The way we see things is also the
way we do not see things
PAST TO THE PRESENT
History
Different ideas (perspectives)
Different behavior (responses)
Contextual (societal) factors
Changing dominant interests/influences
Reflects ideas/behavior
New knowledge produces new perspectives
Creates new responses/behavior
PERSPECTIVES OF DISABILITY
Four perspectives developed over time
All four seem to exist in the present
Reflected in societal responses
Perspectives reflect ideology/knowledge
How ‘disability’ is defined
Identification of ‘problem’
Solution to problem
Shaped by what we believe to be true
DEFECT -> DEVIANCE -> DIFFERENCE -> DIVERSITY
Two perspectives have long history
Dominant interests/influences
Religion - Supernatural/Moralistic
Science - Medical
Two perspectives are relatively new
Dominant interests
Capitalism - Economic/Environmental
Group Identity - Civil Rights/Independent Living
All reflected in basically two Models of Disability
MODELS OF DISABILITY
“Medical Model” (Defect -> Deviance -> Difference (-))
Person is problem
Response is individual and personal
Person is passive/needing help of others
(dependent)
Professionals authority/gatekeepers
Examples of responses/behaviors?
“Social Model” (Difference (+) -> Diversity)
Society creates the problem
Response is systemic
Focus on participation, responsibility
Experts are people with disabilities, has control of
life
Examples of responses/behaviors?
The following gives a comparison of specific aspects related to the two
models
Medical (Individual) Model
Social (Rights) Model
Personal Tragedy Theory
Social Oppression Theory
Personal Problem
Social Problem
Individual Treatment
Social Action
Medicalization
Self-Help
Professional Dominance
Individual/Collective Responsibility
Expertise
Experience
Individual Identity
Collective Identity
Care
Rights
Control
Choice
Policy
Politics
Individual Adjustment
Social Change
Majority of world stigmatizes Disability
No one wants to be considered disabled
Ableism pervasive
Unrecognized
Disability becomes ‘invisible’
Barriers and bridges to change
What hinders, what helps?
More to come….
From Defect and Deviance to
Difference and Diversity
BARRIERS TO REFRAMING
Ableism
‘Construction of beliefs, processes and practices
based on the perfect, species-typical self/body
considered to be essentially and fully human.’
(Campbell, 2001:44)
Creates patterns of discrimination, prejudice and
stereotyping
Not as well understood
Unknown, unrecognized and underestimated
Inherent in what we take for granted
Environment built for ‘average’ abilities
Social structure of ‘helping’ “less fortunate”
Sends messages to everyone
CONVEYING OVERT MESSAGES
Design
Architecture, Products, Services, etc.
Blind person walking into
staircase
Computer screen
with webpage
SUV type taxi cab
CONVEYING COVERT MESSAGES
Micro-aggressions
Example of a poster of
a failed attempt of
awareness program. It
says to take a picture of
someone in a
wheelchair for a prize.
Denial of Identity
“It is so great to see you out”
No part of life is normal or like mine. Only thing I
see is your disability.
Infantilization
“Let me do that for you”
You are not really capable. I know how to do
this better than you.
Patronization
“You are so inspiring”
Participating in regular activities seen as “feat”
Second Class Citizen
“We don’t have many people with disabilities come
here but when more do, we will make our place
more accessible”
Rights to equality denied because one is
considered to be bothersome, expensive and a
waste of time, effort and resources
Cartoon of very steep
ramp. Man says “I’ve
had a ramp installed”
with sneer on face.
Cartoon of 4 men, one
in wheelchair. One
man says “Sorry Joe,
We can’t get you a
cab.” leaving the man
in the wheelchair left
behind.
OTHER MANIFESTATIONS
Policy
Qualifications
Standardization
Programmatic
Separatism
Lack of accessibility
Employment
Job descriptions
Full-time for benefits
What else?
VALUES UNDERLYING ABLEISM?
Individualism
Independence
Self-sufficiency
Athleticism
Physical fitness
Responsibility for one’s health
Helping others
“less fortunate”
Good intentions
‘Fairness”
No ‘special’ treatment
What else?
INVISIBLE KNOWLEDGE – CHANGE IN THE WIND
What is the ratio of those who acquired a disability
and those who are born with one?
5 out of 6 (83%)
Out of 69.6 million families in the US, how many have
at least one family member with a disability?
20 million (28.7%)
Approximately how many people in the US have a
disability?
49 – 53 million
Who were the first athletes to participate in organized
sports for those with physical disabilities?
Disabled veterans after WWII
What four sports in the 2012 Olympics included an
athlete with a physical disability?
Track, Oscar Pistorius, South Africa, double
amputee
Archery, Im Dong Hyun, South Korea, visual
impairment
Table Tennis, Natalia Partyka, Poland, no right arm
Diving, Chris Colwill, United States, hard of hearing
Sonia Sotomeyer, the newest Supreme Court judge,
has what disability?
Diabetes
Tom Cruise and Whoopie Goldberg have what
disability in common?
A learning disability
What Pixar animated film featured at least two
characters with disabilities?
Finding Nemo
“Abby and Brittany,” is a cable show about who?
Co-joined twins
What invention led to our current ability to
communicate through texting on cell phones?
The Telecommunication Device for the Deaf (TDD)
I. King Jordan became the first Deaf president of
Gallaudet University after what event?
Deaf students staged a strike and closed the
university down in 1988
Jerry’s Orphans are known to opposed what annual
event?
Jerry Lewis MDA Labor Day Telethon
ADAPT is an organization originating in Denver. What did
ADAPT stand for when first started?
Americans with Disabilities for Accessible Public
Transportation
What set of access principles were created to be applied to
the built environment?
Universal Design
What was the first law to focus on the civil rights of people
with disabilities?
Rehabilitation Act of 1973, Section 504
What concept emerged in the 1970s that promoted
systemic change for people with disabilities?
Independent Living
Little known signs of change
Universal Design
UD for Learning/Teaching
Independent Living Centers
Different than other disability agencies
Disability Rights
Section 504
ADA and Amendments
Disability Studies
Disability Culture
More to come…
From Adaptation to Revolution
AND SO IT BEGINS
“It is an historical fact that the privileged groups seldom
give up their privileges voluntarily…. We know, through
painful experience that freedom is never voluntarily given
by the oppressor, it must be demanded by the oppressed.”
- Martin Luther King, Jr.
“Our [disability rights] movement won my right to live
independently, to work productively, to gain access to
public places, to receive reasonable accommodations, and
to obtain protection from discrimination…It offered me a
positive, disability-affirming identity. It taught me pride.” –
Paul Longmore
TRANSFORMATION
Context of late 20th Century
Wars and Polio epidemic
Created large population of people with disabilities
Expanded access to higher education
Civil Rights/Feminist movement
Recognized discrimination based on human characteristic
Academic critique of racism and sexism
Creation of ethnic studies and women studies
SYNERGY
People with disabilities influenced by higher education
Had to adapt for success
Puzzle pieces start to come together
Major forces for reframing disability emerge
Universal (Inclusive) Design
Independent Living Centers
Disability Rights
Disability Studies
UNIVERSAL (INCLUSIVE) DESIGN
Ron Mace (1941-1998)
Polio at age 9 (1950)
Wanted to be an architect
Told he ‘could not make it through program’ by dean at North
Carolina State
Accommodated by family
Began his career in early 1970’s
Center for Universal Design at North Carolina State University
Picture of Ron Mace
Personal to Political
Principles for accessible design
Environments
Communications
Products
Instruction
Involved with first accessible design standards
Began to change physical environment
Puzzle piece:
Did trainings with Disability Rights Education and Defense
Fund (DREDF) for access required by Section 504
Universal design concept expanded beyond physical
DESIGNING FOR INCLUSION
Equitable Use - useful and marketable to people with diverse abilities
Flexibility in Use - accommodates wide range of individual preferences
and abilities
Simple and Intuitive Use - easy to understand, regardless of the user's
experience, knowledge, language skills, or current concentration
level
Perceptible Information - communicates information effectively
regardless of ambient conditions or the user's sensory abilities
Tolerance for Error - minimizes hazards and adverse consequences of
accidental or unintended actions
Low Physical Effort - can be used efficiently, comfortably, with
minimum of fatigue
Size and Space for Approach and Use - appropriate size and space
for approach, reach, manipulation, and use
INDEPENDENT LIVING
Ed Roberts (1936-1995)
Polio age 14 (1953)
After high school, went to community college
Applied for financial support from VR
Denied as “too disabled to work”
Applied/admitted to UC-Berkeley in 1962 but denied
Adapted residence in on-campus health facility
First severely disabled student
Needed assistance for daily living activities
Picture of Ed Roberts
Personal to political
Other students soon follow
Physically Disabled Students’ Program at UC Berkeley
Expanded into Center for Independent Living 1971
Berkeley one of most accessible cities
Puzzle piece
Later became the VR director in CA 1975
Created more ILCs in state
Berkeley-CIL major player in sit-in for Section 504
IL CENTERS
Different than other service agencies
Consumer controlled
Community based
At least four key services
Peer counseling
Independent living skills training
Information and referral
System and individual advocacy
At least one in all states
Imported idea to other countries
DISABILITY RIGHTS
Judy Heumann (1949 - )
Polio at age of 18 months
Not allowed to attend local school until 4th grade
Parents had to advocate
Graduated from Long Island University 1969
Inaccessible campus
Had to rely on others for help
Told her goal to be a teacher was impractical
Successfully completed degree in teaching
Picture of Judy Heumann
Personal to Political
Denied teaching license
Sued and won
First WC user to teach in NY
Started Disabled in Action
Puzzle piece
Co-Director of CIL in 1975
Led protests for Section 504 regulations
Co-founded World Institute on Disability
Multiple roles in disability at federal level
CIVIL RIGHTS WITH A TWIST
Rehabilitation Act 1973 – Section 504 (public sector)
Little attention by Congress
Focus on program accessibility; physical access as needed
First law to mandated involvement of people with disabilities
Americans with Disabilities Act (ADA) 1990
Lots of attention
Stresses employment (Title I)
Physical access guidelines, accommodations
Patterned after Section 504
Twist: disability not neutral; needs to be recognized
DISABILITY STUDIES
Paul Longmore (1946 – 2010)
Polio at age 7
Special education classes
Encouraged by parents/teachers to attend Junior High
Graduated from Occidental College with BA and MA
Discouraged from teaching and lack of financial help
Adapted by using his mouth
Eventually got dictaphone and transcriptionist
Dependent upon government support
Picture of Paul Longmore
Personal to Political
Received PhD in 1984
Wrote book about George Washington
Could not receive royalties (unearned income)
Burned book in protest
Social Security later changed rules (Longmore Amendment)
Puzzle Piece
Began teaching at San Francisco State (age 46)
Co-founded San Francisco State’s Institute for Disability
Studies 1996
Promotes disabled people as a minority group
AS AN ACADEMIC DISCIPLINE
Field dedicated to examination of disability
As social, cultural, and political phenomenon
Challenges disability as an individual deficit or defect
No one definition of what it is
Interdisciplinary/multidisciplinary
Generally subscribe to “minority group model”
Covers diverse group of people
Not without critics
Personal experience sometimes ignored
May not engage with other forms of sociopolitical oppression
WHERE DO WE GO FROM HERE?
“Great leaders do not create great movements. Great movements give
rise to great leaders. . . No movement can exist without in this case
millions of ordinary men and women asserting themselves to demand
dignity and their rights. So that’s what our movement is all about. That’s
our past. That’s our present. That’s our future.”
— Paul Longmore, July 2010
Is the movement over?
What will keep the movement going? Should we?
Is identity important? Personal vs Group?
How can higher education still be influential?
What can you do to support the transformation?
Thanks for taking this short course!
If you have any feedback to make this better, please email
me
Rose.Kreston@colostate.edu