Creativity, Integrity and Accommodations Deborah McCarthy Director, Students with Disabilities Services University of South Florida dmccarthy@usf.edu
What Can We Do? • Think about equity • Ask Questions • Implement Universal Design • Be an Ally Deborah McCarthy DMccarthy@usf.edu
Myth or Truth? 1. Only 10% of current university students report disabilities? 2. Access is the responsibility of the individual and the disability office? 3. According to the US Department of Education, male and female college students report disabilities equally? 4. The majority of disabilities reported to disability services offices are visible disabilities? 5. Students with disabilities report that stigma is a prominent barrier to success? 6. Treating all students equally creates accessibility? Deborah McCarthy DMccarthy@usf.edu
U.S. Department of Education Statistics About Students with Disabilities Data taken from: National Center for Education Statistics -- 2015-2016 Enrollment Figures for the United States of America • 19.8 million students enrolled in American degree granting institutions in fall of 2016 • 19.4% of the undergraduates enrolled in American degree granting colleges and universities disclose a disability • 25.8% of students who identified as a veteran also disclosed a disability • Of the students reporting disability in fall of 2016: o 22.6% were ages 30 and older o 21.6% were ages 24 to 29 o 17.6 % were ages 15-23 o 15.2% were Asian students o 18.3% were Hispanic students o 17.2% were African American students o 20.8% were White Source: U.S. Department of Education, National Center for Education Statistics. (2019). Digest of Education Statistics, 2017 (2018-070), Chapter 3. Deborah McCarthy DMccarthy@usf.edu
Example of Distribution of Disability Type in Higher Education 2012-2013 FL State Data from 2-year Colleges Number of Students Percentage of Students Learning 8,089 41% Psychological (includes ADHD) 6,870 35% Physical (includes mobility) 2,807 14% Hearing (Deaf/Hard of Hearing) 731 4% Visual (includes blindness) 637 3% Other (includes social and Autism) 451 2% Total Students 19,694 Deborah McCarthy DMccarthy@usf.edu
Not all Students Disclose Disabilities . . . Why? • Students don’t believe they have a disability • Stigma and shame • Disclosure isolates • Desire to be “normal” or “like everyone else” – wanting community • Lack of institutional trust (prior negative experiences) • Accommodations are for academics not the rest of university life • Why bother? . . . the university will say, “No” anyway • It takes more energy/effort/money/time than available to go through the process • Power imbalance/fear of retribution from professors or staff Deborah McCarthy DMccarthy@usf.edu
Assumptions University Staff/Faculty Make About Students with Disabilities • Individuals will ask for • Access is a (fill in the blank) problem accommodations • Demand for accommodating spaces • Doctors (not individuals) are the disability experts does not meet or exceed probability of use by majority • New medical proof is always necessary • Accommodations are an “undue burden” • If a student wants/needs an accommodation badly enough the • Building codes address all access student will persevere • Accommodations equal inclusive • Students with disabilities are used to communities “making do” • Separate but equal is ok Deborah McCarthy DMccarthy@usf.edu
2017-18 USF Students with Disabilities Services Survey Student response to the question, “ What do you want faculty and staff to know about disability experiences on campus?” “It is important to show the students that the staff and faculty can be trusted. Some students with disabilities may have trust issues due to possible mistreatment in the past by others or they have been subjected to other traumatic events like war or an accident … It is important that staff and faculty understand that some students with disabilities may not be willing to approach directly to ask for help while others will.” Deborah McCarthy DMccarthy@usf.edu
2017-18 USF Students with Disabilities Services Survey Student responses to the question, “ What do you want faculty and staff to know about disability experiences on campus?” *** “The most important thing I could impress upon staff is …a student is more than their diagnosis. My personal philosophy is that my disability does not define me, it is only a very small part of me.” *** Deborah McCarthy DMccarthy@usf.edu
2017-18 USF Students with Disabilities Services Student Survey Student responses to the question, “ What do you want others to know about disability experiences on campus?” “Having a disability on campus can be lonely. I would like to have more opportunities for fun with others with disabilities not focused on learning or job skills or class – just fun.” *** “I was very, very concerned about having the stigma attached to me [like] ‘That’s the kid who has something wrong with her head; there must be something wrong.’” *** “We might look ‘fine’ on the outside, but you don't see what's going on inside.” Deborah McCarthy DMccarthy@usf.edu
Encouraging Self-Advocacy with Questions • How would I describe my … • How does my….impact my? • What is difficult? • What can I control? • What do I expect? • What is a reasonable expectation? • What are my options? • What are the risks/benefits of a decision? • Who else can inform a decision? Deborah McCarthy DMccarthy@usf.edu
Think Equity • What are the essential elements of a course? How are those essential elements communicated? • What are potential barriers for those with disabilities? Deborah McCarthy DMccarthy@usf.edu
Accessibility As Equity “It’s more than just a logistical thing — it’s saying that you are accepted here, in every part of you. I know that the Tonys did the best that they could, and I know that Radio City did the best they could. I am not naïve — there are a lot of logistical things you have to deal with around buildings that were built a long, long time ago. They did put in a ramp backstage. And I had a seat in the front, but the way the night worked out, I never got to my seat.” - ALI STROKER ON HER 2019 TONY AWARD Deborah McCarthy DMccarthy@usf.edu
Universal Design “The design of products and environments to be usable by all people without the need for adaptation or specialized design” Source: Center for Universal Design, North Carolina State University. Deborah McCarthy DMccarthy@usf.edu
Principles of Universal Design • Equitable use • Flexibility in use • Simple and Intuitive use • Perceptible information • Tolerance for error • Low effort (physical or mental) • Size and shape for approach and use Source: “Do - It” (2007). University of Washington. Deborah McCarthy DMccarthy@usf.edu
Principles of Universal Design and Curriculum • Class Climate • Interaction • Physical Environment/Equipment • Delivery Methods • Information/Technology Resources • Feedback • Assessment • Planning for Accommodation Source: S. Bergstahler. https://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-examples Deborah McCarthy DMccarthy@usf.edu
Discussion How do the principles of Universal Design apply to what you understand about learning? What UD Learning Guideline can you implement in your course? Deborah McCarthy DMccarthy@usf.edu
Access Allies • See opportunity in creating access • Believe that additional access is part of success • Frame actions and make decisions that encourage “welcome” • Expect systems rather than individuals to adapt • Create access because it is responsible and inclusive (rather than mandated or requested) • Approach accessibility as a community responsibility Deborah McCarthy DMccarthy@usf.edu
Discussion 1. What are three ways that you can promote accessibility at your university? 2. What are three ways you can promote accessibility in your courses? 3. What are three ways that you can demonstrate your are an ally in your office? Deborah McCarthy DMccarthy@usf.edu
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