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Afternoon presentation 1 at the 2011 OSU University Day
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Universal Access: Universal Success
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.
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?
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.
Universal Access: Universal Success
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.
September 22, 20116
Universal Access: Universal Success
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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Universal Access: Universal SuccessSeptember 22, 2011
Video Clip
Music Within – Set Up
September 22, 20118
Universal Access: Universal Success
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
September 22, 20119
Universal Access: Universal Success
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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Universal Access: Universal SuccessSeptember 22, 2011
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.
Total Self-Reported DAS Enrollment
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Universal Access: Universal Success
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
September 22, 2011
Ratio of DAS to OSU Enrollment
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Universal Access: Universal Success
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
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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Universal Access: Universal SuccessSeptember 22, 2011
Medical Model of Disability
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Universal Access: Universal Success
Impairment is the
ProblemDoctors
Special Education
Social Security
Social Workers
Speech Therapists
Special Schools
Occupational Therapists
Social Model of Disability
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Universal Access: Universal Success
Barriers & Social
Structures are the Problem
Inaccessible Transportation
Prejudice
Education
EmploymentDiscrimination
Attitudes
Inaccessible Buildings
Inaccessible Information Technology
Video Clip
EDF Commercial – Set Up
September 22, 201116
Universal Access: Universal Success
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?
September 22, 201117
Universal Access: Universal Success
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”
September 22, 201118
Universal Access: Universal Success
Construction of Difference – Deficit Model
September 22, 201119
Universal Access: Universal Success
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.
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
September 22, 201120
Universal Access: Universal Success
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?
September 22, 201121
Universal Access: Universal Success
Defining Universal Access: Universal Success
UA: Creating equal opportunity to join and participate
US: Striving to enable success for everyone
September 22, 201122
Universal Access: Universal Success
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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Universal Access: Universal Success
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
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
September 22, 201126
Universal Access: Universal Success
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
September 22, 201127
Universal Access: Universal Success