Melanie Thompson, Ed.S., NCC, LPC, LMHC

Director, Center for Access-Ability Resources

Northern Illinois Universitymthompson3@niu.edu

Reducing Barriers, Reducing Risk:Increasing Access and Inclusion of

Students with Disabilities

Goals and Objectives: We Will…

Explore models of disability.

Examine individual perceptions of disability.

Briefly review key amendments to the Americans with Disabilities Act, identifying potential impact of amendments on institutional and department services.

Differentiate societal and academic perceptions of students with disabilities.

Goals and Objectives continued

Discuss characteristics attributed to students with disabilities being considered “at risk.”

Define concept of barriers for students with disabilities.

Distinguish factors that may put students with disabilities “at risk” of not being retained at participant institutions.

Determine ways to reduce barriers for students with disabilities at participant institutions.

Webinar 101

Engagement may be “harder” through webinar so feel free to: Ask questions;Respond to questions from the presenter;Let me know if I need to slow down, speed up, or

move along; andShare that you’re getting what you came for

(smile).

For institutions with multiple participants, may be useful to have one participant agree to sit by computer in order to respond to questions.

Models of DisabilityReligious/HistoricalMedicalFunctional LimitationSocial ConstructionSocial JusticeQuestions for audience

What model of disability does your campus follow?What model of disability do you use?How do either of these influence the work that you

do OR the perceptions of students with disabilities at your institution?

Religious/Spiritual Model of Disability

Image of Greek mythology “God” laying two fingers over the eyes of a man who is blind.

Religious/Historical Model 1200-1700: People with disabilities thought to be punished

by God or possessed by the devilTerm “handicapped” came from this era; result of people

with disabilities having to beg with a cap in hand to receive handouts to survive

1800-1960: People with disabilities were forced into “Insane asylums,” segregated housing; period of forced sterilization; ended with deinstitutionalization Basis for many people’s assumptions that homeless

individuals are mentally ill or disabled

1970-2011: Civil rights movement, disability as tenet of diversity; Section 504 of Rehabilitation Act 1973; Americans with Disabilities Act (ADA), 1990; ADA Amendment Act 2008

Medical Model and Functional Limitations

Image of large stack of papers with an individual trying to climb up the paperwork; Image of gated entrance that states “this exist

is for people with mobility needs of pushchairs” and includes a wheelchair symbol and a service dog symbol.

Medical Model & Functional Limitations

Focus on pathologySeeks to cure or

remediateRelies on medical

intervention and supports

Assessment and evaluation of illness

Puts responsibility on individual

Focus on rehabilitation Seeks to reduce physical

barriersRelies on

accommodationsAssessment and

evaluation of inabilityPuts responsibility on

individual

Reinforces separate but equalDisability is considered “not normal”

Social Construct and Social Justice

Image of multiple wheelchair users. One individual has a sign on the back of his

chair that reads, “I can’t even get to the back of the bus.”

1

Social Construct & Social Justice

Focus on society instead of individual

Seeks inclusion and normalization

Relies on reducing barriers and use of universal design

Assessment and evaluation of barriers

Responsibility on society

Focus on eliminating ableism

Seeks to redefine what is considered normal

Relies on individuality, reducing barriers, use of universal design, and diversity education

Assessment and evaluation of strengths and challenges

Responsibility on society

Does Perspective (model) Matter?

The view individuals have regarding disability influences how individuals include or exclude individuals with disabilities.

View inclusion of disability as legal mandate, typically view compliance as ceiling.

View inclusion of disability as tenet of diversity, typically view compliance as floor and seek ways to become a disability advocate.

Overview of Federal Laws: I am not a lawyer and this is NOT legal

advice.

Americans with Disabilities Act (ADA) 1990

Americans with Disabilities Act Amendment Act (ADAAA) 2008

Section 504 of the Rehabilitation Act 1973Section 508 of the Rehabilitation Act, as

amended, 1998ADA Standards for Accessible Design

1991 and 2010Laws establish the bare minimum;

considered to be the floor and NOT the ceiling of disability resources.

The Amendments

“Findings and purposes make clear that Congress intended to apply a less demanding standard than that applied by the courts, and to cover a broad range of individuals. A rule of construction provides that the definition of disability shall be construed in favor of broad coverage of individuals, to the maximum extent permitted by the terms of the ADA.”

Disability Rights Education and Defense Fund

The Amendments: SummaryScope of definition broadened.Mitigating measures should no longer be

considered.Maintain consistency with interpretation of

“substantially limits.”Includes a non-exhaustive list of major life

activities that includes such activities as learning, concentrating, and major bodily functions.

Reinforces that modifications should not “fundamentally alter” the nature of educational services being offered.

See: www.ada.gov for more in depth information

Section 504 and 508“No otherwise qualified individual with a

disability in the United States…shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” Section 504

Section 508 Standards – define the types of technology covered and set forth provisions that establish a minimum level of accessibility.

MANY court cases going on now related to IHE using technology that is not accessible.

Points to PonderIf your institution provides online courses, how is

Section 508 addressed? What about access in general – provision of accommodations or access to support services such as tutoring, counseling, etc…?

Does your institution have a procurement policy that address accessibility? (e.g. Blackboard, ALEKS, My Math Lab, individual college programs or computer labs)

If yes, who are the entities involved? (e.g. DRC staff, faculty development staff, IT staff)

If no, what’s the recourse for individuals when inaccessibility is encountered?

ADA Standards for Accessible Design

The DoJ published revised regulations for Titles II and III of the ADA of 1990 (ADA) in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design or "2010 Standards."

On March 15, 2012, compliance with the 2010 Standards will be required for new construction and alterations. Between September 15, 2010 and March 15, 2012, covered entities may choose between the 1991 Standards (without the elevator exemption for Title II facilities), the Uniform Federal Accessibility Standards (Title II facilities only), and the 2010 Standards.

Potential Impact of Amendments on IHE’s

Institutional levelComplianceTechnologyShared responsibilityDesign

Resources and servicesCentralized vs. decentralizedConsistencyAwareness Shift in focus

Cartoon image of children at the bottom of snow covered steps and ramp, waiting to enter a school. Student using a wheelchair

states, “Could you please shovel the ramps?” The person shoveling states, “All these other kids are waiting to use the

stairs. When I get through shoveling them off, then I will clear the ramp for you.” The student using the wheelchairs states, “ But if

you shovel the ramp, we can all get in.”

Students with DisabilitiesQuestion for audience

Do you think that the nature of a student’s disability influences individuals’ perceptions of that student?

How do these contribute to or decrease potential of student being perceived as “at risk?

“Risk” AreasModel of disability used Solely compliance basedExpectations of othersBarriers

Societal ExpectationsBehaviorDevelopmental stagesIndependenceTechnology savvyGlobal experiences

Question for participantsWhat are risks of these expectations

(assumptions)?

Academic ExpectationsFollow rules, directions, ordersStick to time limitsTechnology savvyMobilePredetermined delivery methods/content

will “work”

Question for participantsWhat are risks of these expectations

(assumptions)?

Barriers: Real and PerceivedPerceptions are reality.Attitudinal: People with disabilities are “less

than…”Physical: People with disabilities cannot do _______ .Content: inaccessible materials, services,

programs.Financial: Cost of service animals, assistive

technology, medication, travel to doctors, reduced course load, etc…

Restrictive/Rigid Processes: For example, mandatory attendance policy not tied to essential elements of course.

Examples of Barrier Reduction

Attitudinal/Societal BarriersRemove assumptions about students’ abilitiesBe transparent with expectations

Physical/Environmental BarriersReview classroom/program locations and set upReview out of class experiences and access across

campusContent Barriers

Printed materials - ensure alternate formats are available and factor in length of time to convert or create

Multimedia sources – ensure media is captioned, screen readable, and factor in lag time when using speech to text, font, presentation materials…

Review policies and procedures for unnecessary barriersAttendance policies not connected to essential elementsRequiring disclosure of disability within set period of time

Retention: Increase Access & Inclusion

Barriers, old models, and uninformed expectations do not lead to inclusive or accessible environments.

Use of accommodations has not consistently been shown to be an indicator of retention.

Students feeling supported, heard by faculty, being held to a consistent and fair standard, and connecting with peers has been shown to be an indicator of retention of students with disabilities.

Reduce Barriers, Reduce RiskInfuse concepts of Universal Design.Become knowledgeable of spirit of law along

with letter of law.Identify barriers (self study recommended

with application of amendments).Engage campus community in dialogue

about barriers.Advocate to include disability as component

of diversity on campus. Shift to a proactive model of disability.Engage students.

Universal Design

UD – 7 principles1. Equitable use2. Flexibility in use3. Simple and intuitive

use4. Perceptible information5. Tolerance for error6. Low physical effort7. Size and space for

approach and use

UDL – 3 principles1. Multiple means of

representation 2. Multiple means of

expression3. Multiple means of

engagement

UDI – combination of principles from UD and UDL

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Also applied to learning (UDL) and instruction (UDI).

Examples of Universal Design Equitable use

Flexibility in use Simple and intuitive

Perceptible information Tolerance for error

Low physical effort

Size and space for approach and use

Electronic materials readable by screen reader

Adjustable tables in computer lab

Clickers have text, symbols, Braille on buttons; results vocalized

Videos include captions Instructional software

provides guidance when student makes mistake

Class materials selected early and shared, so students can read ahead, acquire alternative text

Room for wheelchairs, personal care assistants, interpreters to navigate without having to ask for help

Adapted from University of Washington, Do IT http://www.washington.edu/doit/ and Sheryl Burghstahler

Actions for Institutions of Higher Education

Create an inclusive environment that includes disability as a component of diversity.

Support the recruitment and retention of individuals with disabilities.

Integrate disability and social justice in individual courses and across the curriculum.

Create supportive and safe environments.Identify barriers for access and inclusion,

and seek to reduce those barriers

Actions for IndividualsIdentify own perspective through which

disability is viewed.Review use of language and expectations.Use narratives and include students’

voices.Be aware of privilege associated with

varying levels of ability.Reduce barriers

Questions???Images of question marks

References and ResourcesAune, B. (2000). Career and academic advising. In

H.K. Belch (Ed.), Serving students with disabilities (pp 55-67). San Francisco: Jossey-Bass.

Burgstahler, S.E., & Cory, R.C. (Eds.). (2010). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press.

DePoy, E., & Gilson, S.F. (2004). Rethinking disability: Principles for professional and social change. Belmont, CA: Brooks/Cole – Thomson Learning.

Higbee, J.L. & Mitchell, A.A. (Eds.). (2009). Making good on the promise: Student affairs professional with disabilities. Lanham, MD: University Press of America, Inc.

References and Resources cont’d

Recent articles:http://www.eric.ed.gov/PDFS/ED505873.pdfhttp://www.eric.ed.gov/PDFS/EJ885063.pdfhttp://www.eric.ed.gov/PDFS/ED505871.pdfhttp://www.eric.ed.gov/PDFS/EJ922062.pdfhttp://counselingoutfitters.com/Johnson.htm Research, facts or statistics related to topic:http://www2.ed.gov/about/offices/list/ocr/

transition.htmlhttp://www.dol.gov/odep/pubs/brochures/wrp1.htmlhttp://nces.ed.gov/fastfacts/display.asp?id=59 

References and Resources cont’d

Websites:http://www.washington.edu/doit/http://www.ncsu.edu/project/design-projects/udi/http://www.cast.org/udl/index.htmlhttp://www.federalregister.gov/articles/

2011/03/25/2011-6056/regulations-to-implement-the-equal-employment-provisions-of-the-americans-with-disabilities-act-as

Videos/podcasts:http://www.youtube.com/watch?

v=AY6PhtCLrTg

Thank you

Melanie Thompson, DirectorCenter for Access-Ability Resources, Northern Illinois UniversityDivision of Student Affairs & Enrollment ManagementEmail: mthompson3@niu.eduPhone: 815-753-1303Thank you for your participation!