Uday universal access: universal success

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Universal Access: Universal Success

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Afternoon presentation 1 at the 2011 OSU University Day

Transcript of Uday universal access: universal success

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Universal Access: Universal Success

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Universal Access: Universal Success

Curb cuts in sidewalks provide universal access by benefiting all of us. Similar concepts apply to technology as well, the original concept for computers (and the company IBM) was developed by a man with a learning disability.

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Universal Access: Universal Success

Once someone is a member of the OSU community, how do we ensure they have an equal opportunity to succeed? How can we reframe difference, by rethinking the topic of inclusion, and move towards a university environment that works for the widest possible audience?

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Universal Access: Universal Success

As OSU moves toward a greater level of access across campus, please engage with us in learning about the role of Equity & Inclusion, where we’re heading, what we can all do, and how we can construct environments that strive for access and success for everyone.

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Universal Access: Universal Success

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Introductions and Reason for Session

Angelo Gomez – Interim Executive Director of Equity & Inclusion

Jennifer Gossett – Disability Access Services

Gabriel Merrell – Disability Access Services and Equity & Inclusion

Rethinking disability and difference.

A vision for an equitable and inclusive community.

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Universal Access: Universal Success Outline

• Setting the Framework

• Construction of Disability and Difference

• Benefits of Inclusive, Universally Constructed

Environments

• Defining UA/US

• Efforts Underway

• Guiding Principles for Equity & Inclusion

• Our Aspirations

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Video Clip

Music Within – Set Up

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Video Clip

What does this clip show?

• How we construct(ed) environments

• While the true story is from a few decades ago,

times have changed, and progress has happened,

but experiences like these are still relatable for a

large portion of society

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Almost 55 million individuals in the U.S. have a disability (19%)

Compared to the general pop:6.4% (14.7 million) have a visual, hearing, or speech impairment

11.9% (27.4 million) have a mobility impairment

7% (16.1 million) have a cognitive and/or mental difficulty

Brault, Matthew, Americans With Disabilities: 2005, Current Population Reports, P70-117, U.S. Census Bureau, Washington, DC, 2008.

Defining Disability - Stats

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A little over 2 million college students have a disability (11%)

Compared to all college students:1% (194,000) have a visual, hearing, or speech impairment

1.6% (300,000) have a mobility impairment

5.4% (1,040,000) have a cognitive and/or mental difficulty

U.S. Department of Education, Institute of Education Sciences, National Postsecondary Student Aid Study: 2008.

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Total Self-Reported DAS Enrollment

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1983-1984

1984-1985

1985-1986

1986-1987

1987-1988

1988-1989

1989-1990

1990-1991

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

0 100 200 300 400 500 600 700 800

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Ratio of DAS to OSU Enrollment

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Acad YearOSU

Enroll%

ChangeDAS

Enroll% DAS

Change Ratio Acad YearOSU

Enroll%

ChangeDAS

Enroll% DAS

Change Ratio1983-1984 16124 33 1:489 1997-1998 14203 2.7% 277 15.4% 1:51

1984-1985 15636 -3.0% 58 75.8% 1:270 1998-1999 14690 3.4% 281 1.4% 1:52

1985-1986 15261 -2.4% 49 -15.5% 1:311 1999-2000 16061 9.3% 363 29.2% 1:44

1986-1987 15220 -0.3% 54 10.2% 1:282 2000-2001 16777 4.5% 415 14.3% 1:40

1987-1988 15220 0.0% 69 27.8% 1:221 2001-2002 18032 7.5% 409 -1.4% 1:44

1988-1989 15639 2.8% 94 36.2% 1:166 2002-2003 18774 4.1% 460 12.5% 1:41

1989-1990 15965 2.1% 126 34.0% 1:127 2003-2004 18974 1.1% 461 0.2% 1:41

1990-1991 16048 0.5% 158 25.4% 1:102 2004-2005 19159 1.0% 546 18.4% 1:35

1991-1992 15098 -5.9% 201 27.2% 1:75 2005-2006 19236 0.4% 577 5.7% 1:33

1992-1993 14480 -4.1% 154 -23.4% 1:94 2006-2007 19362 0.7% 597 3.5% 1:32

1993-1994 14356 -0.9% 157 1.9% 1:91 2007-2008 19753 2.0% 636 6.5% 1:31

1994-1995 14335 -0.1% 208 32.5% 1:69 2008-2009 20320 2.9% 642 0.9% 1:32

1995-1996 14261 -0.5% 240 15.4% 1:59 2009-2010 21969 8.1% 646 0.6% 1:34

1996-1997 13826 -3.1% 240 0.0% 1:58 2010-2011 23761 8.2% 739 14.4% 1:32

*Enrollment numbers taken from OSU Factbook through 1998, then from Common Data Set**Prior to Fall Term 2000, headcount based on Fall End of Term Data

September 22, 2011

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Disability Rights Movement : 1960s-Present

Some of the major gains in the movement through legislation:

The Architectural Barriers Act (1968)

The Rehabilitation Act (1973)

Education for All Handicapped Children Act of (1975) Later renamed in 1990 to the Individuals with Disabilities Education Act (IDEA)

The Americans With Disabilities Act (1990)Standards & Regulations Updated Sept. 15, 2010

Section 508 of the Rehab Act (1998)Revision currently in Final Draft

Americans with Disabilities Amendments Act (2008)

DOJ ANPRM for Accessibility of Web Info & Services Comment period closed Jan. 2011

Disability Access as a Civil Right

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Medical Model of Disability

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Impairment is the

ProblemDoctors

Special Education

Social Security

Social Workers

Speech Therapists

Special Schools

Occupational Therapists

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Social Model of Disability

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Barriers & Social

Structures are the Problem

Inaccessible Transportation

Prejudice

Education

EmploymentDiscrimination

Attitudes

Inaccessible Buildings

Inaccessible Information Technology

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Video Clip

EDF Commercial – Set Up

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Video Clip

What does this clip show?

• Around whose lives do we build environments?

• What would it be like to live in a society where

environments were built for mainly one group

• What would it be like if we constructed

environments to work for the widest possible

audience – to be more universally accessible?

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Construction of Difference

Social Construction of Disability

The idea that the framework of dominant norms and rules within society have subjectively defined what it means to be

“disabled”

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Construction of Difference – Deficit Model

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Difference is the

ProblemTutors

Special Education

Not Assimilating

Social Workers

Speech Therapists

Special Schools

Occupational Therapists

Similar to the medical model of disability, a deficit model of difference defines difference as the barrier to full and equal participation in society.

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Curb CutsSome items specifically designed

for use by those with disabilities have unintentionally benefited all of us as a result curb cuts, auto doors, etc.)

Electronic “Curb Cuts”Typewriters – Pellegrino Turri

created for a friend who was blind

Telephone – A.G. Bell created through his work to support children who were deaf

Email – Vinton Cerf, hard of hearing since birth, is thought to have included email in ARPANet as a result of his creation of electronic texts as a way to talk with his wife – who was deaf.

Benefits for All

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Benefits for All

What would be the potential benefits of constructing an organization to work for the widest possible audience, thinking beyond those with disabilities, but for everyone (people from different countries, different cultures, races, genders, socioeconomic status, etc.)?

What possibilities could we create?

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Defining Universal Access: Universal Success

UA: Creating equal opportunity to join and participate

US: Striving to enable success for everyone

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The conversations have already started within the environments specifically for those with disabilities

IT Environment• Focusing on Policy &

Education• Assessing current conditions• Providing support for efforts

Infrastructure & Facilities• Redefining best practices• Assessing current conditions• Advocating for renovation• Addressing future projects• Completing projects• Sidewalk and Path of

Travel work• Classroom Renovations

Thinking about Difference, where else do we need to go?

Efforts Underway

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How Our Principles Direct Equity & Inclusion

The Office of Equity and Inclusion is committed to success for the entire campus community through equality, fairness, and understanding.  Our work is guided by three principles:

• Equity - Ensuring equality of opportunity and equitable treatment in all that we do

• Inclusion - Working together to create an organization that enables success for everyone with whom we interface

• Diversity - Recognizing that a diversity of people, perspectives, experiences, and thought is essential to a compelling research, scholarship, and learning environment

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Emerging Structure

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Inclusion

All Identity

DimensionsClimate

Community

Advancement

RetentionRepresentation

Resources

Products

EnvironmentCulture

Equity

Diversity

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Areas of Collaboration

Office of Equity & Inclusion

Identity and Affinity Groups

Advisory Boards and Committees

Content knowledge and expertise areas

External communitie

s

Units and department

s

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Questions & Conversation

Thank you for coming, we’ve planned for plenty of time for questions and conversation at the end.

To further engage in conversation, please join the Office of Equity & Inclusion for a lunchtime forum on Tuesday, October 18, 2011 12:00pm-1:30pm: MU 206, Asian/Pacific-American Room

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