Applying
Disability Studies in
Disability Services
Wendy S. Harbour, Ed.D.
AHEAD/PEPNet Conference
New Orleans, Louisiana
July 11, 2012
© 2012

 PowerPoint and handout online
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Purpose of presentation: “Disability Studies 101” for disability services providers
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Models of disability
Ableism
Disability studies
“Cripping the curriculum:” Infusing disability studies into courses

1.
Disability and disability-related barriers are socially constructed ; disability does not have to be an inherently negative, pathological condition.
2.
Ableism and oppression are part of the shared experience of disability.

The Medical Model of Disability
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The Medical Model and
Disability:
It’s a problem with the person who has a disability
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Disabilities need to be fixed
Professionals are the only hope for a cure or normality
“Over-coming” and normality are goals

Socio-Political Models of Disability
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The Social Model and
Disability:
Disability is neutral
Barriers are “socially constructed” and primarily exist in the environment
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Disability is part of the human experience
Anyone can create change
Goal is to change environment to reduce barriers

Socio-Political Models of Disability
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The Cultural Model and
Disability:
Disability defined by time, culture, ethnic group, etc.
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Disability is part of the human experience
Attitudes about disability can teach us about our societies
The goal is changing values and attitudes, and keeping
“disability” in context

Socio-Political Models of Disability
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The Political Model and
Disability:
Disability is defined by law, policy, and who has power or resources
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Political and legal definitions reflect trends in society
The goal is distributing resources and re-defining concepts like “deserving”

Summary of the Models
Medical
Model
Cultural
Model
Legal/Political
Model
Social
Model
Individual
Society and
Values
Interactions and
Environment
Law and
Policy

“…[T]he devaluation of disability results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids, etc.
In short, in the eyes of many educators and society, it is preferable for disabled students to do things in the same manner as nondisabled kids .”
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review , 72 (1), 1-33.

So how can we connect the
Models of Disability and
Ableism?
Models of Disability Ableism

The Traditional Models of Disability
“Bad”/ “Good”
Cultural
Model
The Medical Model is viewed as
“Bad” and ableist
Medical
Model
Social
Model
Legal/Political
Model
Other models dealing with the environment are seen as progressive,
“Good” and empowering

The Traditional Models of Disability
“Bad”/ “Good”
Cultural
Model
Medical
Model
Social
Model
Legal/Political
Model
What if all the models and aspects of disability can be “good” OR “bad”? Empowering or ableist?

Medical Model
Ableism
Labels are used to define and segregate individuals
Empowering
Labels and impairments are viewed in context and may be empowering
Social Model
Ableism
Focus on environment overlooks intrapersonal characteristics, creating oppression
Empowering
Environment is changed to reduce disability-related barriers

Ways to apply the theory/models and address ableism:
Universal Design
Disability Studies
Disability in Curriculum

Designing the environment for the maximum diversity of learners
Courses, Work, and Activities Services and Policy Architecture Technology

 Present information in a variety of ways
 Assume there will be a variety of users/learners
 Allow people to engage or be motivated in different ways
 Plan for possible access needs or services
(e.g., physical accessibility, interpreters, braille) and ask whether these work for everyone
 Provide choices and flexibility

Disability studies is a lens for thinking about the world.

Art
Identity
History

Deaf Studies
Pop Culture
Attitude and
Activism

http://vimeo.com/10023901

 Having pride in oneself
 Finding a community
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Coming out as “disabled”
 Promoting disability as part of campus diversity
 No apologies for rights and accommodations –
“independence” is what we do with supports and services (everyone is interdependent anyway)

Beyond UD and Disability Studies:
“Cripping” the Curriculum by Infusing Disability
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Avoids disability as just “Disability
Awareness Days” or disability accommodations issue; disability becomes part of diversity
 Examples:
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“Right to Die” in philosophy
 class
Coding of “norms” in statistics
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Disability and the Holocaust in history
Inclusion of authors with disabilities in English/literature courses; finding disability subtext or including disability in discussions of “difference”

Controversial issues:
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New AHEAD documentation guidelines
Disability cultural centers and activist student groups
“Disability” vs. “Condition”
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Disability services providers as gatekeepers
Faculty concerns about faking or special privileges
Students who don’t want to use disability services

Handout online
Bibliography of resources:
Disability studies in disability services, universal design, and first-person accounts of disability in higher education

Contact information:
Wendy S. Harbour, Ed.D.
Taishoff Center,
Syracuse University
805 South Crouse Avenue, 101 Hoople Building
Syracuse, NY 13244-2280
Phone: 315-443-1288 or VideoPhone: 866-270-1281 wharbour@syr.edu