SEEING EQUITY:IMPACT OF DISABILITY SOCIAL JUSTICE

Dr. Catherine Schmitt Whitaker

MCC 30 Days of Social Justice

disAbility Awareness Experience 2013

Cal Poly Pomona

February 18, 2013

Major Disability-Related Education Laws

Section 504 of the Rehabilitation Act of 1973

PL 94-142 Education for All Handicapped Children Act of 1975

Americans with Disabilities Act (ADA) of 1990

Individuals with Disabilities Education Act (IDEA) of 1990

Major Disability-Related Education Laws (cont.)

Section 508 of the Rehabilitation Act of 1998

California Mental Health Services Act (MHSA) of 2004

AdA Amendments of 2008

21st Century Communication and Video Accessibility Act of 2010

Guide to Disability Rights Laws

http://www.ada.gov/cguide.htm#anchor65310

Disability

A physical or mental impairment that (substantially) limits

one or more major life activities; a record of such

impairment; or being regarded as having such an

impairment.Americans with Disabilities Act

Functional Limitation

Any health problem that prevents a person from completing

a range of tasks, whether simple or complex.World Health Organization

Accommodation

An adjustment to make a workstation, job,

program, facility, or resource accessible to a

person with a disability.

Inclusion of Disability Types Over the Decades

Decade Inclusion

1970 orthopedic, physical, sensory

1990 learning disabilities, ADD

2000 mental health conditionsveterans with disabilitiesautism spectrum disorders

Enrollment of Students with Disabilities

Undergraduates: 1995 – 1996 6% 2003 – 2004 11.3% 2007 – 2008 10.8% 2008 – 2009 11.8%

Students by Disability Type Registered with DRC at Cal Poly Pomona

Atten-tion

Deficit/Hyper-active20%

Autism Spec-trum Disor-

der4%Com

muni-cation Dis-

ability0%

Deaf/Hard

of Hear-

ing3%

Learn-ing Dis-

ability28%

Mobil-ity

Limi-tation

8%

Other Func-tional Limi-tation

s18%

Psy-cholog-

ical/Psy-chi-atric12%

Temporary Disabilities

2%

Visual Limitation4%

Students Served by Disability—Fall 2012

DisabilityCoun

tPercenta

geAttention Deficit/Hyperactive 85 20%Autism Spectrum Disorder 19 5%Communication Disability 1 0%

Deaf/Hard of Hearing 14 3%

Learning Disability 117 28%

Mobility Limitation 32 8%Other Functional Limitations 78 18%

Psychological/Psychiatric 53 12%

Temporary Disabilities 8 2%

Visual Limitation 18 4%

Total 425 100%

Transition: K – 12 to College

The transition from K-12 to college requires students who were traditionally served under IDEA to now initiate the registration process with the disability office on campus by identifying as disabled and requesting academic accommodations based on documented disability-related limitations.

(Madaus and Shaw, 2006; Monroe, 2007)

Do the Disability-Related Laws allow for “Separate but Equal” programs and services for College Students with disabilities?

• Yes• No• Sometimes

Barriers Experienced by Students with Disabilities

Limited understanding about their disability, and themselves

Lack of access to information about the nature and purpose of disability accommodations

Concerns about confidentiality and discrimination

Barriers (cont.)

Stigma of self-identifying as having a disability

Concerns as to how disability information will be used to identify them and impact when applying to graduate school or employment

Students from culturally diverse backgrounds tend to access disability services less frequently

Barriers Experienced by Students with Invisible Disabilities

Students with non-apparent disabilities often fail

to seek services due to the misconception that

the accommodation process is exclusive of

students with “non-visible” cognitive and mental

health conditions, and therefore the latter do not

qualify as disabilities warranting academic

modifications under federal statutes.

(U.S. Department of Education, National Center for Education Statistics, 2006).

Dyslexia Simulation

http://webaim.org/simulations/dyslexia

Web AIM

Equity is Being Able to…

Access the materials

Share in the social/cultural bonding experience

Sit at the table for policy/ decision-making

Bureau of Labor Statistics January 2013 Employment Rates

People EmployedUnemployed

with Disabilities 18.0% 13.7% without Disabilities 63.2% 8.3%

People with Disabilities and Financial Literacy

1 in 3 lives at or below the poverty level

Some of the highest rates of financial dependency of any group

Only 30% have either a checking or savings account

Saving for college appears out of reach

National financial literacy movement has not met needs of people with disabilities

Disability Innovation Context

People with disabilities who have functional

limitations are early adopters of Universal

Design (UD), assistive and accessible

technology, and activate market trends:

Disability Innovation Context Examples

Deaf/Hard of Hearing Community: Texting, vibrating pagers, captions (gyms, bars)

Blind/Low Vision Community: Talking caller ID, books on tape, audio descriptions

Mobility Community: Voice recognition software, curb cuts for rolling

baby strollers, skate boards, deliveries

Intellectual Disabilities Community: Picture menus, gadgets with icons

Universal Design

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

Copyright @ 1997 NC State University.

The Center for Universal Design.

Universal Design Continued

PRINCIPLE ONE: Equitable Use

The design is useful and marketable to people with diverse abilities.

PRINCIPLE TWO: Flexibility in Use

The design accommodates a wide range of individual preferences and

abilities.

PRINCIPLE THREE: Simple and Intuitive Use

The design is easy to understand, regardless of the user's experience,

knowledge, language skills, or current concentration level.

PRINCIPLE FOUR: Perceptible Information

The design communicates necessary information effectively to the user,

regardless of ambient conditions or the user's sensory abilities.

Universal Design Continued

PRINCIPLE FIVE: Tolerance for Error

The design minimizes hazards and the adverse consequences of

accidental or unintended actions.

PRINCIPLE SIX: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of

fatigue.

PRINCIPLE SEVEN: Size and Space for Approach and Use

Appropriate size and space is provided for approach, reach, manipulation,

and use regardless of user's body size, posture, or mobility.

Copyright @ 1997 NC State University.

The Center for Universal Design.