Moving Beyond
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Compliance into Full
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Membership
Welcome!
Objectives:
• Data/Demographics
• Legal Mandates
• Access Always, in All Ways
• Diversity and Inclusion
• Moral Model to Social Model
• Social Attitudes Toward Disability
• Case Studies
• Considerations for an Action Plan
• Resources
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Data/Demographics
• One in five people have a physical or invisible disability in
the United States.
• At OSU, only 20% of students with disabilities self-disclose
and register for accommodations with Disability Services.
• According to research done by Disability Services:
• Students who register in their first year at OSU, as
compared to those who wait, are more likely to
graduate within six years.
• Students with disabilities who also identify with another
minority group are twice as likely to succeed in college.
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Data/Demographics (continued)
Of people age 16 and older in the US:
• 21% with a disability are below the poverty level.
• 11% without a disability are below the poverty level.
• 72% with a disability are not in the labor force.
• 27% without a disability are not in the labor force.
(Disabled World July 26,2011, supplied by the US Censes Bureau 2011)
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Access as a Civil Right
Civil Rights Act of 1964, Title II
•“All persons shall be entitled to the full and equal enjoyment
of the goods, services, facilities, and privileges, advantages,
and accommodations of any place of public accommodation,
as defined in this section, without discrimination or
segregation on the ground of race, color, religion, or national
origin.”
Americans with Disabilities Act of 1990
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Mandates:
Americans with Disabilities Act:
• Prohibits discrimination based on disability status
• Individuals with disabilities must have access to
reasonable accommodations
Section 504 of the Rehabilitation Act:
• No individual shall be excluded from participation in a
program or activity due to the presence of a disability
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Disability Defined:
Under The Americans with Disabilities Act (ADA) and Section
504 of Rehabilitation Act of 1973, an individual with a disability
is a person who:
1. has a physical or mental impairment that
substantially limits one or more major life activities;
2. has a record of such an impairment; or
3. is regarded as having such an impairment.
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How do we provide “access always, in all ways?”
•Universal Design for Learning (UDL)
•Integration
Think About It
Video
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Intersectionality
Intersectionality explores aspects of multiple dimensions of
identity through power dynamics, inequality and larger social
structures (Crenshaw, 1991; Collins, 2000).
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What is Inclusion?
According to Ferris State University, “inclusion is involvement
and empowerment, where the inherent worth and dignity of all
people are recognized. An inclusive university promotes and
sustains a sense of belonging; it values and practices respect
for the talents, beliefs, backgrounds, and ways of living of its
members.”
http://www.ferris.edu/HTMLS/administration/president/DiversityOffice/Definitions.htm
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Inclusion in Diversity Statements
“Wright State University promotes the acceptance and
appreciation of every individual regardless of race, gender,
age, ethnicity, ability or disability, sexual orientation,
socioeconomic status, religious affiliation, or national origin.
We encourage appropriate activities and events that foster
learning about the diversity of our world.”
To view entire statement, visit http://www.wright.edu/foundational-principles/diversity-statement
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Inclusion in Diversity Statements
“The diversity of the people of California has been the source of innovative ideas and creative
accomplishments throughout the state’s history into the present. Diversity – a defining feature
of California’s past, present, and future – refers to the variety of personal experiences,
values, and worldviews that arise from differences of culture and circumstance. Such
differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual
orientation, gender identity, socioeconomic status, and geographic region, and more.
Because the core mission of the University of California is to serve the interests of the State
of California, it must seek to achieve diversity among its student bodies and among its
employees. The State of California has a compelling interest in making sure that people from
all backgrounds perceive that access to the University is possible for talented students, staff,
and faculty from all groups. The knowledge that the University of California is open to
qualified students from all groups, and thus serves all parts of the community equitably, helps
sustain the social fabric of the State.”
To view entire statement, visit http://regents.universityofcalifornia.edu/governance/policies/4400.html
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From Moral to Social Model of Disability
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Moral
Medical/Functional Limitation
Multicultural
Social Construct
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Moral Model
Disability is evil. People with disabilities should be
institutionalized, and society should strive to rid itself of
disability. When viewing through the lens of this model, people
assume that either the individual or the individual’s parents did
something wrong, and the disability is a punishment. It has its
roots in religion.
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Moral Model
Example: Jen is a graduate student who is blind. She works
as a Teaching Assistant (TA) for the College of Engineering. A
fellow TA says to her, “So, what did you do to deserve to be
blind? Is that, like, a condition that your parents passed on to
you?”
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Medical/Functional Limitation Model
The person with a disability is viewed as being sick. Every
experience they have is impacted by their disability. Their
disability is used to define who they are by able bodied
people. The individual is expected to “normalize” themselves
to society and their environment. People who view through
this lens usually view people with disabilities as part of a very
stigmatized/marginalized group.
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Medical/Functional Limitation Model
Example: John uses a wheelchair just received his first job at
the Office of the Chief Information Officer (OCIO). A wellmeaning colleague says to another co-worker, “I just don’t
know how John made it through college and does all of his
work. It must have been so hard for him, considering that he is
handicapped and has to use a wheelchair.”
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Multicultural Model
There is a strong emphasis on civil rights and advocacy. Many
national support or political groups function from this
framework. This model views persons with disabilities as
members of an oppressed group. Because of this
membership, they have experiences similar to those of other
oppressed groups (e.g., racial, religious, LGBTQ).
This model begins to explore and acknowledge to a small
degree that the environment and attitudes of others can
present barriers to persons with disabilities. However, this
model does not recognize individual stories. This model views
one person’s experience as being everyone’s experience.
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Multicultural Model
Example: Lisa is a staff member with a learning disability.
She has raised concerns about difficulties with software and
websites that are not accessible. These software and
websites are essential to the functions of her job. Lisa speaks
with her senior administration about these access concerns
and is told, “Joe, who works in technology services and also
has a learning disability, seems to be independent. He is able
to do his job with the current resources.”
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Social Construct Model
This model recognizes disability as a part of diversity. It also
celebrates disability as a small part of a person’s identity. This
model recognizes that an environment can be set up to either
remove or create barriers for a person with a disability. The
model seeks to take a proactive approach at removing
barriers to empower the person with a disability and help them
be successful.
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Social Construct Model
Example: A company is planning a major conference. They
meet with the ADA Compliance Officer to learn more about
creating an inclusive environment for persons with disabilities
who will be in attendance at the conference. The conference
coordinator verifies that the rooms are accessible and sends
out conference materials in electronic format.
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Student Disability Identity
Video
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Stereotypes
•Stereotype: “to believe, unfairly, that all people or things with
a particular characteristic are the same” (Merriam-Webster’s
Collegiate Dictionary).
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Winston Churchill, Franklin D. Roosevelt and Joseph Stalin at the Yalta Conference.
Livadia Palace, Yalta, USSR. February 9, 1945.
http://www.fdrlibrary.marist.edu/archives/collections/franklin/?p=digitallibrary/digitalcontent&id=2322
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Bias
•According to the Clery Act, bias is defined as a preformed
negative opinion or attitude toward a group of persons based
on their race, gender, religion, disability, sexual orientation,
veteran status, age, gender identity or ethnicity/national origin.
•Explicit bias
•Implicit bias
•Bias can be unintentional or unwanted.
•Examine intent → impact → consequence
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Watch Your Language
Video
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Ableism vs. Disablism
Ableism: the exclusion, devaluation and violence against
disabled people as well as the exaltation, perpetuation and
maintenance of ableness/able-bodiedness and ability
privilege. Ableism, like other social power dynamics, manifests
in numerous ways.
Disablism: “a set of assumptions (conscious or unconscious)
and practices that promote the differential or unequal
treatment of people because of actual or presumed
disabilities”
http://stopableism.org/what.asp
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Racism, Sexism, Ableism?
• Racism: Black is less than white
• Sexism: Female is less than male
• Ableism: Disabled is less than non-disabled
• Ableism: Reading via audio or Braille is less than reading
print
• Ableism: Speaking ASL is less than speaking English
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Marginality and Mattering
A sense of not fitting in and mattering as “our belief, whether
right or wrong, that we matter to someone else” (Schlossberg
1989).
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What is Microaggression?
•Originally coined in 1970 by Chester M. Pierce, MD, to speak
to racialized experiences
•According to Psychology Today, microaggressions are the
“everyday verbal, nonverbal, and environmental slights,
snubs, or insults, whether intentional or unintentional, which
communicate hostile, derogatory, or negative messages to
target persons based solely upon their marginalized group
membership.”
http://www.psychologytoday.com/blog/microaggressions-in-everyday-life/201011/microaggressions-more-just-race
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Examples of Microaggressions
•“You don’t look disabled….”
•“Life only gets harder. Get over it.”
•“I was so surprised when you handed me this letter [from the
school’s disability office, requesting accommodations]! You
are so smart and so pretty!”
•“Wow, you’re deaf, but your English is good.”
•“Does that mean you’re stupid or something?”
http://www.microaggressions.com/context/ability/
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Examples of Microaggressions
•“At the local diner, the waitress asked my friend what I would like to eat.
Apparently, because I use a wheelchair, I am unable to order my own
lunch.”
•“I worked as a data entry clerk which required me to type. I type onehanded because I’m hemiplegic. A coworker broke her arm and was on
sick leave for several weeks. When she returned, she was only doing noncomputer related tasks. One day she cornered me in the bathroom and
told me how sorry she was for me. She couldn’t imagine what it must be
like for me, since she knew she was useless without the use of both
hands.”
http://www.microaggressions.com/context/ability/
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What Do You Think?
Video
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Case Studies
• John and Abilities
• Mark and leadership positions
• Wanda and the workplace
• Lisa and the College of Medicine
• Groups report out
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Considerations for an Action Plan
Physical Environment Concerns
•Accessible buildings, restrooms, curbs, etc.
•Resources available that can easily direct individuals to
accessible spaces
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Considerations for an Action Plan
Constructed Environment Concerns
• Institution messages are consistently inclusive of disability
representation and concerns
• Campus events and programming
• Multiple formats
• Artwork and publications have inclusive images
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Considerations for an Action Plan
Individual/Personal Accessibility
• Academic accommodations
• Workplace accommodations
• Access to technology
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Review of Resources
•DO-IT: Disabilities, Opportunities, Internetworking, and Technology
at University of Washington, www.washington.edu/doit/
•The Microaggressions Project,
www.microaggressions.com/context/ability/
•Project Implicit, https://implicit.harvard.edu/implicit/
•Center for Leadership in Disability at Georgia State University,
http://disability.publichealth.gsu.edu/
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QUESTIONS?
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