Re-envisioning the Disability Service Model: The Advising and

Access Services Centre at Dalhousie University

Jill Malolepszy, Jen Davis & Quenta AdamsAdvising and Access Services Centre

Halifax, Nova ScotiaCanada

What We Plan To Discuss

PastBackground of our Unit and Service ProvisionProcess to Change Our Delivery Model

PresentPartnerships and Collaborations

FutureRoom for growthTransitions programming

Opportunities Present in Your Institution For Adopting a Similar Model

Who is responsible for accessibility on your campus:

Philosophically?Practically?

Human Rights Legislation

“Dalhousie University is committed to providing a learning environment in which students are able to participate without discrimination, on grounds prohibited by human rights legislation, and to facilitating students’ access to the University’s academic programs, activities, facilities and services.”

Our History

Practice and Philosophy

Approving accommodationsFocus more on the ‘condition’ as opposed to the barrier

Separate, and often disconnected supportsDecisions were often extreme

Hard line on what was reasonable, orOver-accommodate

Accommodation policy had procedures built into the documentAny changes (no matter how minor) would require Senate and Board approval

Our History continued

Practice and Philosophy

‘Fixing’ not empoweringBusiness process

Mirrored an assembly lineAdvising was done elsewhereSilos remained intact – internally and externally

Outcomes Quantitative only, no qualitativeWho are we helping, How are we helping

No frame of reference – Student Development Theories

Our History continued

Practice and Philosophy

Too few staff during peak accommodation intake periods

Staff burnout

Increased sick time and/or overtime, turnover

Lack of expertise

Challenges navigating inter-connectedness of disability, race, gender, class and sexuality

Our History continued

Accommodation staffing

Three full-time staff Bachelor’s degree onlyLimited experience with issues of accessibilityNarrow focus of job duties Fragmented approach to working with students

Academic Advisors

Three full-time staffMaster’s degree Professional advisors with range of skillsBroader focus of job dutiesFragmented approach to working with students

Our Process For ChangePolicy and Service Review in Fall 2011 – External Reviewer

Interviews (students, staff, faculty)

Focus groups (students, faculty)

Questionnaires (students, faculty)

External Scan (other university practices)

Internal Scan (existing strengths)

Revised policy and service model recommended

How can you be the leader or champion of campus-wide

accessibility?

Where are the natural collaborations on your campus?

Our Present Practice

Creation of a holistic, integrated model in winter 2012 combining Academic Advising with Accommodation Services.Represents a shift from a focus on accommodations to a focus on access.

Away from a medical model focused on illness or impairmentMoved towards a holistic model focused on overcoming barriers to enable full participation in student life

Our Present Practice continued

Students always ask: I have [enter disability here]. What can you offer in terms of accommodations?

We always answer: Tell me what are the barriers you face by having [enter disability here]?

How does the new system work?

Old systemAutomatically approved for writing exams in separate room Approved for extra time

Working on assumption that student is less capable.

New system

Student writes most exams with classmates, without accommodationsWrites in a separate room only when has difficulty accessing large stadium to write exam

Student in a wheelchair

How does the new system work?

Old systemProvided with ability to write in own room automatically.Approve note taking in almost every circumstance.

Working on assumption that student is less capable.

New systemWe ask student to show how having an LD is a barrier to writing in an exam room with other students. We discuss the student’s note taking strategies, refer for skill development and possible note taking.

Student with LD

Our Present Practice

Focusing on barriers to participation allows us to provide accommodations for requests based on all protected characteristics under human rights legislation in Canada, not just disability. We are guided by human rights legislation which states we have a duty to accommodate.We provide reasonable accommodations up to the point of undue hardship (which might differ from student’s ideal or perfect accommodations).

Our Present Practice

A disability determination, however, should not be based on abstract lists as categories of impairments […]. In fact, the regulations note that a finding of disability is not necessarily based on the name or diagnosis of the impairment the person has, but rather, on the effect of that impairment on the life of the individual. Some impairments may be disabling for particular individuals but not for others […]. 29 C.F.R. App. Sec. 1630.2(j).

AHEAD (2008) Retrieved from http://www.ahead.org/affiliates/connecticut/documentation

Examples of protected characteristics common to human rights legislation

AgeRaceColourReligionCreedEthnic, national or aboriginal originSex (including pregnancy)Sexual orientationPhysical disability

Mental disabilityFamily statusMarital statusSource of incomeIrrational fear of contracting an illness or diseaseAssociation with protected groups or individualsPolitical belief, affiliation or activityGender Identity/Gender Expression

Our Staff & Allies

Staff with significant experience and specialised expertise6 full-time staff, all with relevant Master’s degree [Education, Special Education, Social Work, Ethics, Occupational Therapy] & several years of experienceOn-going professional development

Partnerships with:Faculty & Assistant DeansOffice of Human Rights, Equity & Harassment PreventionHealth Services & Counselling Services

Our Present PracticeAccommodation policy adopted for September 1st 2014Anticipate increase in numbers of students seeking accommodations for reasons other than disabilityMore complex requests, including accommodations for clinical placements/rotations in health professionsAble@Dal:

An orientation for incoming students with disabilities to assist with the transition, and to develop self-advocacy skillsJoint project with School of Occupational Therapy, now resides with us, with goal to expand to other areas of transition

Future initiatives: What can you add into your existing

practice?

Characteristics Other Than Disability

Request increaseFocus on identifying the barriers to full participationCentre of ExpertiseReferrals and partnership:

Black Student AdvisingInternational CentreNative Education Counselling UnitIndigenous Blacks & Mi'kmaq InitiativeDal Allies (LGBTQ)

Protected Characteristics: Other Than Disability

Attend lecture with infantBring infant into exam roomStop-time breaks during exam

Family Status

Schedule conflict between infant feedings and class lecture and scheduled exam

Protected Characteristics: Other Than Disability

National Origin/Age

Student completed schooling without the use of computers.

Hand write exams in a program that requires all exams to be typed.

Protected Characteristics: Other Than Disability

Religion

Schedule conflict between exam dates and religious observance

Defer examsPray during exams by using stop time breaks

Advising As Coaching

VP Student Services:Integrated Career Coaching Philosophy

WHOFaculty & Assistant Deans Academic advisors Career counsellors & staff Faculty career & co-op officesAlumniEmployers

WHAT Career awarenessCareer planningEmployability skills Applied experience Job search skills

Career Development for Advisors

Training Winter 2014 Semester:

Foundations of career development and the process of career counsellingIssues confronting students and career counsellors Intervention strategies Career development strategies and techniques to enhance career conversations

Community Engagement

100 Days of Listening Initiatives:Fostering relationships with community

OT Student & Social Work Student PlacementsWorkforce Re-Entry Placements:

Local community members living with disabilities

First Year Advising

Student Success Coaches and AdvisorsCourse selection, registration and transition to university lifeOutreach provides initial contact with EVERY incoming first year studentAcademic accommodation conversation included in outreach

Fostering Collaboration on Campus

Breaking down silos Strengthening programming for students

Centre for Learning and Teaching Certificate program for faculty

Facilities ManagementPhysical space and accessibility concerns

Case Management TeamUs, Counselling, Assistant Deans, Student Dispute Resolution, Residence Life

Tracking Our Progress

Number of requests beginning September 2014Able@Dal and “Able After Dal”

4 year transition support

First Year AdvisingCollege Student Inventory

Interventions with specific populations

Where are the natural collaborators on your campus?

What can you add to your existing practice?

Group Discussion

Who We Are

Jill Malolepszy: Academic Advisor – Coordinator Funding and Note Taking jill.malolepszy@dal.ca

Jen Davis: Academic Advisor – Accommodations/Professional Faculties jen.davis@dal.ca

Quenta Adams: Director, Advising and Access Services Centre quenta.adams@dal.ca