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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
[email protected]@mcgill.ca