'S BEEN WITH THE
DEPARTMENT SINCE 2010 AND IN ADDITION TO KEEPING OUR CAMPUS
MAP, GOOD JOB THERE, BY THE WAY. (APPLAUSE) SHE'S THE WEB
ACCESSIBILITY COORDINATOR FOR OUR CAMPUS. SHE'S HELPS
INCORPORATE WEB ACCESSIBILITY FOR CAMPUS SITE SURFERS. SHE
GRADUATED WITH A BACHELORS IN 2007, MASTERS IN 2011 BOTH FROM
UTD. SHE WAS A TEACHING ASSISTANT IN THE ARTS AND HUMANITIES
SCHOOL. SHE MOVED INTO THE PROFESSIONAL AREA AFTER
DISCOVERING A NEED IN THE FIELD.
DAWN BERGLUND: HI. ALL RIGHT, WELL, FIRST OF ALL I'M REALLY
HAPPY TO SEE THAT THERE ARE CAPTIONS. OH, AND THEY'RE SO
ACCURATE. ALL RIGHT, I'M DAWN. I'M THE WEB ACCESSIBILITY
COORDINATOR FOR THE CAMPUS. SO BASICALLY WHAT WE'RE GOING TO
DO IS WE'RE GOING TO TALK ABOUT WHAT WEB ACCESSIBILITY IS, THE
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PRINCIPLE OF UNIVERSAL DESIGN AND WHAT UT DALLAS IS DOING TO
MEET THOSE STANDARDS. ALL RIGHT. SO WEB ACCESSIBILITY REFERS
TO THE INCLUSIVE PRACTICE OF REMOVING BARRIERS THAT PREVENT
ACCESS TO WEBSITES. BASICALLY WHEN WEBSITES ARE DESIGNED AND
EDITED, WHEN DONE CORRECTLY, ALL USERS SHOULD BE ABLE TO USE
THE INTERNET. WE LIVE IN A WORLD WHERE WE'RE INCREASINGLY ON
THE WEB, WHETHER IT'S FOR WORK, IT'S FOR HEALTHCARE, FOR
RECREATION, WE'RE CONSTANTLY ON THE WEB. THINK ABOUT HOW
MANY DEVICES YOU OWN RIGHT NOW. YOU HAVE YOUR PHONE, LAPTOP,
TABLET. AND FOR MOST OF US WHO DO NOT HAVE SOME KIND OF
DISABILITY, IT'S EXTREMELY SIMPLE, WE CAN READ SMALL TEXT,
THOUGH I CAN'T AS MUCH ANYMORE BECAUSE I'M NEARSIGHTED BUT WE
CAN READ THINGS WITH HIGH OR EVEN LOW COLOR CONTRAST, WE'RE
ABLE TO NAVIGATE EASILY WITH OUR FINGERS, WITH OUR MOUSE OR
WITH OUR KEYBOARD BUT THAT'S NOT THE CASE FOR EVERYONE.
BASICALLY WHEN WE'RE DESIGNING WE'RE NOT ONLY THINKING ABOUT
THESE KINDS OF PHYSICAL DISABILITIES, WE'RE ALSO THINKING ABOUT
HOW WE NEED TO MAKE THE WEB ACCESSIBLE NO MATTER WHAT
HARDWARE, SOFTWARE, LANGUAGE, CULTURE, LOCATION AND PHYSICAL
AND MENTAL ABILITY IS BECAUSE THE ACCESS TO THE WEB HAS BECOME
AN ESSENTIAL REQUIREMENT FOR FULL PARTICIPATION FOR THE
INFORMATION SOCIETY.
SO AS A WEB DEVELOPER, MY PEERS AND I SHARE THE RESPONSIBILITIES
OF MAKING SURE THAT WEBSITES, THE CONSENT THAT WE PROVIDE TO
OUR END USERS ARE ACCESSIBLE, THAT EVERY SINGLE FORM, EVERY
SINGLE LINE OF TEXT, EVERY SINGLE IMAGE THEY CAN GET TO YOU IN
ONE WAY OR ANOTHER. ALSO, THIS IS A MORE PRACTICAL PART, THAT
THERE'S A STRONG BUSINESS CASE FOR ACCESSIBILITY. WHEN YOU'RE
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DESIGNING A WEBSITE, WHEN YOU'RE DESIGNING ESPECIALLY FOR
DIFFERENT KINDS OF USE CASES, PEOPLE WITH DIVERSIBILITY USES,
YOU'RE ACTUALLY USING THAT SAME IDEA FOR A LOT OF REALLY GOOD
BUSINESS PRACTICES, WHICH IS INTUITIVE DESIGNS, CLEAR CUT
CONTENT AND DIFFERENT WAYS TO DELIVER YOUR CONTENT, MAYBE
INSTEAD OF DISABILITY IT'S YOUR LOCATION. MAYBE YOUR INTERNET
CONNECTION ISN'T THAT FAST SO LET'S SAY THOSE REALLY NICE,
REALLY NICE IMAGES, THEY CAN SEE LIKE ONE LINE OF IT OR A REALLY
BLURRY VERSION OF IT AND IN THAT CASE, YOU NEED TO BE ABLE TO
TRANSMIT THAT IMAGE IN A DIFFERENT WAY. ALL RIGHT. HOW DO WE
IMPLEMENT WEB ACCESSIBILITY? THE AREAS WE NEED TO ADDRESS IS
ARE VISUAL, WHICH ARE FOR PEOPLE WHO A NEARSIGHTED, PEOPLE WHO
HAVE COLOR BLINDNESS AND PEOPLE WITH DIFFERENT VISUAL
IMPAIRMENTS AND WE HAVE MOTOR MOBILITY, WHICH IS LET'S SAY YOU
DON'T HAVE HARMS OR YOU ARE PRONE TO SEIZURES OR SHAKING,
AUDITORY, OF COURSE I MENTIONED SEIZURES AND COGNITIVE AND
INTELLECTUAL.
BEFORE WE GO TOO FAR, LET ME EXPLAIN UNIVERSAL WEB DESIGN. THIS
TERM WAS FIRST COINED BY AN ARCHITECT, ROBERT L. MASE TO
DESCRIBE PRODUCTS BUILT IN ENVIRONMENTS TO BE USABLE TO THE
FULLEST EXTENT REGARDLESS OF ABILITY OR STATUS IN LIFE. THIS WAS
FIRST SAID BY AN ARCHITECT AND WE'RE TALKING ABOUT THE PHYSICAL
WORLD, FOR INSTANCE, JUST LOOKING AT YOUR STEPS, THAT THIS IS
SMOOTH GROUND, YOU CAN WHEEL A WHEELCHAIR ON IT, YOU HAVE
LARGER SEATS ON THE SIDE AND OTHER THINGS IN THE PHYSICAL
WORLD WOULD INCLUDE VOLUME CONTROLS ON AUDITORY OUTPUTS,
SPEED CONTROLS ON AUDITORY OUTPUTS AND, OF COURSE, TO ACCOUNT
FOR COLOR BLINDNESS OR VISUAL CONTRAST. WHAT DOES THAT MEAN
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FOR THE ONLINE WORLD? SOME OF IT IS THE SAME, OF COURSE, WE DON'T
HAVE A LOT OF THE PHYSICAL ASPECTS OF IT BUT WE HAVE COLOR
CONTRAST WHEN THE TEXT AND THE BACKGROUND, ALTERNATE TEXT
ON IMAGES, CLOSED CAPTIONS ON VIDEOS, PULL TRANSCRIPTS FOR
AUDIO FAILS AND ONE OF MY FAVORITES IS TEXT SIZE CHANGES WHEN
YOU'RE READING A PAGE. SO IMPACT OF THE WEB ON PEOPLE WITH
DISABILITIES, I WAS JUST WATCHING A COUPLE OF VIDEOS ON HOW
PEOPLE WHO ARE VISUALLY IMPAIRED ACTUALLY USE THE WEB. OF
COURSE, I'M SURE EVERY SINGLE ONE OF YOU HERE IS FAMILIAR WITH
FILLING OUT A FORM ONLINE AND WHETHER THAT'S A GOOD EXPERIENCE
OR BAD EXPERIENCE, IT'S ALWAYS BAD AND TEDIOUS, HOWEVER, NOW
IMAGINE YOU CAN'T ACTUALLY SEE ANYTHING. YOU HAVE TO RELY ON
HEARING WHAT EVERYTHING IS. ON TOP OF THAT, YOU HAVE TO HEAR IT
IN THOSE SPEECH -- THE TEXT TO SPEECH VOICE WHICH IS VERY
MONOTONOUS AND VERY LEVELED. IN THAT PART, IT'S VERY
IMPORTANT TO MAKE SURE THAT EVERYTHING YOU PUT IN AS A WEB
DEVELOPER IS CORRECT. THIS IS REALLY BEHIND THE SCENES. A LOT OF
PEOPLE DON'T SEE THIS BUT WHEN WE'RE WRITING HTML, WE MAKE SURE
THAT ALL THE HTML TAGS ARE USED APPROPRIATELY AND SOME OF MY
COLLEAGUES WOULD SAY YOU CAN USE A TABLE FOR DESIGN OR YOU
CAN USE A PARAGRAPH FOR DESIGN OR A SCAN TAG FOR DESIGN. YOU
CAN, VISUALLY FOR SOMEONE WHO IS AN AVERAGE USER BUT FOR A
PERSON WHO HAS A VISUAL IMPAIRMENT WHO RELIES ON THAT TEXT TO
SPEECH, EVERY ONE OF THOSE ELEMENTS IS VERY IMPORTANT. A
HEADING TAG NEEDS TO BE A HEADING TAG. IT NEEDS TO WORK AS A
HEADING TAG. IF I SEE A HEADING TAG, I WOULD NEED TO KNOW, HEY,
THIS IS A HEADING, I'M BEING PREPARED FOR A PARAGRAPH THAT COMES
AFTERWARD. IF A PARAGRAPH TAG IS THERE, I EXPECT A LONG
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NARRATIVE TO DESCRIBE WHAT IT IS. AN IMAGE TAG I WOULD BE
EXPECTING AN IMAGE SO THESE TAGS NEED TO BE VERY SPECIFIC.
FOR FORMS, THERE ARE TWO TAGS -- I'M SORRY FOR BEING SO
TECHNICAL BY THIS IS WHAT IT IS. FOR THE FORM TAG, THERE'S A VERY
SPECIFIC OPEN FORM, END FORM AND FIELD SET AND IN THE FIELD SET
ARE ALL THE LABELS AND INPUTS. EACH OF THEM NEEDS TO BE SPECIFIC
AND WELL WRITTEN SO THE TEXT TO SPEECH WILL KNOW, HEY, THIS IS A
LABEL FOR THIS INPUT. THIS IS A LABEL FOR THIS INPUT. THIS INPUT IS A
RADIO BUTTON AND HERE ARE THE OPTIONS FOR THE RADIO BUTTONS.
HERE IS ONE FOR CHECK BOXES AND CHECK BOXES ARE MULTIPLE
SELECTABLE SO I'M GETTING READY FOR CHOOSING ONE OR MORE
OPTIONS. A LOT OF TIMES ARE HTML. YOU CAN USE ONE TO MAKE IT
LOOK LIKE SOMETHING BUT IT'S STILL THE BEST PRACTICE TO USE IT AS
INTENDED TO BE; PARAGRAPHS FOR PARAGRAPHS, LINKS FOR LINKS,
TABLE FOR TABULAR DATA. A COUPLE OF THINGS THAT THE UNIVERSITY
DOES, WE DO TAKE THIS VERY SERIOUSLY. WE ACTUALLY HAVE A
BRAND STANDARD SITE WITH SOME OPTIONS FOR WEB REQUIREMENTS
AND THEY INCLUDE STUFF LIKE WHAT COLORS TO MAKE YOUR LINK AND
WE PURPOSEFULLY CHOSE A COLOR WITH HIGH VISUAL CONTRAST SO
YOU KNOW WHEN YOU'RE VISITING A WEBSITE, ALL THE LINKS ARE ONE
COLOR WHEN YOU FIRST VISIT IT AND NEXT TIME IT COMES BACK, THE
LINK WILL CHANGE TO ANOTHER COLOR INDICATING YOU HAVE BEEN
THERE BEFORE. THESE ARE THINGS THAT OUR BRAND STANDARDS
ACTUALLY COVER. LET'S SAY AN UNVISITED LINK, YOUR DEFAULT IS
GREEN, OURS IS GREEN AND THE VISITED COLOR IS ORANGE AND THESE
DO HAVE VERY HIGH CONTRAST WITH EACH OTHER. WE DO SPECIFY
WHAT FONTS WE USE. WE GO WITH A SERIF AND SANS SERIF. WE'RE NOT
GETTING STUCK IN A SITUATION WITH FANCY WEB FONTS AND FOR
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WHATEVER REASON YOUR BROWSER ISN'T LOADING JAVA SCRIPT. FOR
IMAGES, I'M SURE MANY OF YOU HAVE, SINCE YOU'RE HERE, BUT IF YOU
HAVE BEEN TO OUR FRONT PAGE WITH ALL THOSE REALLY BIG, NICE
IMAGES FOR THE SLIDE SHOW, THOSE WE MAKE VERY CLEAR THAT WE
HAVE ALTERNATE TEXT ON THEY WANT AND EVEN FOR THE LINKS THAT
SAYS READ MORE, WE HAVE ALTERNATE TEXT ON THEM SO IF YOUR
COMPUTER, FOR WHATEVER REASON, IS NOT LOAD THAT, YOU WOULD AT
LEAST GET A NICE TEXT VERSION OF IT. WE DO THE SAME THING FOR
OUR HTML E-MAILS THAT WE SEND OUT FOR WHATEVER REASON, FOR
VARIOUS REASONS, WHETHER IT'S RECRUITMENT OR INVITATIONS ARE
LIKE THIS.
ANOTHER EXAMPLE IS ONE OF OUR MOST VISITED SITES IS OUR NEWS
CENTER. THIS IS WHERE WE HAVE ALL OF OUR CAMPUS NEWS WHETHER
IT'S ABOUT STUDENTS, RESEARCHERS OR FACILITIES, ONE OF THE THINGS
WE HAVE IS TEXT SIZE CHANGE AT THE TOP. YOU CAN INCREASE A FONT
SIZE OR DECREASE A FONT SIZE, THIS WAY YOU CAN ACTUALLY
CONTROL THAT, THOUGH BROWSERS HAVE BEEN INCREDIBLY GOOD AT
THIS, IF YOU'RE FAMILIAR WITH CONTROL PLUS-PLUS, CONTROL MINUSMINUS YOU CAN CHANGE A FONT SIZE YOURS AND IN THAT CASE, IT'S
WORKING BETWEEN YOUR BROWSER AND WEB DEVELOPER TO MAKE
SURE THAT THOSE ARE SIZABLE AND NOT STUCK AT A SPECIFIC PIXEL
SIZE SO THOSE ARE SOME OF THE FEW THINGS WE DO AND I WILL HAVE
PEOPLE COME TO ME AND SAY, HEY, WHAT ARE THE THINGS WE NEED TO
DO TO MAKE OUR SITE WEB ACCESSIBLE? THE FIRST COUPLE OF THINGS
WE SAY IS MAKE SURE YOU HAVE YOUR IMAGES WITH THE TEXT, MAKE
SURE YOUR TEXT IS RESIZABLE AND MAKE SURE YOU GET YOUR LINKS IN
VERY SPECIFIC COLORS SO YOUR USERS CAN ACTUALLY SEE THEM.
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YEAH. SO THAT IS PRETTY MUCH WHAT I DO IN A NUTSHELL AMONG
OTHER THINGS.
WE HAVE GOTTEN INTO A NICE SITUATION WHERE WE'RE GETTING
REALLY NICE PHOTOGRAPHY WHERE WE CAN TELL OUR STORY BETTER
WITH THESE NICE IMAGES BUT THEN WE ALSO DO HAVE A TEAM WHO
ARE WRITING REALLY NICE CAPTIONS JUST SO THAT STORY WILL STILL
BE TOLD AND IT WILL STILL BE SEEN. SOME OF THE OTHER THINGS THAT
WE HAVE BEEN DOING IS WE'RE SLOWLY MOVING TO RESPONSIVE DESIGN
AND THIS IS SOMETHING THAT -- I JUST WENT TO ANOTHER CONFERENCE
WHERE THEY ACTUALLY SAID ALL WEBSITES HAVE ALWAYS BEEN
RESPONSIVE. IT'S JUST AT SOME POINT WE BROKE IT. IF YOU EVER GO
AND LOOK AT THE FIRST SITE THAT WAS EVER ON THE INTERNET, IT'S
JUST A LIST OF MAYBE SIX OR SEVEN LINKS AND NO MATTER HOW YOU
RESIZE YOUR BROWSER, NO MATTER WHAT DEVICE YOU LOOK AT IT ON,
IT ALWAYS GIVES YOU THE SAME INFORMATION BUT JUST WITHIN THE
LAST FEW, MAYBE 10 YEARS, WE STARTED TO GET FANCY WITH OUR
DESIGNS AND THIS IS WHERE I GO BACK TO SAYING SOME DEVELOPERS
LIKE TO USE DIFFERENT TAGS FOR THINGS THEY'RE NOT SUPPOSED TO BE
USED FOR. THESE SITES ARE GETTING A LOT FANCIER BUT WE'RE LOSING
A LOT OF USABILITY AND I'M KIND OF GUILTY OF THIS, TOO, BECAUSE
JAVA SCRIPT STUFF, WHEN YOU'RE MAKING YOUR SITE REALLY FANCY, IT
MOVES LIKE THIS AND LIKE THAT, IT'S REALLY NEAT, HOWEVER, IF YOU
HAVE A SITE THAT DOES NOT WORK UNLESS IT HAS JAVA SCRIPT, YOU
FAIL YOUR END USER.
LET'S SAY YOU HAVE ALL THIS CONSENT BUT IT CAN ONLY BE LOADED
WITH A CLICK OF A BUTTON WITH JAVA SCRIPT BUT SOMEONE DOESN'T
HAVE JAVA SCRIPT WHERE YOUR BUTTON IS NOT CLEARLY INDICATED
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THAT IT NEEDS TO BE PUSHED, THEN YOU JUST LOST YOUR AUDIENCE
AND THEY'RE NOT ABLE TO SEE ANY OF THAT. THESE ARE THE KINDS OF
THINGS THAT WE DO AND ALSO CSS WHICH IS A CASCADING STYLE
SHEET, THAT'S WHAT MAKES YOUR WEBSITE PRETTY, VISUALLY, THAT'S
ALSO SOMETHING WE REALLY LOOK AT. CAN YOUR SITE FUNCTION
WITHOUT A CSS? WITHOUT A STYLE SHEET? IF THE ANSWER IS NO, IF
YOU ARE DEPENDING ON SO MANY ABSOLUTE POSITION, SO MUCH
FLOATING THAT YOU START PUTTING YOUR STUFF IN DIFFERENT KINDS
OF ORDERS AND YOU JUST DEPEND ON WHAT YOUR STYLE SHEET IS DO
AND WHEN YOU TAKE AWAY YOUR STYLE SHEET, YOU HAVE A BUNCH OF
JUMBLED HTML IN NO SPECIFIC ORDER, AGAIN, YOU HAVE FAILED YOUR
USERS. SO THOSE ARE THE FEW THINGS THAT WE DO AND WHEN WE'RE
CREATING A NEW SITE. WE'RE TALKING ABOUT THIS ALL ALONG THE
WAY, BUT AT THE END WE TAKE AWAY THE STYLE SHEET AND SEE HOW
THE SITE FUNCTIONS WITHOUT THAT WHICH MEANS IT NEEDS TO HAVE
DIFFERENT THINGS LIKE CAN I NAVIGATE TO A CERTAIN SECTION
WITHOUT A PRETTY MENU? IS EVERYTHING LINKED WELL ENOUGH TO
UNDERSTAND HOW THIS MENU WORKS? YOU DON'T WANT SOMETHING
LIKE FACULTY INFORMATION UNDER STUDENT INFORMATION. IT ONLY
WILL LOOK RIGHT WITH A STYLE SHEET AND YOU WANT IT TO LOOK
CORRECT. YOU WANT A GOOD HTML SHEET. YEAH. THAT'S REALLY -YOU DON'T REALIZE HOW MUCH WORK GOES INTO THAT BECAUSE
SOMETIMES YOU HAVE YOUR DESIGNERS COME IN WITH THESE REALLY,
REALLY PRETTY PHOTO SHOP PICTURES AND LET'S DO THIS AND IT'S LIKE
YEAH, LET'S DO IT. I'LL HAVE THIS SLIDE HERE AND THIS SLIDE HERE AND
THEN TO REALIZE IT DOESN'T WORK ON A PHONE OR A TABLET OR THE
TEXT TO SPEECH PROGRAM DOESN'T KNOW HOW TO HANDLE ALL THOSE
THINGS AND ALSO ANOTHER THING WE DO IS WE MAKE SURE ALL OUR
SITES ARE KEYBOARD ACCESSIBLE JUST IN CASE A MOUSE IS NOT
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AVAILABLE TO USE. IF YOU EVER WANT TO GO ONTO OUR SITE AND JUST
TAKE AWAY THE STYLE SHEET, YOU CAN DO THAT WITH DEVELOPER
TOOLS IF YOU'RE TECH SAVVY SO YOU CAN SEE WHAT THAT LOOKS LIKE.
THAT'S WHAT WE DO.
ALSO, I'M NOT SURE HOW MANY OF YOU ARE FAMILIAR WITH HTML, BUT
HTML FIVE IS NOT QUITE A STANDARD YET BUT IT'S QUICKLY BECOMING
ONE. THERE ARE REALLY NICE TAGS IN HTML 5 THAT I'M ACTUALLY
EXCITED ABOUT. WITH OLDER HTML, WE HAVE GENERIC TABS FOR
PARAGRAPHS, TABLES, ANCHORS, IMAGES AND THESE ARE REALLY
SPECIFIC BUT HTML 5 IS GOING A STEP FURTHER AND MAKING IT MORE
READABLE. FOR INSTANCE, IF YOU'RE RUNNING SOMETHING THAT'S
REALLY CONTENT HEAVY, LIKE A BLOG OR A NEWS SITE THERE'S
ACTUALLY A TAG FOR ARTICLE AND IT HAS A TAG FOR SOMETHING
CALLED A SIDE WHICH IS YOUR SIDE MENU OR WHATEVER AND THIS IS
REALLY NICE. IT HAS A TAG CALLED NAV. THIS TELLS THE TEXT TO
SPEECH PROGRAMS THAT THIS IS THE NAVIGATION. THIS SPECIFICALLY
IS A NAVIGATION WHERE BEFORE WE ALWAYS HAD TO USE A DIV AND
GIVE IT A SELECTOR OF NAV. AND THE NICE THING IS THE IDEA OF THESE
TAGS, LIKE SOME OF THEM ARE SINGLE USE ON THE PAGE. LIKE A NAV,
YOU'RE ONLY SUPPOSED TO HAVE ONE. A FOOTER, YOU'RE ONLY
SUPPOSED TO HAVE ONE AND THESE ARE ALL KINDS OF THINGS THAT
WOULD HELP LATER FOR PEOPLE WHO NEED THAT KIND OF
FUNCTIONALITY. IT'S QUICKLY BECOMING STANDARDIZED BUT WE'RE
ALMOST THERE. ALL RIGHT. I KNOW THIS IS A SHORT TALK, BUT DOES
ANYBODY HAVE QUESTIONS? YES?
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AUDIENCE MEMBER: CAN YOU GO BACK TO EXPLAINING WHAT
RESPONSIVE DESIGN WAS? YOU MENTIONED THAT HAD BUT I DIDN'T GET
THAT DEFINITION.
DAWN BERGLUND: YES, SO RESPONSIVE DESIGN IS SOMETHING WHERE
YOU HAVE ONE SET -- IDEALLY YOU HAVE ONE SET OF HTML MARKUPS
AND CONTENT AND THAT VISUAL VIEW WILL WORK ON ALL YOUR
DEVICES, EITHER ON YOUR DESKTOP, YOUR TABLET OR YOUR PHONE. IT
DOESN'T HAVE TO LOOK THE SAME THROUGHOUT ALL OF YOUR DEVICES.
IT CAN LOOK DIFFERENT BECAUSE -- TAKE AMAZON, FOR INSTANCE.
AMAZON HAS A NEAT SITE ON THE DESKTOP. YOU HAVE THE SPACE TO
NAVIGATE EVERYTHING. WHEN YOU HOVER OVER THE MENU, IT CAN
SHOW THE DROP DOWN MENU; HOWEVER, THAT HOVER WITH YOUR
MOUSE DOES NOT EXIST ON A TABLET OR A PHONE SO YOU HAVE TO FIND
ANOTHER WAY TO DO IT. MAYBE LIKE ON A TABLET OR ON A PHONE OR
ANYTHING WITH A TOUCH SCREEN THEY CHANGE THAT HOVER TO A
TOUCH WHERE YOU HAVE TO TOUCH FOR A CERTAIN AMOUNT OF TIME
TO SHOW IT'S BEEN INTERACTED WITH. SO RESPONSIVE DESIGN IS THE
SAME CONTENT WITH DIFFERENT DEVICE.
AUDIENCE MEMBER: IS UTD MOVING TO A MODEL WHERE YOU'RE GOING
TO WORK WITH EACH DEPARTMENT TO DEVELOP A RESPONSIVE DESIGN
FOR EACH WEBSITE OR IS IT EACH GOING TO HAVE TO HAND THAT ON
THEIR OWN?
DAWN BERGLUND: NOT ALL OF OUR DEPARTMENTS ARE THE SAME SIZE,
AS YOU KNOW. SOME OF OUR DEPARTMENTS HAVE THEIR OWN
DEDICATED WEB TEAM, LIKE JSOM DOES AND JSOM IS ABLE TO HAVE
ENOUGH PEOPLE TO DO THAT. WHAT WE, THE WEB SERVICE
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DEPARTMENT DOES, IS WE SERVE THE WHOLE UNIVERSITY. WE CREATE
TEMPLATES THAT ARE ALREADY RESPONSIVE. RIGHT NOW WE RECENTLY
CAME OUT WITH THE MARS TEMPLATE WHICH IS FULLY RESPONSIVE. IT
NEEDS A LITTLE HELP FROM OUR DEPARTMENT TO SHOW YOU HOW TO
USE IT BECAUSE YOU HAVE TO PUT THE NAV IN A CERTAIN PLACE AND
CERTAIN SELECTORS IN CERTAIN PLACES BUT WE HAVE TEMPLATES
THAT ARE READY. DOES THAT ANSWER YOUR QUESTION? OKAY.
AWESOME. YES?
AUDIENCE MEMBER: I HAVE A QUESTION ABOUT HOW SEMANTIC WEB
ACCESSIBILITY --
DAWN BERGLUND: CAN YOU CLARIFY SEMANTIC WEB FOR ME?
AUDIENCE MEMBER: SEMANTIC WEB IS WHEN THERE'S SO MUCH DATA
OUT THERE THE DATA IS GOING TO BE ESSENTIALLY MACHINE
READABLE, NOT MEANT TO BE READ BY HUMANS. THAT PROCESS WHICH
REQUIRES A VERY SPECIFIC TYPE OF METADATA IS ALREADY AFFECTING
THE WEB TODAY.
DAWN BERGLUND: OKAY. WHAT I HOPE FOR WITH HTML 6 IS THAT THEY
WILL HAVE EVEN MORE TAGS TO KIND OF -- WELL, NO, I TAKE THAT
BACK. THIS IS GOING TO BE A PEOPLE ISSUE. I BELIEVE EVERY SINGLE
DEPARTMENT THAT CAN HANDLE IT SHOULD HAVE A REALLY GOOD
CONTENT EDITOR. IT'S ALWAYS BEEN MY PHILOSOPHY THAT CONTENT IS
KING. IT DOESN'T MATTER HOW FANCY OR NICE YOU MAKE EVERYTHING
LOOK. IF YOUR CONTENT IS YUCKY, THERE'S NO AMOUNT OF HTML OR
CSS OR JAVA SCRIPT THAT'S GOING TO MAKE IT BETTER. TO ANSWER
YOUR QUESTION, I HOPE IT'S MORE THAT -- AND I HOPE THAT IT'S MY
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UNDERSTANDING THAT WE PUT IN MORE WEIGHT FOR CONTENT EDITORS
AND I LIKE WHERE HTML 5 IS GOING WITH THEIR TAGS. I LIKE THE
ARTICLE AND NAV TAGS SO I'M HOPING HTML 6 WILL BUILD ON THAT.
AUDIENCE MEMBER: CAN YOU SPEAK A LITTLE BIT ON HOW IMPORTANT
IT IS TO SKIP NAVIGATION IN THE WEBSITE DESIGN FOR PEOPLE WHO ARE
VISUALLY IMPAIRED AND ARE USING THE READING DEVICES TO READ
THE WEBSITE?
DAWN BERGLUND: AND, AGAIN, THIS IS KIND OF A COMBINATION OF
CONTENT IS KING AND ALSO HOW WELL DO YOU MARK UP YOUR HTML.
MY UNDERSTANDING IS SHOULD THEY BE -- MY UNDERSTANDING OF THE
QUESTION IS YOUR USER SHOULD BE ABLE TO COME INTO YOUR SITE AND
BE ABLE TO FIND WHAT THEY NEED WITHOUT TOO MUCH HELP FROM THE
NAVIGATION. IF THEY HAND ON A PAGE CALLED ABOUT, THEY SHOULD
EXPECT THIS PAGE TO BE ABOUT WHATEVER YOUR SITE IS ABOUT. IF
THEY LAND ON A PAGE CALLED CONTACT US, THERE SHOULD BE
CONTACT INFORMATION IN WHICH CASE THEY SHOULD BE ABLE TO SKIP
THAT NAVIGATION REALLY EASILY AND STILL BE ABLE TO GET
EVERYTHING FROM THE PAGE. SOMETHING THAT HAPPENED ABOUT TEN
YEARS AGO WAS THERE WAS A TAG AT THE VERY TOP CALLED META
KEYWORDS. YOU'RE SUPPOSED TO PUT IN KEYWORDS ON WHAT THE
PAGE IS ABOUT, LIKE CERTAIN KEYWORDS LIKE SAY THIS IS THE ABOUT
PAGE, YOU'LL FIND OUR HISTORY HERE. YOU'RE GOING TO FIND THE
FOUNDERS, IF YOU HAVE FOUNDERS, STUFF LIKE THAT. IT HAS BEEN
ABUSED TO THE POINT WHERE YOU CANNOT BELIEVE HOW MUCH IT'S
BEEN ABUSED AND IT'S GOTTEN TO THE POINT WHERE GOOGLE
COMPLETELY IGNORES THE META KEYWORD TAG NOW. ONE OF THE
OTHER TRICKS THAT PEOPLE DO TO TRY TO GET MORE TRAFFIC TO THEIR
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SITE IS HIDE KEYWORDS IN THEIR CONTENT BUT IN AN INVISIBLE WAY. IT
WILL SAY LIKE MATTRESS, MATTRESS, MATTRESS, MATTRESS
THROUGHOUT THE ENTIRE PARAGRAPH BUT YOU CAN'T SEE IT AND
GOOGLE WILL SAY THIS PAGE HAS MATCHES EVEN THOUGH IT'S ABOUT
FISH OR DOGS. STUFF LIKE THAT GOOGLE HAS REALLY PICKED UP ON. IF
THEY FIND A LOT OF HIDDEN CONTENT OR A LOT OF KEYWORDS THAT
DON'T CONTRIBUTE TO THE PAGE, A LOT OF RANDOM KEYWORDS JUST IN
THERE THAT DON'T LOOK LIKE THEY'RE CONNECTED TO ANYTHING,
YOUR PAGE WILL GET LOWER RANKINGS.
AUDIENCE MEMBER: ARE THERE ANY CONFERENCES OR WEBSITES TO
HELP YOU
UNDERSTAND OR LEARN HOW TO USE UNIVERSAL WEB DESIGN?
DAWN BERGLUND: YES. LET ME PULL IT UP REALLY QUICK. MY
FAVORITE PLACE TO GO IS W3.ORG. YOU WANT TO LOOK FOR WEB
ACCESSIBILITY INITIATIVE.
AUDIENCE MEMBER: YOU SAID WEB ACCESSIBILITY INITIATIVE?
DAWN BERGLUND: SEARCH FOR THAT IN W3.ORG. IT'S MY GO-TO PLACE
WHEN I NEED HELP WITH ANYTHING. IT HAS THIS REALLY NICE STUFF
LIKE GUIDELINES AND TECHNIQUES, PLANNING AND IMPLEMENTING,
EVALUATING ACCESSIBILITY. THERE ARE A LOT OF TOOLS OUT THERE
THAT WOULD REALLY HELP YOU ACCESS YOUR SITE. I HAVE USED A
COUPLE WHERE THEY LIST OFF EVERY IMAGE WITHOUT ALT TAGS. IT
WILL LIFT OFF EVERY ANCHOR TAG WITHOUT A TITLE TAG. IT WILL SAY
THESE COLORS ARE TOO SIMILAR, WE MIGHT NOT BE ABLE TO SEE IT AND
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STUFF LIKE WHERE IS YOUR SKIP NAVIGATION BUTTON? WHERE IS YOUR
ZOOM FUNCTION ON YOUR PAGE? GOOD STUFF.
AUDIENCE MEMBER: HOW IS UTD COMPARED TO OTHER UNIVERSITIES?
DO WE HAVE AN IDEA OF HOW ACCESSIBLE OUR WEB IS?
DAWN BERGLUND: WE'RE DOING PRETTY GOOD. I ACTUALLY ATTEND A
MEETING ONCE A MONTH ON A PHONE CONFERENCE WITH A LOT OF
OTHER GOVERNMENT ENTITIES OR PRIVATE ENTITIES ALL OVER TEXAS
AND WE'RE DOING PRETTY GOOD. WE DO OFFER RESOURCES. THERE'S A
PAGE THAT YOU CAN LOOK AT AND I'M ALWAYS HERE TO ANSWER
QUESTIONS IF ANYONE ASKS.
PAUL WATSON: ALL RIGHT, THANK YOU VERY MUCH. (APPLAUSE)
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“CALL TO ACTION: A COMMON VISION FOR THE FUTURE”
DR. BRITT BERRETT
SPEAKER
PAUL WATSON
FACILITATOR
PAUL WATSON: I WOULD LIKE TO INTRODUCE DR. BRITT BERRETT. HE
WILL END WITH A CALL TO ACTION TO OUR PARTICIPANTS, THE FEW OF
YOU HERE. HE WILL CONTINUE TO ADVANCE THE IDEA OF UNIVERSAL
DESIGN. DR. BERRETT IS A PROUD ALUMNI OF UTD, COMPLETED HIS PH.D.
HERE IN THE SCHOOL OF ECONOMIC, POLITICAL AND POLICY SCIENCES .
HE'S BEEN COMMITTED TO THE STUDY OF LEADERSHIP AND STRATEGIC
OUTCOMES. HE COMPLETED HIS GRADUATE WORK AT THE UNIVERSITY
OF WASHINGTON IN MEDICINE. HE IS OUR DIRECTOR IN THE HEALTHCARE
MANAGEMENT PROGRAM. HE WAS AT PRESBYTERIAN WHERE HE
OVERSAW ONE OF THE LARGEST HOSPITALS IN NORTH TEXAS. HE WAS
THE CHIEF EXECUTIVE OFFICER AT MEDICAL CITY. HE'S SERVED ON
NUMEROUS BOARDS AND A BEST SELLING AUTHOR ON WORK ON
LEADERSHIP IN THE HEALTHCARE ORGANIZATIONS. I WOULD LIKE TO
INTRODUCE DR. BERRETT FOR YOU, THANK YOU.
BRITT BERRETT: THANK YOU VERY MUCH. (APPLAUSE) THAT WAS KIND
OF EXCITING, WASN'T IT? DOES THAT HAPPEN VERY OFTEN OR IS THAT A
FIRST TIME?
PAUL WATSON: IT WAS INTRODUCING YOU.
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BRITT BERRETT: YOU CAN SAY I REMEMBER THIS TIME WE ALL
EVACUATED AND WE DON'T REALLY KNOW WHY BUT DR. BERRETT WAS
SPEAKING SO THAT MUST HAVE BEEN IT. SO, I AM REALLY DELIGHTED TO
BE HERE. THANK YOU FOR SPENDING THE EXTRA TIME. I'M TOLD THAT IF
YOU WANT CEU’S, THERE'S A TABLE OUTSIDE, KERRY, AM I RIGHT ON
THAT? CEU’S, SO BE REMINDED. WE'RE GOING TO HAVE A CONVERSATION
IF THAT'S OKAY AND WE'RE GOING TO DO THAT BECAUSE THE CONTENT
THAT'S BEEN PRESENTED TODAY HAS BEEN VERY TACTICAL, THAT
WHICH I HAVE OBSERVED IS VERY TACTICAL, SPECIFIC, VERY USER
IMPORTANT, BUT I THINK WE'RE GOING TO TAKE IT UP TO A DIFFERENT
LEVEL AND THE REASON WE'RE GOING TO DO THAT, I THINK, IS BECAUSE
OF THE OBSERVATION OF WHAT I SEE OCCURRING AT UTD. WHO HAS
BEEN HERE THE LONGEST? WHO HAS BEEN HERE LONGER THAN 10
YEARS? IF YOU HAVE BEEN PART OF THE CAMPUS -- OH, 15 YEARS? 18?
PAUL WATSON: 21
BRITT BERRETT: 21? OH, WOW! THAT'S WHEN IT WAS JUST U. THERE
WASN'T A T OR A D, JUST A U. PAUL, GREAT. I BET YOU HAVE SEEN A LOT
OF CHANGE IN THOSE 21 YEARS. I HAVE FINISHED MY PH.D. IN 2009 AND
CAME BACK TO THE CAMPUS AND WENT WHOA, WHOA, WHAT'S
HAPPENED? HOW MANY OF YOU HAVE NOTED UNBELIEVABLE CHANGE
IN A SHORT PERIOD OF TIME? PHENOMENAL, ORGANIZATIONAL,
STRUCTURAL, EVEN THE FEEL OF THE CAMPUS IS DIFFERENT. I ASK
MYSELF WHY IS THAT? WHAT'S CREATING THIS CHANGE? MANY OF US
HAVE IDEAS OF WHAT'S BEEN THE DRIVING FORCE BEHIND IT. MY
DOCTOR WORK HAS BEEN ON THE FIELD OF LEADERSHIP AND STRATEGY.
THE DISSERTATION WAS FOUNDED ON THE PREMISE THAT LEADERSHIP,
HOW YOU LEAD HAS AN IMPACT ON YOUR STRATEGIC OUTCOMES. WHO
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WOULD BELIEVE THAT? HOW YOU LEAD HAS AN IMPACT ON YOUR
STRATEGIC OUTCOMES. GUESS WHAT? THE WORK IN THIS SPACE IN
HEALTHCARE WHERE HE SPENT THE LAST 30 YEARS, THERE'S NOTHING.
IT'S FASCINATING. I HAVE DONE ALL THIS RESEARCH GOING, WELL, THEY
MUST HAVE TALKED ABOUT HOW YOU LED THE STUDY AND RESEARCH,
THE EVOLUTION OF HOSPITALS, THERE MUST BE SOME DIALOGUE OR
SOME COMMENTARY ON LEADERSHIP. THERE'S NOTHING. I WAS
FASCINATED BY THAT. I ASKED MYSELF THIS QUESTION. WE'RE A $3
TRILLION INDUSTRY IN HEALTHCARE. WE'RE ALMOST 20% OF THE GDP
BUT THERE'S NO REAL PURPOSEFUL STUDY OF LEADERSHIP IN
HEALTHCARE. NOW MY PEA LITTLE BRAIN SAYS TO MYSELF, NO WONDER
IT'S SO SCREWED UP. AH, THERE'S A REASON. WOULD YOU NOT AGREE?
IT'S CHAOTIC. I HAVE BEEN A HOSPITAL PRESIDENT, BEEN IN
HEALTHCARE FOR 30 YEARS, A HOSPITAL CEO FOR 25 YEARS. YES, IT'S
TRUE, I RETIRED 8 WEEKS AGO FROM PRESBYTERIAN HOSPITAL. MY
TIMING WAS EXCELLENT. PERFECT TIMING.
PRIOR TO THAT I WAS 10 YEARS AT MEDICAL CITY AND MEDICAL CITY
CHILDREN'S, PRIOR TO THAT I WAS IN SAN DIEGO. I LOOK AT THE CHAOS
IN HEALTHCARE AND I KEEP SAYING TO MYSELF WE NEED A PURPOSE, WE
NEED A DIRECTION, NOT INDIVIDUALLY BUT COLLECTIVELY AND I ASK
MYSELF WHAT'S HAPPENED HERE AT UTD? HERE'S WHAT I BELIEVE. I
BELIEVE WE HAVE HAD MANY GREAT LEADERS THAT HAVE DRIVEN THIS
ORGANIZATION IN A PURPOSEFUL DIRECTION. TIER ONE, RIGHT? HOW
MANY OF US HAVE HEARD THAT TERM, TIER ONE. HOW MANY OF US
REALLY KNOW WHAT TIER ONE IS. WHEN I HEARD THAT I HEAR BETTER
WE SEARCH, EXCEPTIONAL TEACHING, EXCEPTIONAL INVOLVEMENT IN
THE COMMUNITY. BE EXCEPTIONAL, DO A LITTLE MORE AND AS WE
MOVE DOWN THE ROAD THERE ARE DECISIONS THAT ARE MEDIOCRE AND
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ARE NOT ENOUGH. THE PRESIDENT HAS DEVISED AND DEFINED
STRUCTURAL ELEMENTS THAT'S ENHANCED THAT. HOW OLD IS THIS
BUILDING? IT'S GOT TO BE --
PAUL WATSON: 2002.
BRITT BERRETT: SO JUST OVER 10 YEARS OLD. WE JUST BUILT THE
SECOND EDITION. I THINK THE DEAN IS PLANNING IN HIS SECRET LAIR
MORE CONSTRUCTION. THE IDEA AND THE THOUGHT IS THAT WE'RE
GOING TO MOVE TO A LEVEL THAT'S UNBELIEVABLE, REMARKABLE AND I
HAVE SEEN THAT IN DIFFERENT INDUSTRIES, THAT BEING DONE. WE'LL
BE THE FIRST TO THE MOON, RIGHT? YOU HAVE HEARD AND SEEN
INDUSTRIES JUST EMBRACE A GREATER PURPOSE AND MEANING AND
THROUGH THAT LEADERSHIP THEY'RE ABLE TO EFFECTUATE CHANGE.
THINK ABOUT THE MEN AND WOMEN WHO TAKE UP THAT CALL, WHO
RALLY THE TROOPS. THEY IMAGINE GREATNESS AND THE ORGANIZATION
OR THE GROUP MOVE IN THAT DIRECTION TOGETHER. I WAS TAKEN BY
WHAT DR. FAIR WROTE IN THIS INTRO. I HOPE YOU READ IT. I FOUND THE
SECOND PARAGRAPH FASCINATING. HE SAID WE EXPECT THE
ACCESSABILITY SUMMIT WILL INCREASE THE AWARENESS OF HOW
UNIVERSAL DESIGN AFFECTS PEOPLE WITH DISABILITIES AND ANY USER
WHOSE TASK OR ENVIRONMENT DICTATES ALTERNATIVE INTERACTION
STYLES. THINK ABOUT WHAT THAT MEANS. THINK ABOUT WHAT HE'S
SAYING HERE. WE'RE NOT GOING TO CONTINUE TO DO THINGS THE WAY
WE HAVE ALWAYS DONE THEM, RIGHT? WE'RE GOING TO THINK
CREATIVELY HOW TO DO IT DIFFERENTLY AND WHY WOULD WE DO IT
DIFFERENTLY? BECAUSE THERE'S MEANING AND PURPOSE BEHIND IT. HE
GOES ONTO SAY THROUGH CONSCIOUS THOUGHT AND COMMITMENT, WE
WILL BE ABLE TO TAKE A PROACTIVE APPROACH TO ENSURE THAT OUR
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STUDENTS, STAFF, AND FACULTY AND THE COMMUNITY WITH
ACCOMMODATION NEEDS, THAT THEY'RE ASSISTED AND ENCOURAGED
TO PARTICIPATE WITHIN THE UT DALLAS COMMUNITY.
WHEN I READ THAT KIND OF STUFF I SAY TO MYSELF ONE OF TWO
THINGS. BLAH, BLAH, BLAH, BLAH, BLAH, BLAH, BLAH, HAPPY TALK. OR I
HEAR REALLY? IS THAT WHERE WE'RE GOING? IS THAT WHAT WE'RE
GOING TO DO? I WONDER WHO'S GOING TO BE DOING IT. IS IT ME? IS IT
YOU? IS IT US? WHO IS GOING TO DO IT? RETURNING TO THE
HEALTHCARE EXPERIENCE THAT I HAD, I KEPT ON ASKING MYSELF HOW
YOU LED A HOSPITAL. WHEN I GOT TO MEDICAL CITY, PERSONAL
EXPERIENCE HERE, I WAS THE FOURTH CEO IN 4 YEARS. IT WAS JUST
TURNOVER. WE HAD A 35% TURNOVER RATE. EVERY YEAR, THE NURSES
AND THE CARDIOPULMONARY, PHARMACISTS, 35% TURNOVER AND
THERE WAS NO DIRECTION. I GOT TOGETHER WITH THE TEAM AND SAID
WHAT ARE WE DOING? WHERE ARE WE GOING? HOW ARE WE GOING TO
DO IT? I PAINTED A PICTURE THAT WAS SO VIVID THAT IT GOT SCARY. IT
WAS SO VIVID ON UNBELIEVABLE SUCCESS THAT IT WAS STAGGERING
AND I REMEMBER OUR CFO AT THE TIME SAID TO ME THIS IS GOING TO BE
HARD. THIS ISN'T GOING TO BE – THIS IS GOING TO BE REALLY HARD AND
MY RESPONSE TO HER WAS WE DON'T HAVE TO DO IT. AND HER
RESPONSE WAS NO, NO, WE'VE GOT TO DO IT. IT WOULD BE MORE
PAINFUL IF WE DIDN'T. WE OWE IT TO THE PATIENTS WE SERVE TO DO
WHAT WE NEED TO DO AND THAT'S WHAT WE DID. WE WERE THE FIRST
HOSPITAL IN THE DALLAS/FORT WORTH AREA RECOGNIZED BY THE
DALLAS BUSINESS JOURNAL AS A BEST PLACE TO WORK AND ACHIEVED
$300 MILLION IN INVESTMENT IN NEW BUILDINGS. WE BUILT A
CHILDREN'S HOSPITAL, A CRITICAL CARE TOWER, 24-HOUR A DAY CHILD
CARE. WHO KNOWS WHAT THE MALCOLM BALDRIDGE AWARD IS? IT'S
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FROM THE DEPARTMENT OF CONGRESS, A RECOGNITION OF AN
ORGANIZATION AS HAVING AN EXCEPTIONAL PROCESSES AND SYSTEMS
AND I WALK BEHIND THAT AND SEE WE WERE PASSIONATE. DON'T GET
ME WRONG, HEALTHCARE IS COMPLICATED, IT'S HARD. IT'S COMPLEX.
TEN OF US COULD BE DIAGNOSED WITH THE SAME DISEASE AND HAVE
TEN DIFFERENT OUTCOMES. JUST BECAUSE OUR BIOCHEMISTRY OR OUR
GENOME OR HEREDITY OR INTERACT WITH DIFFERENT PEOPLE AND HAVE
DIFFERENT EXPERIENCES. HAVE YOU EVER HAD THAT? HAVE YOU EVER
HAD A REALLY BAD NURSE? YOU COULD HAVE 20 GREAT NURSES BUT
ONE MEAN NURSE WILL RUIN THAT WHOLE EXPERIENCE. THAT NURSE
RATCHET, RIGHT?
WE WENT ON THIS GREAT JOURNEY AND FINISHED MY PH.D., WROTE A
BOOK AND HAD GREAT LIFE EXPERIENCES AND I FELT COMPELLED TO
COME INTO THIS SPEAR AND PREPARE THE NEXT GENERATION OF
HEALTHCARE LEADERS AND GET THEM READY BECAUSE THESE THINGS
ARE CHANGING. DOUG AT THR CALLED ME UP AND SAID WOULD YOU
COME TO PRESBY. THEY WERE GOING THROUGH CHALLENGES SO I DID. I
WAS VERY INVOLVED WITH UTD AND SMU AND OTHER UNIVERSITIES
BECAUSE I WANTED TO HELP THAT NEXT GENERATION OF LEADERS, TO
GIVE THEM A PERSPECTIVE AND ENCOURAGEMENT AND INSPIRATION. I
HAD A GREAT LIFE EXPERIENCE BUT AFTER 5 YEARS, IT WAS TIME FOR ME
TO LEAVE T.H.R., LIKE I SAID, 8 WEEKS AGO. (APPLAUSE)
WOW, THANK YOU. THANK YOU. WHAT A WHOPPING AND A BEATING
THATIS RIGHT NOW BUT I CAN TELL YOU THIS, THE TEAM IS SO PREPARED
FOR THE CHALLENGES THAT HAVE BEEN THRUST UPON THEM.
INTERNATIONAL TSUNAMI OF REPORTERS AND STUPID MEDIA. IT'S
UNBELIEVABLE. I'M GETTING CALLS LEFT AND RIGHT AND I DON'T
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RETURN ANY OF THEM BECAUSE THEY MISREPRESENT WHAT'S GOING ON
BUT THE TEAM IS PREPARED BECAUSE WE HAVE PREPARED THEM AND I
WENT TO DINNER ON SATURDAY NIGHT WITH A GROUP OF THE SENIOR
LEADERS, IT WAS A WEDDING FOR ONE OF THE DAUGHTERS AND THEY
WERE DESCRIBING THIS ASSAULT ON THEM AND THEY WERE DESCRIBING
IT AS JUST GALVANIZING FOR THEM AND THEY WERE DECLARING THEY
WERE PRESBY PROUD. THEY WILL EMERGE BUT THEY'RE UNDER
ASSAULT RIGHT NOW BY THE MEDIA. HAVE THEY MADE MISTAKES, I'M
SURE THEY HAVE. ANYONE WHO HASN'T MADE A MISTAKE, RAISE YOUR
HAND. NOPE, JESUS ISN'T HERE SO WE'RE ALL GUILTY.
TO THAT END, THEY'RE MOVING FORWARD AND WILL EMERGE BRILLIANT
AND SUCCESSFUL. I ASK THE QUESTION FOR US TODAY, WE HAVE HEARD
A LOT OF TACTICAL INFORMATION, RIGHT? AND AS WAS MENTIONED IN
THIS PARAGRAPH, WHAT'S THE INTENT? WHY ARE WE GATHERING
OURSELVES? WHY ARE WE TAKING THE TIME OUT OF OUR DAY?
THROUGH CONSCIOUS THOUGHT AND COMMITMENT WE WILL BE ABLE
TO MAKE A PROACTIVE APPROACH TO ENSURE THAT ACCOMMODATIONS
AND NEEDS WILL BE MET. WRAP YOUR BRAIN AROUND THE WORDING OF
WHAT'S BEING SAID HERE. THERE ARE PEOPLE THAT ARE IN NEED AND
YOU AND I ARE CALLED TO HELP THEM. BLINK IF YOU AGREE WITH THAT.
THE QUESTION IS ARE YOU GOING TO BE A PARTICIPANT OR ARE YOU
GOING TO BE A LEADER IN THAT? ARE YOU GOING TO BE PART OF THE
CROWD THAT STANDS BACK AND WATCHES AND HOPES YOU DON'T GET
TOO INVOLVED OR ARE YOU GOING TO BE ONE OF THESE LEADERS? IF
YOU'RE JUST GOING TO SIT ON THE SIDELINE AND LET EVERYONE ELSE
DO THE WORK, PLEASE CLOSE YOUR BOOKS, CLOSE YOUR EYES, RELAX
FOR A MOMENT BECAUSE I'M NOT TALKING TO YOU GUYS. I HAVE NO
INTEREST IN TALKING TO THOSE WHO DON'T WANT TO MAKE A
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DIFFERENCE. LET ME TALK TO THE LEADERS WHO HOPE TO IMPLEMENT
CHANGE, WHETHER THROUGH YOUR ROLE AND YOUR ASSIGNMENT AND
YOUR TITLE OR THROUGH THE PARTICIPATIVE NATURE OF WHAT WE'RE
TALKING ABOUT.
LET ME TELL YOU THE LESSONS I HAVE LEARNED IN LEADERSHIP AND
ORGANIZATIONAL CHANGE AND THINGS THAT CAN BRING TO PASS
UNBELIEVABLE SUCCESS. IN MY STUDIES IN RESEARCH, INTERVIEWS OF
THOUSANDS HAVE DRAWN SOME CONCLUSIONS, WE HAVE REACHED
SOME A-HA MOMENTS, EPIPHANIES OF WHAT LEADERS DO TO IMPLEMENT
CHANGE. IF WE TRULY WANT TO IMPLEMENT THIS CHANGE, WE NEED TO
THINK ABOUT A FEW THINGS FIRST. HAVE A PURPOSE. WRAP YOUR
BRAIN AROUND A PURPOSE AND A MEANING, WHY YOU'RE GOING TO DO
WHAT YOU'RE GOING TO DO. HAVE A PURPOSE. ENVISION WHAT IT
WOULD BE LIKE TO REALIZE THAT PURPOSE. FOR US AT THE HOSPITAL,
IT'S ALMOST TOUCHING TO HEAR THE STORIES OF THE MEN AND WOMEN
WHO ARTICULATE WHAT THE ORGANIZATION WOULD BE LIKE BUT THEY
WANT TO BE A CARING AND HEARING ENVIRONMENT AND
ORGANIZATION. THEY WANT A PERSON TO WALK THROUGH THE DOOR
WITH THEIR FAMILY MEMBERS TO BE CONSUMED WITH A SENSE OF
COMFORT AND LOVING. NOT JUST A PATIENT BUT THE WHOLE FAMILY.
WHEN I HEARD THAT, I GOT A LITTLE EMOTIONAL ABOUT IT BECAUSE IT
WAS A RALLYING CRY. WHAT'S YOUR PURPOSE AND MEANING? WHEN
WE TALK ABOUT THIS ACCESS AND ACCESSABILITY, WHEN WE TALK
ABOUT INDIVIDUALS IN NEED, WHAT'S YOUR PURPOSE? WHAT'S YOUR
INDIVIDUAL PURPOSE AND YOUR COLLECTIVE PURPOSE? WHY ARE YOU
DOING WHAT YOU'RE DOING? THAT'S ONE. SECOND, WHAT IS THE PRICE
YOUR WILLING TO PAY TO REALIZE THAT PURPOSE? WHAT ARE THE
SACRIFICES THAT YOU MUST MAKE, THE DECISIONS THAT ARE REQUIRED
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TO FULFILL THAT PURPOSE? I'M NOT TALKING ABOUT TODAY OR
TOMORROW I'M TALKING IN THE LONG TERM. GREAT LEADERS DEFINE A
PURPOSE. THEY DEFINE WHAT THEY'RE WILLING TO SACRIFICE. THEY
DEFINE WHERE THEY'RE GOING AND THEN THEY MAKE CONSCIOUS
DECISIONS, WHAT'S YOUR PLAN? WHO'S GOING TO BE WITH YOU? WHO'S
GOING TO BE PART OF THIS FRAMEWORK? WHO ARE YOU GOING TO LINE
WITH THAT'S GOING TO IMPLEMENT THIS CHANGE?
WHEN WE WROTE A BOOK, MY COLLEAGUE AND I, WE TALKED ABOUT
HOW TO LEAD CHANGE AND ONE OF THE MOST POPULAR CHAPTERS IN
THE BOOK WAS ENTITLED NO WHINERS, NO LOSERS AND NO JERKS. AND I
REMEMBER VIVIDLY WHEN I WAS AT MEDICAL CITY AND ALSO
PRESBYTERIAN, I GOT UP AND SAID WELCOME TO THE ORGANIZATION,
WE WANT TO THANK YOU FOR BEING HERE, HERE'S OUR PURPOSE, YOU
HAVE GONE THROUGH A LOT OF SCREENING, ARE YOU READY TO GO?
ARE YOU EXCITED TO BE HERE? WE WANT YOU TO KNOW THAT WE WILL
NOT ACCEPT OR TOLERATE WHINERS, LOSERS, OR JERKS. HOW MANY OF
US HAVE WORKED WITH A WHINER, A LOSER, OR A JERK? RIGHT? HOW'S
YOUR DAY? OH, MAN, THIS PLACE IS HORRIBLE. I HATE THIS PLACE.
WHAT'S SO BAD? OH, THEY'RE ALWAYS TRYING TO DO SOMETHING TO US.
LIKE WHAT? WELL, I CAN'T THINK OF ANYTHING RIGHT NOW BUT I'M
SURE THEY'RE TRYING TO TAKE ADVANTAGE OF US SOMEHOW. THEY
SUCK THE LIFE BLOOD OUT OF YOU. HAVE YOU HAD THAT? AT EVERY
TURN SOMETHING IS HORRIBLE. WHINERS DON'T KNOW THEY'RE
WHINERS. THEY REALLY DON'T. THEY THINK THEY'RE REAL EFFICIENT,
THEY THINK YOU'RE THE POLLYANNA. IT'S GREAT HERE. OH, MAN, YOU
HAVE NO IDEA HOW BAD IT IS. REALLY? I THINK IT'S A PRETTY GOOD
DAY, A GOOD TEAM, A GOOD ORGANIZATION.
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THEY WILL ALSO TRY TO ONE UP YOU. YOU HAVE A FLAT TIRE ON THE
WAY TO WORK AND YOU WERE LATE. I HAD A FLAT TIRE. THAT'S
NOTHING, I HAD FOUR FLAT TIRES. REALLY? THE LIST GOES ON AND ON.
LEADERS THAT WANT TO IMPLEMENT CHANGE MUST GET RID OF THE
WHINERS, THE LOSERS AND THE JERKS. NOW, THIS DOESN'T COME EASY.
THIS DOESN'T COME FAST BUT IT MUST BE PURPOSEFUL. LET ME
SUGGEST TO THOSE WHO ARE WHINERS, LOSERS, OR JERKS -- IF ANYONE
HAS ACCUSED YOU OF BEING A WHINERS, YOU'RE PROBABLY A WHINER,
OKAY? YOU NEED A CHECK UP FROM THE NECK UP, RIGHT? WE DON'T
WANT YOU. YOU'RE HOLDING US BACK. THE WHINERS, LOSERS, AND
JERKS AT PRESBY, WE DID A SURVEY OF THE EMPLOYEES AND WE WERE
IN THE 50TH PERCENTILE. THE HOSPITAL WAS SURVEYED, DO YOU LIKE
WORKING HERE? WE SAT AT THE 51ST PERCENTILE SO ABOUT HALFWAY
BETWEEN ALL HOSPITALS. DO I WANT MY FAMILY MEMBER TO BE AT A
HOSPITAL AT THE 51TH PERCENTILE? NO, ABSOLUTELY NOT. THAT'S LIKE
GOING TO THE RESTAURANT WHERE THE WAITER AND THE COOK HATE
EACH OTHER AND THEY HATE BEING THERE. THAT WOULD BE DELICIOUS
FOOD, YOU KNOW? HOW ABOUT A RESTAURANT WHERE EVERYONE
LOVES WORKING TOGETHER AND THERE'S HARMONY AND THERE'S
SUCCESS? SO WE MADE THIS DECISION. WE WENT THROUGH AND
DECIDED WHO NEEDED TO GO AND WE MADE A LIST OF THEM. I SAID I
WANT THE 10% THAT NEED TO BE LET GO AND WHEN I LEFT I HAD THAT
LIST.
A LARGE NUMBER OF THEM DID GET LET GO BUT A SECTION OF THEM
BECAME OUR BEST EMPLOYEES. WE COMMUNICATED TO THEM THAT
THAT KIND OF WHINER, LOSER, JERK BEHAVIOR WAS NOT TOLERATED
ANYMORE SO LET'S GO, PEOPLE, AND WE LISTENED TO THE CONCERNS
THEY HAD AND WHERE THERE WERE VALID CONCERNS, WE ADDRESSED
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THEM. WE HAD THIS PROGRAM CALLED 100 ISSUES IN 100 DAYS. LITTLE
MINOR, ANNOYING THINGS. EVER HAVE THAT IN YOUR OFFICE,
SOMETHING THAT'S JUST ANNOYING? 100 ISSUES, 100 DAYS, A SQUEAKY
WHEEL, A DOOR THAT WOULDN'T OPEN. WE IDENTIFIED ISSUES AND
CONVERTED THESE PEOPLE. WHEN I RETIRED IN 2014, WE DID THE
SURVEY IN MAY. THE RESULTS CAME OUT, PRESBYTERIAN HOSPITAL
WAS THE NUMBER ONE HAPPIEST, MOST ENGAGED EMPLOYEE WORK
FORCE IN THE UNITED STATES OF ANY HOSPITAL. RECEIVED THE BEACON
AWARD FOR CONSISTENT, HIGH LEVELS OF EMPLOYEE ENGAGEMENT
AND AT THE SAME TIME WE CUT OUR EXPENSES BY $100 MILLION. WE
CUT ABOUT 300 POSITIONS OUT OF THE EMPLOYEE BASE. SO YOU WOULD
THINK THAT WHEN YOU CUT EMPLOYEES, IT PISSES EVERYONE OFF.
WOULD YOU NOT AGREE? THAT'S NOT WHAT HAPPENED. WHY DID THE
EMPLOYEE ENGAGEMENT GO UP? WE GOT RID OF THE WHINERS AND
LOSERS. THEY TAKE UP YOUR LIFE. YOU'RE EXHAUSTED BY THEM. THEY
DRAG YOU DOWN.
I HAD A NURSE RATCHET, THEY WERE AT ANOTHER FACILITY AND SHE
WROTE ME THIS E-MAIL. WE JUST CHANGED OUR BENEFITS. HOW MANY
HAVE GONE THROUGH BENEFIT CHANGES? EVERY YEAR THERE'S A
BENEFIT CHANGE AND I GOT THIS E-MAIL. DEAR BRITT, WHY DID WE
CHANGE THIS, BLAH, BLAH, BLAH. HEY, LISTEN, NURSE, I'M SO SORRY,
LET'S CHECK INTO IT. I COPIED HUMAN RESOURCES, THE BENEFITS
COORDINATOR. THAT SEEMS REASONABLE, THERE WAS A REASONABLE
RESPONSE THINKING, OKAY, SHE WROTE ME EVEN SNARKIER E-MAILS
SAYING THAT'S JUST TYPICAL, WHOA, WHOA, TIME OUT. I DID
HOMEWORK, CALLED AROUND, TALKED TO THE DIRECTOR AND SAID
TELL ME ABOUT NURSE RATCHET. WHAT'S HER STORY? OH, SHE'S BEEN
HERE 20 YEARS. CLINICALLY SHE'S REALLY GOOD, BUT WE HAVE TO PUT
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HER IN THE BACK BECAUSE SHE'S SO MEAN TO EVERYONE. AND ALSO, WE
DON'T LET HER IN THE NEW TRAINING; NO NURSES WORK WITH HER
BECAUSE SHE EATS THEM ALIVE. I'M LIKE WHY DO WE STILL HAVE
NURSE RATCHET HERE? WELL, SHE'S ON A CORRECTIVE PLAN BUT EVERY
TIME SHE GETS TO THAT THRESHOLD SHE STOPS AND FOR 90 DAYS SHE'S
GOOD. EVER HAD AN EMPLOYEE LIKE THAT? I HOPE YOU'RE NOT THAT
KIND OF EMPLOYEE, RIGHT? SO I SAID THAT'S INTERESTING. SO I CALLED
UP THE NURSE MANAGER, THE DIRECTOR AND SAID I'M GOING TO VISIT
WITH HER. SO NURSE RATCHET GOT A CHANCE TO COME TO THE
PRINCIPAL'S OFFICE, RIGHT? WALKS INTO MY OFFICE AND OH, SO NICE TO
MEET YOU, I HAVE NEVER BEEN IN THE CEO'S OFFICE BEFORE. NOR WILL
YOU EVER AGAIN. (LAUGHTER) SHE SITS DOWN ACROSS FROM ME AND
THE HR DIRECTOR IS THERE WITH ME AND I LOOK AT HER AND I SAY I
UNDERSTAND YOU HAVE HAD SOME CONCERNS. OH, DON'T WORRY,
BRITT, EVERYTHING IS GOOD. AND I SAID YOU KNOW, NURSE RATCHET,
YOU'RE JUST MEAN. AND YOU COULD SEE ALL THE BLOOD FLOW OUT OF
HER FACE. YOU'RE JUST RUDE TO PEOPLE. YOU'RE NOT NICE TO YOUR
TEAM MEMBERS AND YOU'RE FIRED. RIGHT THEN AND THERE. AND SHE'S
LIKE -- NO, I'M SERIOUS, YOU'RE FIRED. HR, TAKE HER. SO THEY
ESCORTED HER, SHE EMPTIED HER LOCKER AND SHE TALKED TO ALL HER
FRIENDS. CAN YOU BELIEVE THEY FIRED ME? WHAT DO YOU THINK ALL
THE OTHER EMPLOYEES ARE SAYING? YEA. YEAH, I'M LEAVING
WEDNESDAY. WE'RE HAVING A PARTY ON THURSDAY. I WON'T BE HERE.
YEAH, WE KNOW, IT'S A GLAD YOU'RE GONE PARTY. THE WHINERS, THE
LOSERS AND THE JERKS SUCK THE LIFE BLOOD OUT OF US AND WE, AS
LEADERS AND MEMBERS OF A TEAM NEED TO STOP AND NOT ACCEPT
THIS KIND OF BEHAVIOR.
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HOW CAN WE IMPLEMENT CHANGE IF THERE'S ALL THIS CONTENTION
AND THIS FIGHTING? I HAVE HEARD PEOPLE SAY, WELL, LISTEN, THAT
WHINER, LOSER, THAT JERK, THAT'S MY BOSS. OR THAT'S SOMEONE I
DON'T HAVE RESPONSIBILITY FOR. GUESS WHAT, ROME WASN'T BUILT IN
A DAY. THEY BEHAVED THEMSELVES INTO THIS BEHAVIOR AND YOU
AND I, TO REALIZE THIS VISION, THIS PURPOSE, THIS MEANING HAVE GOT
SOME WORK TO DO. WE TALKED ABOUT ACCESSABILITY. I LOVE THE
TITLE, THE OFFICE OF DIVERSITY. I LOVE THAT. I LOVE THE UNIQUENESS
OF EVERYONE. I THINK EVERYONE BRINGS SOMETHING TO THE TABLE.
WHEN SHE SHOWED THE PICTURE OF THE WHEELCHAIR THAT'S NOT
WHAT I THOUGHT OF. I THOUGHT THERE'S SOMEONE WHO HAS A UNIQUE
PERSPECTIVE ON LIFE. MY DAUGHTER IS WONDERFUL BUT IN SCHOOL
SHE STRUGGLES. SHE NEEDS SPECIAL ACCOMMODATIONS. THANK GOD
FOR DR. GRANT WHO IS THERE TO HELP HER. I GET TEARY-EYED AS A
DAD. THINK ABOUT THE PEOPLE YOU WORK WITH WHO HAVE PEOPLE AT
HOME WHO GET TEARY-EYED. SHE ADDS TO THE CLASSROOM IN SO
MANY WAYS THAT MAY NOT MANIFEST ITSELF ON THE SCORE CARD OR
THE GPA BUT SHE'S A BLESSING FOR THAT UNIVERSITY.
THOSE WITH SPECIAL NEEDS, INDIVIDUALS WHO NEED
ACCOMMODATIONS, WHAT KINDS OF DIVERSE BACKGROUNDS AND
EXPERIENCES DO THEY BRING TO THE TABLE THAT YOU AND I HAVE TO
OPEN DOORS TO MAKE POSSIBLE? ARE YOU UP FOR IT? THE CHALLENGE
IS DO WE UNDERSTAND OUR PURPOSE OR MEANING, RIGHT? DO WE HAVE
A PLAN? ARE WE GOING TO GET RID OF THE WHINERS, THE LOSERS, AND
THE JERKS AND THEN LAST, LET'S CELEBRATE OUR SUCCESSES. THAT'S
WHAT GREAT ORGANIZATIONS DO. THEY LOVE TO HAVE PARTIES. WHO
LIKES TO HAVE A PARTY? AND CELEBRATING SUCCESSES DOESN'T MEAN
ALWAYS THE BALLOON OR THE CARD OR THE E-MAIL. SOMETIMES IT'S AS
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SMALL AS SWINGING BY THE OFFICE TO SAY AWESOME. THERE'S AN
ORGANIZATION CALLED HUMANA, WHO USED TO OWN A BUNCH OF
HOSPITALS BUT NOW IT'S A THIRD PARTY INTERMEDIARY INSURANCE
WITH A LOT OF LEGS TO IT BUT AS THE STORY GOES, THERE WAS AN
EXECUTIVE WATCHING THE CASH COLLECTIONS COMING THROUGH THE
BUSINESS OFFICE AND AS A PATIENT WOULD COME IN, THEY HAD TO
COLLECT THE CO-PAYS. VERY UNCOMFORTABLE. SO IT TAKES FINESSE
AND THEY TRAINED THE TEAM TO BE KIND AND CARING BUT THERE'S NO
FREE LUNCH SO THEY HAD TO BE MEANINGFUL AND THEY EXCEEDED
THEIR CASH COLLECTIONS. THE EXECUTIVE WALKS THROUGH AND
LOOKS DOWN AND THERE'S A BANANA. HE PICKS UP THE BANANA AND
WALKS IN THE DIRECTOR'S OFFICE AND SAYS MARY, UNBELIEVABLE
WORK ON CASH COLLECTIONS, I WOULD LIKE TO AWARD YOU THE
HUMANA BANANA AND SHE STARED AT HIM GOING ARE YOU KIDDING
ME? AND HE SAYS NO, THAT'S ONE OF THE MOST PRESTIGIOUS AWARDS
SO THAT BECAME A JOKE FOR THEM AND ALL OF A SUDDEN IT BECAME A
CULT CLASSIC. PEOPLE WOULD SPRAY PAINT A BANANA SKULL AND
THEN HAVE YOU SEEN THESE BANANA OUTFITS? PEOPLE DRESSED UP
LIKE A BANANA AND CAME RUNNING THROUGH THE HOSPITAL. POINT
BEING, THE KEYS TO IMPLEMENTING CHANGE IS TO CELEBRATE, TO HAVE
FUN, TO RECOGNIZE.
LAST THOUGHT ON THAT, SOMETIMES IT'S IMPORTANT TO UNDERSTAND
HOW PEOPLE LIKE TO BE RECOGNIZED. SOMETIMES YOU HAVE TO BE
VERY, VERY CAREFUL. SOME PEOPLE LIKE THE INTRODUCTION IN FRONT
OF EVERYONE, RIGHT? SOME DO NOT. MY WIFE IS TURNING A DECK
INDICATE CELEBRATION, I WON'T TELL YOU WHICH ONE. FOR MY 50TH I
WANTED A PARTY. WE WANTED A DISNEY CRUISE, LOOK AT ME, BLAH,
BLAH, BLAH AND I'M THINKING, OF COURSE MY WIFE WILL WANT THAT,
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WE'LL HAVE A BIG CELEBRATION SO I WAS GOING TO GET A MARIACHI
BAND IN THE BACKYARD AND HELLO, I REALIZED MY SWEETHEART,
THAT'S NOT HER SO I REALIZED IT QUICKLY ENOUGH AND WE TOOK OFF
AND WENT TO AN ISLAND AND WE SAT ON AN ISLAND FOR 7 DAYS. IT
KILLED ME. I SAT, READING BOOKS FOR 7 DAYS. AND SHE LOVED IT. TO
THIS DAY, SHE WAS LIKE WASN'T THAT SUCH A GREAT VACATION. YES,
HONEY, THAT WAS WONDERFUL. WE'RE NOT GOING IT FOR THE NEXT
DECADE, YOU CAN TAKE THE KIDS. INDIVIDUALS HAVE A DIFFERENT
WAY THAT THEY LIKE TO BE RECOGNIZED AND CELEBRATED. A LITTLE
TRICK I LEARNED, I WALK THROUGH THEIR OFFICES. YOU CAN LEARN A
LOT ABOUT A PERSON ON HOW THEY LIKE TO BE RECOGNIZED ON HOW
THEY DECORATE THEIR OFFICE. YOU WATCH. LOOK. WHAT HAVE THEY
POSTED? WHAT'S IMPORTANT TO THEM? WHAT PICTURES? THAT WILL
GIVE YOU A KEY IN HOW YOU CAN CELEBRATE, RECOGNIZE, AND
REWARD THEIR WORK.
WELL, I PROBABLY TALKED TOO MUCH AND HAVEN'T SAID ENOUGH, BUT
I WILL CLOSE WITH A COUPLE OF FINAL THOUGHTS. FIRST OF ALL,
THANK YOU FOR THE INVITATION. I THINK YOUR WORK IS IMPORTANT. I
CONGRATULATE YOU WITH THE PURPOSE AND MEANING BEHIND WHAT
YOU'RE DOING. I THINK IT'S DIVINELY DIRECTED, I BELIEVE IN THAT. I
THINK YOU'RE ENTITLED TO INSPIRATION, HOW TO MAKE IT HAPPEN. I
BELIEVE THIS ORGANIZATION HAS DEMONSTRATED GREATNESS AND IT'S
DEMONSTRATING A REALNESS AND AN ABILITY TO CREATE AND BECOME
-- YOU BECOME PART OF THE FABRIC AND THE EXPERIENCE OF THAT AND
WITH THAT, I LEAVE YOU A FINAL CHALLENGE TO FIND PURPOSE, TO FIND
MEANING, TO DO THE THINGS THAT WILL BRING ABOUT THIS GREAT
WORK. THANK YOU VERY MUCH. (APPLAUSE)
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WRAP-UP AND Q&A
PAUL WATSON
FACILITATOR
GEORGE FAIR
CLOSING
PAUL WATSON: WELL, I THANK EVERYBODY FOR ATTENDING TODAY.
IT'S BEEN A GREAT CONFERENCE. I THINK IT'S A GOOD FIRST START FOR
UTD. I EXPECT A LOT MORE OF THESE TO COME AND MORE INTERESTING,
SO MANY BRAINSTORMING IDEAS I HAVE ALREADY HAD COMING OUT OF
THIS. I WOULD LIKE TO ASK DR. FAIR TO COME UP GIVING HIS CLOSING
REMARKS. WHILE HE'S MAKING HIS WAY, I WANT TO LEAVE SOME
THOUGHTS FOR UNIVERSAL DESIGN. ONE OF THE COMMENTS WAS
DIVERSIBILITIES AND IF YOU THINK ABOUT IT, WHEN I WORKED IN THE
CORPORATE FOR 15 YEARS, WE PENT A LOT OF TIME WORKING WITH
EMPLOYEES AND WE FOUND OUT SOME EMPLOYEES HAVE DIFFERENT
LEARNING STIES. SOME ARE VISUAL LEARNERS, SOME ARE AUDITORY
LEARNERS AND YOU HAVE TO EFFECTIVELY TRAIN YOUR EMPLOYEES.
HELPING PEOPLE THAT HAPPEN TO HAVE WHAT WE LABEL AS A
DIVERSITY OR DISABILITY, IT'S REALLY THE SAME THING WE JUST APPLY
IT TO ALL PEOPLE AND THAT'S WHERE WE HAVE TO ADDRESS THIS.
THANK YOU VERY MUCH, DR. FAIR.
GEORGE FAIR: WELL, I JUST WANT TO SAY THANK YOU, ALL FOR
COMING. WE STARTED OUT THIS MORNING WITH A LARGE GROUP. WE
HAVE THE REAL STARS HERE AT THIS POINT, OKAY? BUT WE KNOW THAT
EVERYBODY HAS BENEFITTED SOME BY BEING HERE AND THIS IS OUR
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EFFORT TO BEGIN TO BROADEN OUR SCOPE OF OUR FOCUS ON DIVERSITY
SO I JUST WANT TO SAY THANK YOU ALL FOR DOING THAT. I THINK WE
HAVE HAD SOME INSIGHTS THAT HAVE COME TO US. WE HEARD THIS
MORNING FROM A PANEL OF PERSONS THAT HAVE BEEN INVOLVED IN
THIS KIND OF WORK FOR SOME TIME AND THEY BROUGHT A LOT OF VERY
INTERESTING SUGGESTIONS AND IDEAS AND AVENUES FOR US TO
PURSUE. LET ME JUST SAY THAT THE OFFICE OF DIVERSITY AND
COMMUNITY ENGAGEMENT WILL CONTINUE TO MOVE ON WITH
SUGGESTIONS AND IDEAS AND APPROACHES WE HAVE HEARD. IT WON'T
BE IMMEDIATE BUT WE'LL BEGIN TO MAKE PROGRESS IN THIS AREA. I
SAY THAT. I HAVE TALKED TO PRESIDENT DANIEL ABOUT WHAT WE
WERE DOING, HE WAS VERY INTERESTED IN THAT SO WE HAVE THE
COMMITMENT OF THE UNIVERSITY TO MOVE FORWARD IN WAYS THAT
WE CAN SO THANK YOU VERY MUCH FOR COMING.
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