1. Disability Resource Center
Changing how we perceive disability.

2. Agenda Language and etiquette. What we do.
How disability impacts higher education.
Reframing disability.
Universal design (definition and examples).
Compliance versus inclusion.

3. Language and Etiquette
Handouts:
Do’s & Don’ts of Interaction
Words, Words, Words!
Let’s Talk About Disability
Why talk about this?
Conversation largely ignored in our culture.

4. Basics Feeling uncomfortable: What’s the right answer?
Stereotypes: Pity/Bitterness
Saying the wrong thing
What’s the right answer?
General guidelines provided
Not all people with disabilities believe the same on etiquette and terminology. They’re individuals, with individual perspectives.
If unsure, ask!
If you do make a mistake or offend, apologize and correct yourself.

5. Etiquette Don’t touch/move/lean against mobility aids.
Look at & speak directly to person w/ disability, rather than their companion/interpreter/attendant.
Provide information in alternate means.
Offer assistance w/ sensitivity & respect.
If offer declined, don’t insist.
Treat adults as adults. Don’t patronize w/ pats.

6. Word Choice Ability / Disability Handicap / Accessible
Handi-capable, Differently Abled, etc.
Restricted, confined / Uses
Victim / Survivor
Afflicted with / Person with
“See you later!” and other such phrases (are okay!)

7. Disability Resource Center

8. Our Scope of Work Classrooms Exams/quizzes Residence Life and Services
Student organizations
Student employment
Internships/practicums
Study abroad
Community resources
Etc.

9. Access Technology Center

10. Our Scope of Work Textbooks Software & Equipment
Classroom Accommodations
Class Materials
Meeting/Presentation Materials
Exams/Quizzes
Research & Assessment
Resource

11. How does disability impact higher education?
One in eleven entering college freshman report having a disability. (Henderson, 1999)
The disability community is the largest HEG that anyone can become a member of at anytime….it is also the fastest growing community on college campuses around the United States.
(Vogel, Summer 2011, Insight into Diversity)

12. How does disability impact higher education?
All of our programs and services must be accessible and usable to everyone (students, parents, guests, etc.). However, how you provide equal access is not necessarily defined.
Program, policy, procedure, physical area, website, forms, events, field trips, employee environment….

13. Model Comparison of Disability
Medical Model (Old)
Interactional/Socio-Political Model (New)
Disability is a deficiency or abnormality
Disability is a difference
Being disabled is negative
Being disabled, in itself, is neutral
Disability resides in the individual
Disability derives from the interaction between the individual and society
The remedy for disability-related problems is cure or normalization of the individual
The remedy for disability-related problems is a change in the interaction between the individual and society
The agent of remedy is the professional
The agent of remedy is the individual, an advocate, or anyone who affects the arrangements between the individual and society
* Disability is a social construct
Carol J. Gill, Chicago Institute of Disability Research

14. Universal Design
Universal Design (UD) is 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. – Ron Mace UD is designing for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics. – DO-IT

15. Who Benefits?

16. Faculty Development FCTL UD & Course Redesign Trainings
Resource Web Page

17. Video
Order Assist,

18. Video Discussion Less than $1,000 per store 30 new customers per week
Who else might benefit?

19. What Can You Do?
Think about a physical space, program, policy, area in your unit. How could you make it more inclusive for those with disabilities?

20. Campus Recreation
Recreation Sports Journal, Volume 36, Number 1, spring 2012 issue, Planning for an Inclusive Campus Recreation Facility and Program
UD in architecture, signage, wayfinding stripes, larger elevator, zero depth entry pool, adaptable workout machines, family style bathrooms,
Students in planning process, building, program, procedures

21. Questions