Home » April 2011 ALERT

April 2011 ALERT

APRIL 2011 ALERT

Letter from the Editor
Message from AHEAD President
Professional Development Opportunities
Affiliate's Corner

  • Affiliates included in this issue are: TN ahead

Veteran’s Issues

  • A Veteran Friendly Campus: Part 3 of 3

Initiative's Corner

  • J.U.S.T. Change
  • Diversity

The DBTAC Section

  • Leveraging Resources and Building Networks: The ADA National Network (DBTACs)

Resources & Announcements

Letter From The Editor

Welcome to the April edition of the ALERT. I am very excited to have as a new contributor to the ALERT, DBTAC; Southeast ADA Center. Their first article talks about how to make the most of our resources, especially in tight financial times as well as how to build networks to assist our students. These are two areas that I am sure we can all benefit from learning more about what others are doing. I look forward to many more contributions on hot topics from our friends at DBTAC. As things begin to wind down for the semester and we start to make plans for the AHEAD conference in July, let’s use this as a time to re-charge our batteries and like the buds on the trees starting to blossom, make use of all of the wonderful professional development opportunities you have available to you, locally, on-line, in print and of course in Seattle to spring forward as yet another academic year comes to a close.

Emily (Singer) Lucio
singere@cua.edu
ALERT Editor

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Message From Ahead President

Spring can mean many things – a much needed spring break, spring cleaning, spring showers for new flowers. But, I’d like to suggest that spring, especially this year, is a perfect time to “clean up” DS policies and practices so you will be well positioned for new students coming next year. Do your documentation expectations stipulate a firm timeframe of three years for documentation on all disabilities? Do you acknowledge on your website that students with intermittent conditions may qualify for accommodations? How’s your service animal policy – up to date? With new regulations stemming from the ADA Amendments Act, this is an ideal time to freshen up policies and practices to reflect the spirit and specifics of the amendments and new regs.

Spring this year signals the time for the AHEAD Board of Directors to revisit and revise the association’s strategic plan. The entire board will convene in Charlotte, North Carolina along with the Chairs of the new Standing Committees to evaluate and plan for the association’s next three years. While visioning and planning are intense activities, the outcomes are always energizing.

Standing Committees – what will that look like and mean for AHEAD? To expand the capacity and reach of the association, the Board of Directors established five Standing Committees to address areas of engagement which are long-term and vital to the association. The new committees and their appointed chairs are:

  • Professional Development – Carol Funckes, University of Arizona
  • Member Development – Bea Awoniyi, Florida State University
  • Public Policy – Kelly Hermann, Empire State College
  • Diversity – Randy Borst, University of Buffalo
  • Technology – Ron Stewart, High Tech Training Center - California Community Colleges

The chairs developed initial goals and plans for their respective committees in Charlotte. Committee members will be chosen by the chairs with an eye to having representation on each committee of people with different perspectives; an example of this concept is that on the Professional Development Standing Committee there will be at least one person who will keep public policy on the radar screen for that committee. With the advent of the Standing Committees, the good work of funded initiatives will be folded into the new committees.

I hope you’ve had a chance to check out the new searchable legal database. We are pleased to have this impressive font of information readily available for members. To get to this area of www.ahead.org go into the member section (remember you have to log-in) and then link to the AHEAD Wiley OCR Database.

The last AHEAD to You audio conference of the academic year will be April 14th. With the recent work of the federal Alternative Instructional Materials Commission, this session eTextbooks and eReaders in Higher Education - Solutions, Challenges and Questions with Gaeir Dietrich, Jayme Johnson and Ron Stewart should prove most interesting. If you’re not scheduled for this audio conference but are interested in listening in, just contact the office at ahead@ahead.org.

You have no doubt received your information and registration booklet for our annual conference in Seattle by now. Seattle in the summer – can’t beat it. I hope to see as many of you as possible there. This year’s theme is Sustainable Access through Partnership, and the dynamic program crafted by Margaret Camp, Richard Allegra and a wonderful group of proposal reviewers looks fantastic. The Local Conference team, led by Bree Callahan and Rob Harden, are excited to host us in their fabulous city. The Thursday evening cruise and cultural outing, completely accessible, will definitely be something to plan on as part of your time at the conference. If you are able to be in Seattle the day before our conference begins, I hope you will take the opportunity to attend the open meeting of the Accessible Instructional Materials.

Following the earthquake and tsunami in Japan, with translation help from Mika Watanabe-Taylor, AHEAD sent messages to our members and conference attendees from Japan. Some of the information compiled by AHEAD following Hurricane Katrina, thanks Jane Jarrow, which helped US disability offices support displaced students coming to their campuses are being translated in Japan for disability offices in that country.

AHEAD elections are coming up very soon – PLEASE do take the time to read the candidate statements and cast your vote. It is gratifying to see the number of people who are candidates, but disappointing how few people actually vote. Every year I am shocked by the low e-votes during our elections. I’d love a spring surprise this year – a significant increase in members who cast votes! Let’s see if we can get up to 20 percent of the membership casting votes this year – usually it’s only about 15 percent. Even if you do not personally know the candidates, just read their statements, philosophies and thinking about our association which will get you into a position to cast an informed vote. Also, voting on-line is way easy.
Enjoy your days of spring, and don’t hesitate to contact me at jean@ahead.org.

Jean Ashmore, President AHEAD Board of Directors

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Professional Development Opportunities

Enhancing Faculty Knowledge and Practices Related to Students with Disabilities in Higher Education
Monday, July 11, 1:00-4:00 pm (just prior to the AHEAD Conference in Seattle)
The Sheraton Seattle Hotel, Seattle

Sponsored by the Students with Disabilities as Diverse Learners Project, University of Hawai'i at Manoa and the Association for Higher Education and Disability

Who Should Attend: Professional Development Personnel, Disability Support and Resource Professionals, Faculty and Staff at Institutions of Higher Education who are interested in improving faculty and institutional awareness about disability.

Topic: This half-day Capacity Building Institute will focus on implementation of a model training program developed at the University of Hawai'i that enhances faculty awareness and skills related to students with disabilities. The model program focuses on three key topics: (a) Universal Design for Learning, (b) Cultural Diversity, and (c) Mentoring. Participants in the Institute will view a presentation about the training modules, and explore strategies for enhancing faculty development programs and education efforts to better integrate disability awareness and disability studies concepts into the postsecondary classroom.

Cost: $50.00 per participant. Pre-Registration Required.

Information about the CBI and Students with Disabilities as Diverse Learners Project can be found at www.ist.hawaii.edu or by contacting Megan Conway, Training Director, mconway@hawaii.edu

Register Online at www.ist.hawaii.edu or contact Velina Sugiyama, velina@hawaii.edu, 808-956-5688

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Affiliate’s Corner

TN-AHEAD

TN-AHEAD has an upcoming conference in Knoxville, TN on April 14-15, 2011. Topics for discussion will include inclusion of more AT and accessibility.

We have recently added a third $500 scholarship for Technical Centers, in addition to the two $1000 scholarships we currently award for 2-year and 4-year institutions ($500 per semester for two semesters to two students).

We are continuing the process of applying for tax-exempt status, something we hope to complete before the end of the year.

Members of TN-AHEAD have also created a survey which will go out to the membership seeking information about documentation standards and collection. We hope to get a strong response from the 100+ members of TN-AHEAD.

The Board met in November 2010 on the campus of Tennessee Tech University in Cookeville, TN and re-wrote portions of TN-AHEAD’s by-laws, creating an associate membership for non-postsecondary institutions. We hope to increase our membership numbers by including high school counselors, community leaders, etc….

TN-AHEAD has accomplished a lot in a short period of time!! Here’s hoping we can continue the momentum over the next six months. AHEAD members interested in attending the Spring 2011 Conference in Knoxville are welcome to register. Information on registering may be obtained by contacting Jennifer Murchison, President of TN-AHEAD or Chester Goad, President-Elect of TN-AHEAD. Contact information is available through TN-AHEAD’s AHEAD Affiliate website: http://www.ahead.org/affiliates/tennessee/officers

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Veteran’s Issues

A Veteran Friendly Campus a 3-Part Series (part 3 of 3)

Innovative Programs Ease Transition for Veterans
Copyright 2010, Student Affairs Administrators In High Education - NASPA. Reprinted With Permission Of NASPA. (Http://Www.Naspa.Org/Pubs/Mags/Lex.Cfm)

The best way to provide a supportive campus environment for student veterans is an institution-by-institution decision. However, several themes emerge as campuses welcome student veterans.
The following list of programs, while not inclusive, demonstrates a diversity in higher education programs that support student veterans. As colleges and universities continue to develop student services, innovative programs will continue to grow.

  • The U.S. Department of Education TRIO program offers Veterans Upward Bound (VUB). Arizona State University and South Carolina’s Trident Technical College, along with 46 other campuses, participate in VUB, which is “dedicated to fully develop the personal potential of all U.S. military veterans.”
  • George Mason University participates in the Department of Education Troops to Teachers federally funded initiative to help veterans, guard and reserve members, and military retirees become certified teachers.
  • The University of Arizona’s Disabled Veterans Reintegration and Education Project includes a research and outreach component to assist in the educational advancement and reintegration of disabled veterans.
  • Arkansas State University, through the Beck PRIDE Center for America’s Wounded Warrior, focuses on providing educational programs and services to combat wounded veterans.
  • Mississippi State University takes a different approach through the G. V. “Sonny” Montgomery Center for America’s Veterans. This program includes academic and career goal support utilizing mentorships, career counseling, and job placement assistance to support student veterans.
  • UCLA’s Boots-to-Bruins program offers a one-credit seminar for returning Operation Enduring Freedom and Operation Iraqi Freedom veterans and post-deployment military members. The seminar provides the opportunity for student veterans to use personal experiences to transition from military service to civilian and college life.
  • Cleveland State University designed its own veterans-only program, Supportive Education for Returning Veterans (SERV). First-year student veterans can benefit from SERV classes, designed to aid in the student transition.
  • Lane College in Oregon uses Title III grant funds for its Lane’s Integration of Veterans in Education (LIVE) initiative, providing a first-year experience for student veterans.
  • Madison Area Technical College offers the College Success for Veteran Students project consisting of orientation and a college success class specifically for student veterans.
  • Glendora, California-based Citrus College offers a Boots to Books program, a required orientation for student veterans and a curriculum to help the student veteran succeed in academics, work, family, and other social settings.
  • Park University’s Success for Veterans Program is designed to provide a smooth and comprehensive transition to college for veteran students. The program includes five online transition courses using faculty that “are academically and culturally prepared to provide high quality services for veteran students.”
  • The University of California, Santa Cruz, offers the Services for Transfer and Reentry Students (STARS) approach. STARS invites students who are military veterans to participate in a wide variety of academic and personal support services and programs.
  • The City University of New York Hunter College School of Social Work offers the Project for Return and Opportunity In Veterans Education (P.R.O.V.E.) program organized by the Hunter College Student Veterans Club to focus on “the special skills veterans bring to their college environment, as well as their specific concerns.”
  • Ramapo College of New Jersey is creating online veteran specific orientation programs, expanding on-campus veterans’ service centers, enhancing prospective student outreach efforts, and increasing capacity for counseling and psychological services.
  • The University of Maine at Augusta Military Achievement Project (U-MAP) was created to “…establish and sustain a veteran community within the university by systematically developing social, classroom, and professional networks. U-MAP includes the creation of a student veteran organization, online social network, veteran peer mentors, designated course sections, and entrepreneurial training.”
  • Farleigh Dickenson University is developing the Veterans Launching Ventures (VLV) concept. VLP “…will provide the skills and support for veterans to seize entrepreneurial opportunities and launch small businesses that will help them achieve personal success that also helps the community and regional economy.”
  • Bristol Community College in Massachusetts focuses on collaborating with other higher education institutions, state government, and business and industry to find employment for its student veterans.
  • Since the 1940s, the University of Minnesota, Twin Cities, has assisted veterans in obtaining a college education. The institution uses the University Veterans Services department to deliver one-stop services to student veterans.
  • The Empire State College, State University of New York, Office of Veteran and Military Education provides one-stop services for student veterans and resources for faculty to gain a greater understanding of the unique skills and experiences of student veterans.
  • The San Diego State University turned a fraternity house into a student veterans’ residence house where veterans serve as peer mentors.
  • Colorado State University founded SALUTE, a national honor society of student veterans and military personnel.

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Initiative's Corner

JUST CHANGE
REFRAMING DISABILITY IN DISABILITY SERVICES WORK
Gladys Loewen on behalf of the JUST Change Initiative

The phrase “reframing disability” has been around since the 1990’s, yet it seems that we rarely stop to think about what the phrase really means. Disability studies scholars and activists typically use it to promote a change in the way people think about disability - from a focus on the individual’s impairment to a focus on designing inclusive, usable, and equitable environments (Guzman & Balcazar, 2010, Kroeger, 2010). Concepts such as universal (inclusive) design and social justice are current approaches for changing the way disability is viewed in order to ensure that disabled persons have the opportunity for full participation in all areas of society.

So what does “reframing disability” mean to members of AHEAD as disability service providers and administrators? What does it look like when the policies, practices, and procedures of a DS office are guided by a reframed view of disability? Changes in perspective include: location of the problem, practices of the DS professional and DS office, individual civil rights, and the importance of design.

AHEAD maintains that the principles of non-discrimination and equal opportunity are fundamental in ensuring full participation of disabled people in higher education (Association on Higher Education and Disability, 2011). Despite this belief in full participation and social justice, the findings of a recent study indicate that most service providers continue to focus on individual limitations retrofitting activities and offering individual services that often remove students from the classroom environment (Guzman & Balcazar, 2010). These practices have yet to demonstrate that disabled individuals indeed have the right to full inclusion in all campus environments and fall short of the goals of non-discrimination and full participation (Burgstahler & Moore, 2009; Guzman & Balcazar, 2010; Longmore, 2003; Marks, 2008; McGuire & Scott, 2006).

A reframed approach in disability services focuses on strategies that promote inclusive environments and minimize the need for retrofitting and different treatment (Burgstahler & Moore, 2009; Izzo, Murray, & Novak, 2008; Ketterlin-Geller & Johnstone, 2006; McGuire & Scott, 2006). Reframing disability lessens the emphasis on documentation and labeling that often lead to discrimination and segregation (Waddington & Diller, 2000; Longmore, 2003). In a reframed view, accommodations can be seen as a social problem, necessary because disability is not considered during design and full participation is perceived of as a privilege not a right (Loewen & Pollard, 2010; Longmore, 2003).

Building on the work of these scholars shifts the focus of DS work to exploring strategies and designs that minimize discrimination, segregation, and different treatment at all levels of campus activities. The following chart offers examples of what it looks like when the DS office is guided by the concepts of universal design and social justice (civil rights) rather than by the traditional view of disability as an individual problem that requires special treatment, help, and support.

DS WORK: 2 APPROACHES

TRADITIONAL PERSPECTIVE

REFRAMED PERSPECTIVE

Disabled students require special treatment and assistance

Disabled students have the right to full participation without special treatment

Impairments cause problems that need to be resolved

The design of environments causes problems that affect disabled persons

Reviewing documentation and labelling students is a priority

Focus is on strategies that lead to inclusive campus environments

Accommodations focus on retrofitting courses, programs, services, activities, & facilities

Working with faculty, administrators, & staff to explore inclusive design strategies is the focus

The focus is on providing individualized services that often segregate

Focus is on flexible teaching and assessment strategies that minimize individual supports or the need to be segregated

Disabled students are seen as in need of help, which comes at a cost

Disabled students are an integral part of the diversity of the campus population

Disabled students must prove eligibility in order to ask for support and have the opportunity to be included

Disabled students are considered in the design of all aspects of the campus minimizing the need to ask for individual help

DS staff are experts who determine appropriate accommodations and offer special support as expert helpers

Disability services staff are collaborators and offer resources to students and faculty to facilitate best approaches that lead to inclusion

Resources

Association on Higher Education And Disability. (2009). AHEAD’s mission. Retrieved March 21, 2011 from http://www.ahead.org/

Burgstahler, S., & Moore, E. (2009). Making student services welcoming and accessible through accommodations and universal design. Journal of Postsecondary Education and Disability, 21(3), 2009.

Guzman, A., & Balcazar, F. (2010). Disability services’ standard and the worldviews guiding their implementation. Journal of Postsecondary Education and Disability, 23(1) 50 – 63.

Izzo, M., Murray, A., & Novak, J. (2008). The faculty perspective on universal design for learning. Journal of Postsecondary Education and Disability, 21(2), 60 – 72.

Ketterlin-Geller, L., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163 - 171.

Kroeger, S. (2010). From the special issue editor. Journal of Postsecondary Education and Disability, 23(1), 3-4.

Loewen, G. & Pollard, B. (2010). The social justice perspective. Journal of Postsecondary Education and Disability, 23(1), 5 - 18.

Longmore, P. (2003). The second phase: From disability rights to disability culture. Disabled and Proud. Retrieved March 25, 2011 from http://www.independentliving.org/docs3/longm95.html

Marks, J. (2008). Post-secondary education disability services in the united states. Disability INFormation Services. Retrieved September 30, 2009 from http://www.dinf.ne.jp/doc/english/resource/dss_um.html

McGuire, J., & Scott, S. (2006). Universal design for instruction: Extending the universal design paradigm to college instruction. Journal of Postsecondary Education and Disability, 19(2) 124 – 134.

Waddington, L., & Diller, M. (2000). Tensions and coherence in disability policy: The uneasy relationship between social welfare and civil rights models of disability in American, European and international employment law. International Disability Law and Policy Symposium. Retrieved March 24, 2011 from http://www.dredf.org/international/waddington.html

DIVERSITY

“The more you appreciate diversity within this organization, the more inclusive we become, and the better professionals we will be.” (Anonymous, AHEAD member 2009)

The Diversity Initiative of AHEAD, established in 2006, works to further AHEAD’s diversity goals of …

  • creating a welcoming environment for diversity and those individuals reflective of diversity
  • promoting diversity within its leadership and within the profession
  • engaging in partnership and projects to enhance diversity.

To create more awareness about diversity within the profession, the members of the Diversity Initiative have published a diversity brochure. Entitled Promoting Diversity in Disability Services , the brochure is a first for AHEAD. Major themes in the brochure are: What is Diversity? and What can I do to promote Diversity on my campus? The brochure goes on to answer these questions, identifying ways to incorporate diversity within campus structure, culture and services and programs. Finally the brochure lists resources and provides information about Ahead’s Diversity Initiative.

Copies will be available on-line by going to the AHEAD website.

Submitted by
Ruth Warick
Chair, Diversity Initiative
on behalf of Committee Members Bea Awoniyi, Mattie Grace, Kelly Leonard and Melanie Thompson

Introducing International Portal
The International Initiative members Roxana Stupp, Mike Shuttic, and Mika Watanabe-Taylor recently developed the International Portal, which will soon be available on the AHEAD website at www.ahead.org.  This portal is designed to be the gateway to information from a global perspective that is related to the advancement of full participation in higher education for persons with disabilities.  The portal contains information on networking opportunities, public policies, including the United Nations’ Convention on the Rights of Persons with Disabilities, and training opportunities.  

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The DBTAC Section

Leveraging Resources and Building Networks:
The ADA National Network (DBTACs)
Pamela Williamson
Project Director - DBTAC: Southeast ADA Center

In these times of tightening budgets and staff reduction, we are all looking for creative ways to stretch our resources. In an effort to maximize resources and build our respective networks, AHEAD and the ADA National Network (DBTACs) are working together to enhance our ability to reach post-secondary institutions with information about the Americans with Disabilities Act (ADA). This is a first of in a series of articles designed to provide AHEAD members with information about the ADA National Network and answer questions that you may have about the ADA.

What is the ADA National Network?

The ADA National Network is the leader in providing information, guidance and training tailored to the needs of business, government and individuals on the Americans with Disabilities Act (ADA). It is a network of ten regional centers located throughout the United States. We provide the following services to all individuals who contact our office:

  • Answer to questions about the ADA and the ADA Amendments Act (ADAAA)
  • Information tailored to an individual’s specific requests
  • Training in a variety of formats tailored to the specific needs of the target audience
  • Referrals to local resources for additional assistance

What kinds of materials and trainings are provided by the ADA National Network?

The ADA National Network provides a wealth of materials and trainings to meet the needs of many audiences. Many of these materials are web-based, free of charge, and offer CEU credits.

Additional information about the resources of the Network may be found at www.adacourse.org and www.adaresources.org.

Does the ADA National Network enforce the ADA?

The ADA National Network promotes voluntary compliance and implementation of the ADA and ADAAA. Our mission is to help those with rights and responsibilities under the ADA and the ADAAA to voluntarily comply with both laws. The Network is not an enforcement or regulatory agency. All calls and contacts are confidential.

Who funds the ADA National Network?

The ADA National Network is funded by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research.

How do I contact my regional center?

You may contact the Regional ADA National Network Center that serves your area by calling 1-800-949-4232 (voice/tty). All offices are open Monday through Friday. All calls are confidential. You may also learn more about your regional center by visiting the National ADA Network’s website at www.adata.org.

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Resources and Announcements

New Resource on Postsecondary Education and Students with Disabilities
Even though the majority of high school students with disabilities identify participation in postsecondary education as a goal for their adult lives, only about 3 in 10 have taken classes since completing high school (National Longitudinal Transition Study-2). And among those with the lowest rates of participation are students with intellectual disabilities. A new publication, Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities, explores what we know, and what we still need to know, about supporting increased participation of students with disabilities – especially those with intellectual disabilities – in postsecondary education, and why that participation is important. Impact is published by the Institute on Community Integration, a federally-designated University Center for Excellence in Developmental Disabilities at the University of Minnesota. The new issue is available for free on the Web at http://ici.umn.edu/products/impact/233. Print copies are also available (first copy free, each additional $4) by contacting the Institute's Publications Office at 612-624-4512 or icipub@umn.edu.

Student Internship opportunity for summer or fall 2011 
The U. S. International Council on Disabilities seeks student interns to help develop the Global Disability Rights Library (GDRL).  Interns will be working with a team of librarians in Washington D.C. and in Iowa in order to build an offline digital library of disability and human rights resources, which can be used by universities and NGOs in developing countries with limited internet access.  This is a great opportunity for students interested in disability rights.  More information is available at http://www.usicd.org/detail/opportunity.cfm?opportunity_id=110&id=206

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