20130531 di(ver)sability new_lines_of_flight

Di(ver)sability AwarenessSearching for new lines of flight

Support Center for Inclusive Higher Education May, 31st - 2013

Leen Thienpondt

INHOUD 1. Support Center

Support all Flemish higher education institutions

1.Support Center

2.Need for awareness

3.Workshop 1.0

4.Unintentionally…

5.Workshop 2.0


Goals?Realize inclusive higher educationEqual opportunitiesFull participation

1. Support Center

2. Need for awareness

3. Workshop 1.0

4. Unintentionally…

5. Workshop 2.0


How?Bottom-upIn dialogue

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Part of an international network:

www.thelinknetwork.eu

1. Support Center


3. Workshop 1.0


5. Workshop 2.0

http://www.thelinknetwork.eu/

INHOUD 2. Need for awareness…

Increased enrollment among students with a disability in higher education.

“Students with disability find their way to university” (29/11/2011)

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Questions…

What are the appropriate adjustments for (all) students with label dyslexia?What to do when an autistic student comes into my class? How to handle with students with ADHD? …

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


International research

“students and faculty still feel awkwardness, embarrassment, or pity when interacting with persons with disabilities” (Bruder & Mogro-Wilson, 2010)

“Students and faculty voiced concern that their actions or conversation might have been inappropriate.” (Bruder & Mogro-Wilson, 2010)

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


“students’ experiences in higher education depended to a great extent on the level of awareness of the members of the staff they came into contact with.” (Tinklin & Hall, 1999)

“Negative attitudes were the single biggest barrier reported by participants” (Hanafin et al., 2007)

“Attitudinal barriers' is recognized widely as an impediment to success of persons with disabilities” (Rao, 2004)

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


“Faculty at institutions of higher education need to be better informed to improve their attitudes” (Rao, 2004)

“… findings indicate that students and faculty would benefit from, for example a disability awareness campaign aimed at students and faculty to increase interaction and understanding of disability.” (Bruder & Mogro-Wilson, 2010)

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


“Attention needs to be paid to raising awareness amongst all staff of the institution, including academic, support and service staff.” (Tinklin & Hall, 1999)

“…address the challenge of how genuinely to celebrate and embrace differences among students.” (Tinklin & Hall, 1999)

1. Support Center


3. Workshop 1.0


5. Workshop 2.0


Flemish research (Soetaert, 2011):

“There’s often a lack of understanding, when I say ‘I have autism’, they instantly have an image of a person who’s sitting in the corner of the room. All those prejudices, it’s not nice.”

“That’s not possible, dyslexia doesn’t exist.”

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Flemish research (Soetaert, 2011):

“They see a healthy person, but actually I’m not healthy. (…) I think it would be easier if I had lost a leg, so they can see there is something.”

“I had an attack and I heard her say: “Ah that’s not epilepsy” or “He shows off”. You also get those kind of comments.”

1.Support Center


3.Workshop 1.0


5.Workshop 2.0

INHOUD 3. Workshop 1.0

Make persons aware of their attitude towards persons with a disability.

Tips and advice.

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Terms Stereotypes Barriers Disability as a social construct Ableism Tips

1.Support Center


3.Workshop 1.0


5.Workshop 2.0

INHOUD 4. Unintentially …

As a reflective practitioner…

1.Support Center


3.Workshop 1.0


5.Workshop 2.0

INHOUD 4. Unintentially…

Myths:

They are helpless and depending on us…

They play the victim role to receive an allowance and additional support.

1.Support Center


3.Workshop 1.0


5.Workshop 2.0

Di(ver)sability

Awareness


Encourage people to reflect.Perspectives on disability.Construction of categories.Own attitudes.

Non-stereotypical depiction. Respect for diversity

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


1.Support Center


3.Workshop 1.0


5.Workshop 2.0


1.Support Center


3.Workshop 1.0


5.Workshop 2.0

Can you find the person with a

disability?


1.Support Center


3.Workshop 1.0


5.Workshop 2.0

Difference

Differenciation


1.Support Center


3.Workshop 1.0


5.Workshop 2.0

http://www.siho.be/files/portretten/laima%20portret.pdf


1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Exercise: In need of support

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Exercise: Who am I ?

1.Support Center


3.Workshop 1.0


5.Workshop 2.0


Exercise: Groups & Identity

1.Support Center


3.Workshop 1.0


5.Workshop 2.0

“The map of a nomadic topos is unlike any other map; it is at once map and territory. It is onrepresentational, which is to say, it does not

represent but makes connections and projects new lines of flight. Each concept in the map is also a living circuit of becoming, rather than a dead icon. It is a becoming-map

— therefore, one cannot read this map with the idea of a referent; one can only experiment with

it, insert oneself into the making of it even as one constructs it.

(Roy, 2003, p.80, cited in Steeves, 2012).

INHOUD 6. Questions? Remarks?

1.Support Center


3.Workshop 1.0


5.Workshop 2.0

Thank you for your attention!

Contact [email protected]@siho.bewww.siho.be and follow us on

http://www.siho.be/

Documents

20130531 di(ver)sability new_lines_of_flight