Applying Disability Studies in Disability Services Wendy S. Harbour, Ed.D. 2013 AHEAD Conference Baltimore, 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
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 Disability The 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 Cultural Model Medical Model
Society and Values Social Model
Legal/Political Model
Interactions and Environment
Individual
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” Cultural Model Medical Model
Social 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” 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?
Examples: Ableism and the Models Medical Model Ableism
Empowering
Labels are used to define and segregate individuals
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
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 Design Choices & Flexibility
Present information in different accessible formats
Assume there will be a variety of users/learners
Use different forms of evaluation or assessment so 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
Art History
Identity
Disability Studies: Interdisciplinary
Deaf Studies
Pop Culture
Attitude and Activism
Disability Studies: Attitude/Language
http://vimeo.com/10023901
Disability Studies: Identity
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)
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
Q and A 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
[email protected]
