I NTEGRATING D ISABILITY INTO D IVERSITY Y V E T T E Q. G ET CH P H. D. , & R O D N EY L. P A R KS P H. D. , The University of Georgia
DISABILITY: A FORM OF DIVERSITY What is disability? Why should disability be included in our discussions of diversity? Issues related to the intersection of diversity and disability. Legislation protects individuals with disabilities. Section 504 of the Rehabilitation Act The American with Disabilities Act
DISABILITY IS DIVERSITY Perhaps the most neglected, misunderstood, and marginalized groups of individuals that we work with in the field of counseling are individuals with disabilities. While on the surface, this may seem to be a bold statement. The mere fact that so little is included in our counseling texts about individuals with disabilities give credence to this statement (Getch & Johnson, in press) The same statement is true in higher education
INCREASING NUMBERS OF STUDENTS WITH DISABILITIES Approximately 707, 000 students with disabilities were enrolled in 2 and 4 year colleges during the 2008 -2009 academic year (Raue and Lewis, 2011) Approximately 50% have learning disabilities Parker and Boutelle (2009) Numbers are increasing Students with LD/ADHD /Dyslexia have doubled in the last decade (U. S. DOE, 2000)
D ISABILITYAND P OSTS ECONDARY I NSTITUTIONS Number of 2 -year and 4 -year degree granting postsecondary institutions, and percent that enrolled students with disabilities Total Number of Institutions N Percent 1, 040 99 Private not-forprofit 2 -year 110 90 76 Private for-profit 2 -year 480 310 63 Public 4 -year 630 620 99 1, 510 1, 340 88 390 290 74 Public 2 -year Private not-forprofit 4 -year Private for-profit 4 -year
D ISABILITYAND P OSTS ECONDARY I NSTITUTIONS Percent of 2 -year and 4 -year degree-granting enrolling any students in each disability category Difficulty Hearing Public 2 -year Private not-forprofit 2 year Private forprofit 2 year Public 4 -year Private not-forprofit 4 year Private forprofit 4 year Difficulty Seeing Difficulty Speaking Mobility Tx Brain Learning ADD/ ADHD Autism Cognitive Health Mental Other 90 84 53 90 74 94 87 70 71 80 87 26 29 26 18 35 26 67 53 36 30 56 76 7 32 35 18 70 25 60 40 18 26 47 53 3 92 90 46 93 84 97 94 78 39 95 94 30 65 59 25 68 47 84 78 49 26 72 69 11 60 37 16 46 19 72 64 34 27 39 52 8
ATTITUDINAL BARRIERS “How is it fair to my 99 students that I have to wait to show a video until it is closed captioned just because of that one deaf student” (Conversation with a professor, Spring 2012) “How can a blind person work with kids in schools anyway? How is she going to do her job? I feel like I’m wasting my time teaching her” “I feel sorry for her. She makes me uncomfortable”
ATTITUDINAL BARRIERS Indeed, the white, wealthy, male imbalance in LD and ADD diagnoses is so stark that the diagnosis has a nickname among campus disabilities experts: “We call it Wonderbread. It is an expensive white bread you buy at the store, ” says Jim Kessler, director of disability services at UNC-Chapel Hill. 9 While noting this label, Kessler goes on to stress that he doesn’t believe this white, high-income population is being overserved by offices such as his (Vickers, 2010 p. 5).
CONCEPT OF SPREAD (WRIGHT, 1983) FIGURE 2 BY HAMIESTER, ET AL. (1999)
BARRIERS “Them” Assumptions/Attitudes Limiting Lack of knowledge Spread Resources Lack of information
OPPORTUNITIES DENIED Study Abroad Organizations Honors programs Registration Admission Retention
CREATING A FRIENDLY, SUPPORTIVE ATMOSPHERE Diverse materials, wall decorations, etc. Space that is accessible with universal design Materials that are accessible Registration and orientation sessions that meet the needs of students with disabilities Staff and administrators who are familiar with disabilities and accommodations
RESOURCES AND ACCOMMODATIONS Priority Registration Time of class Class location Schedule conducive to needs Assistance with Housing Trouble shooting accommodation issues
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