What’s In A Name? Theory Between Wider Outreach and Critical Theory Legacy – How Much is at...

What’s In A Name?

Theory Between Wider Outreach and Critical Theory Legacy – How

Much is at Stake in a Name Change?

Tanja Beck & Jessica GilesMcGill University

AHEAD 2014 SacramentoConcurrent Block 3

Presentation Style The Beginning… Context Areas Identified

Student Feedback Consistency – Promotion & Practice Outreach Imperative

Outline

Critical Theory Contact Details

The Beginning…

2011 a change in Director Coincided with large scale changes in the

user population Embarked on student-centered approach to

student needs Took on the task of campus-wide

implementation of the social model in service provision, (starting with a Universal Design Audit of our own practices) by promoting Universal Design for Learning

Context

Large scale transformation of the user base Demographics were and are changing Nature of diagnoses are more complex and

involving rapidly “There has been an increase in both the volume

and intensity of mental health concerns in the general population, and students in post-secondary are no exception” (Cooper, 2013). Reflection on whether these students identify with the term ‘disability’?

Students have expectations with regards to ‘mainstreaming’ and inclusion

Demographics and Current Trends

Disability Categories 2012-13

Social Model & UD Approach User Interface (general) Exam Processes Advising: Documentation guidelines and

Initial Interview Reaching a new fluid and emerging user

base Faculty Resources If we are to implement a social model

approach to service delivery, we need to move away from individual impairments to look at practices

Areas Identified

Student feedback

Consistency in practices with regards to UDL and the social model

Outreach imperative: how to best reach the unit`s user base

Student Feedback

Few DS units explore student centered work, yet it speaks volumes

Annual Student Satisfaction Survey, ongoing discussions with Student Advisory Committee, hiring of summer interns, etc.

Students have specific expectations of inclusion

Students have no particular attachment to the word ‘Disability’ – some even report a dissociation

Student Feedback

Some students internalise the social model construction and feel they do not have a disability but that the environment is constraining (ADHD)

Fear of stigma, reticence to disclose The name of the office suggests an

inherent and permanent state of affairs and a need to be registered at all times – many students, on the contrary, describe their difficulties as in a state of flux

Discussion

What are the current trends with registered students?

Are students on your campus internalizing the social model?

Consistency – Promotion & Practice

The unit has embarked on a wide scale implementation of UDL

18 months of strategic lobbying with campus partners and senior administration Successful: Joint Senate Board meeting in November 2012. (Completed)

18 months of collaborative networking with faculties (production of resources, consultancy on curriculum redevelopment, workshops). (In progress)

Consistency – Promotion & Practice

If UDL and the social model are being promoted on campus as a construct of disability, then surely the focus switches to the environment and classroom practices, rather than on individual impairments

The need to become consistent in the unit`s messaging was pressing

Discussion

Does your DS unit align with what is widely practiced on your campus?

Are you relaying a mixed message with what you promote on campus and what you actually practice?

Outreach Imperative

If a DS unit`s function and mandate is to serve the students who experience needs, then there is a need to function within a ‘business model’ and to carry out effective branding.

This sort of neoliberal process is not congenial to units who are grounded in critical theory.

We need to advocate for our students, but we also need to build a user body. Can we achieve this without effective advertising?

The branding efforts indicate clearly that using the word ‘disability’ creates reticence in the clientele the units try to attract.

The Process

A marketing intern was hired and carried out the branding as part of a 6 credit project

The student surveyed practices across North-America

Focus groups were carried out

The Product

The Process

Proposed logo and new name reflects two identified imperatives: personalization of the service experience & acknowledgement of the fact that the campus practices create disabling situations

Triangulation occurred: student bodies and Student Advisory Committee very supportive of the name change.

Administratively a smooth and well received process

Discussion

A critical tension remains between an imperative to mainstream the outreach of the office and its vital, core mandate – solidly grounded in critical theory. Does this exist on your campus?

This tension is lived daily by the staff but can it perhaps be reconciled?

Critical Tension

Critical Tension

Once the user body is reached and motivated, the office can revisit the issue of advocacy and campus awareness

Hybrid solutions can be implemented to keep critical theory advocacy alive and kicking (example: law faculty proposed initiative)

Make staff at ease with the juggling of these two theoretical frameworks (neoliberalism vs. Critical Theory)

Contact Details

Tanja.Beck@mcgill.caJessica.Giles@mcgill.ca