applying disability studies in disability services wendy s. harbour, ed.d. 2013 ahead conference...
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Applying Disability Studies in Disability ServicesWendy S. Harbour, Ed.D.
2013 AHEAD ConferenceBaltimore, MD
© 2013
Introductions and Overview PowerPoint and handout online
Purpose of presentation: “Disability Studies 101” for disability services providers Models of disability Ableism Disability studies “Cripping” the curriculum: Infusing disability studies into courses
2012!
Foundations of Disability Studies
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
The Medical Model and Disability:
It’s a problem with the person who has a disability
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 DisabilityThe Social Model and
Disability: Disability is neutral Barriers are “socially
constructed” and primarily exist in the environment
Disability is part of the human experience
Anyone can create change Goal is to change
environment to reduce barriers
Socio-Political Models of Disability
The Cultural Model and Disability:
Disability defined by time, culture, ethnic group, etc.
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
The Political Model and Disability:
Disability is defined by law, policy, and who has power or resources
Political and legal definitions reflect trends in society
The goal is distributing resources and re-defining concepts like “deserving”
Summary of the Models
CulturalModel
SocialModel
Medical Model
Legal/Political Model
Society and Values
Interactions and
EnvironmentIndividual
Law and Policy
Models Reveal Ableism
“…[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.
Connections…So how can we connect the
Models of Disability
and
Ableism?
Models of Disability Ableism
The Traditional Models of Disability “Bad”/ “Good”
CulturalModel
SocialModel
Medical Model
Legal/Political Model
The Medical Model is viewed as
“Bad” and ableist
Other models dealing with the environment are seen as
progressive, “Good”and empowering
The Traditional Models of Disability “Bad”/ “Good”
CulturalModel
SocialModel
Medical Model
Legal/Political Model
What if all the models and aspects of disability can be “good” OR “bad”? Empowering or ableist?
Examples: Ableism and the ModelsMedical Model
Labels are used Labels and impairments
to define and segregate are viewed in context
individuals and may be empowering
Social Model
Focus on environment Environment is
overlooks intrapersonal changed to reduce
characteristics, creating oppression disability-related barriers
Ableism Empowering
Ableism Empowering
Ableism and Disability Services
Ways to apply the theory/models and
address ableism:
Universal Design
Disability Studies
Disability in Curriculum
Universal Design in Education
Designing the environment for the maximum diversity of learners
Courses, Work, and Activities Services and Policy Architecture Technology
Universal DesignChoices & Flexibility
Present information in different accessible formats
Assume there will be a variety of users/learners
Use different forms of evaluation or assessmentso people can show what they have learned or understood
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 may work for everyone
What is Disability Studies?
Disability studies is a lens for thinking about the world.
Disability Studies: Interdisciplinary
History
Art
Identity
Disability Studies: Interdisciplinary
Deaf Studies
Attitudeand
ActivismPop Culture
Having pride in oneself
Finding a community
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)
Disability Studies: Identity
Beyond UD and Disability Studies: “Cripping” the Curriculum by Infusing Disability
Avoids disability as just “Disability Awareness Days” or disability accommodations issue; disability becomes part of diversity
Avoids potential erasure of disability happening with UD
Examples: “Right to Die” in philosophy class Coding of “norms” in statistics 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”
So What? Applying Critical Thinking AHEAD documentation guidelines Disability cultural centers and activist student groups “Disabilities,” “Conditions,” and
“Temporary Disabilities” Questions about modifications Professionals as gatekeepers Faculty concerns about faking
or special privileges Students who don’t want to use disability services
Additional Resources
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
Q and A