A Neighbourhood Model of Accessibility Reenvisioning the work

A Neighbourhood Model of Accessibility: Re-envisioning the work of Accessibility Services Sarah Kloke, On Location Team Lead of Accessibility Services Michael Nicholson, Director of Accessibility Services

A Neighbourhood Model of Accessibility From Theory To Practice To Presentation

From Theory: The Climate Accessibility Services: University of Toronto, St. George (Fisher & Kelly, 2017) • 54% increase in registration in the last 5 years • 78% increase in students with mental health disabilities in the last 5 years • 29% of students report having more than one disability • Increase in graduate, professional, and international students registered with Accessibility Services

From Theory: The Climate • Size of campus • Complexities of St. George Campus ◦ 28 different faculties/ divisions ◦ Unique college system • Instructors & Accessibility Services ◦ Limited familiarity with other’s role ◦ Connected on isolated, complex, or urgent cases

From Theory: The Background • Program Review in May 2017 ◦ Academic accommodations as a collaborative process ◦ Support for targeted student populations ◦ Increased student transition support ◦ Enhanced communication, training, and outreach for instructors • Adding to the current Student Life On-Location community

To Practice: The Background

To Practice: The Model October 2017 August 2018

To Practice: The Model

To Practice: The Outcome • 10 On-Location Accessibility Advisors • Academic complexity vs. Disability complexity • 300+ student appointments offered per week • Reduced caseloads ◦ Reduced wait times for students ◦ Increased communication: ◦ Advisor & Student, Instructors, and Test & Exam Services

To Practice: The First Year • Increased visibility ◦ On-Location Advisors at staff/ instructor meetings ◦ On-Location consultations • Referral process ◦ Online Registration ◦ Specific procedures for students with broken bones • Student Transfers • Deeper understanding of department/ program-specific processes ◦ Learning curve after December 2018

To Presentation: The Impact What is the impact of the on-location model for students?

Receiving information about your accommodations from your Registrar/Instructors: 100% 80% 60% 59% 47% 40% 20% 0% On-location Central

Do you feel that you have the services/supports available to help you learn effectively at U of T? Central On-Location 17% 7% 13% Strongly disagree Agree 13% 24% 26% Disagree Strongly agree 38% 41% 7% 13% Neither agree nor dis

My ability to negotiate/handle my accommodations with instructors has improved since I first registered Central On-Location 7% 10% 37% 6% 5% 0% 10% Strongly disagree 33% 20% 30% Disagree 13% 38% 40% 50% 60% Neither agree nor dis 18% 70% Agree 80% 90% 100% Strongly agree

To Presentation: The Feedback “Prior to working with my (On Location Advisor), it was sometimes difficult to get in contact with my counsellor to help me with extended deadlines, etcetera. However, since being placed with my on-site counsellor, these problems have been totally alleviated. ” “My On Location Advisor is great! She gets back to me by email in a timely manner. Convenient drop-in hours and understanding personality. I like that my Advisor is at Woodsworth College, much closer and easier for me to get too. ”

To Presentation: The Feedback • “Putting a face to a name” • Reduced barriers for local staff/ students • Staff report knowledge expansion of procedures/ referrals • Communication with team rather than staff 1: 1 • Increase in: • Consultations/ connections between local staff/ student and AS • On-Location Accessibility Advisors referring to other resources

Preconditions • Switch to digital files • Online registration • Strongly defined intake & triage model • On Location Team Lead role • Embedded models already at play on campus • Commitment from the location ◦ Involvement in interview/ hiring process

Lessons Learned • Understanding each academic culture from the beginning • Negotiating change • Repetition • Under promise • Continued and constant communication • Role Clarification ◦ Staff support vs. Disability support ◦ Identifies gaps in understanding

Preconditions & Lessons Learned • Flexibility of staff • Doubling the “home team” • Collaborate with Central staff o. Shadowing o. Involvement in training • Skype meetings, text, cell phone Guaranteed availability

Key Take-Aways • University ◦ Relationships • Department ◦ Flexibility & Humility of what wasn’t working • Team ◦ Outreach vs. On-Location: role reinforcement ◦ Individualizing the model ◦ Faculty of Kinesiology & Physical Education ◦ Innis College

To Presentation: What’s Next? • Assessment ◦ Yearly Accessibility Services Student Survey ◦ Environmental Scan & On Location Staff Manual • Instructor & Staff Development ◦ Eg. Accessibility Services & Graduate Coordinators • Ongoing Contact with Community ◦ Spring/ Summer Orientation ◦ Location-specific service model changes • Privacy & Confidentiality Conversations

To Presentation: What's Next? Questions?