Presentation DRC 101 Title 101 Goes DRC for

Presentation DRC 101 Title 101 Goes DRC for Here. Liaisons DRC Subtitle of Available for download at Presentation drc. uic. edu/drc-101

AGENDA • Introductions • What is Disability? • Disability History in Higher Education • Disability Resource Center Process - Letters of Accommodation • Tools and Resources • Role of Liaisons • Virtual Visit to Disability Cultural Center

INTRODUCTIONS

Meet the DRC Team Director of DRC Sophia Hamilton Assistant Director of Health Science Disability Resource Kimberly Gardiner Disability Services Specialist Hugo Trevino Disability Services Specialist Gail Makuch Accessible Document & Technology Specialist Nick Esposito

Meet the DRC Team Pt. 2 Office Administrator Jesse Gutierrez Testing Coordinator Kelly Gerhardt Testing Coordinator Christine Guzman Graduate Assistant Testing Coordinator Undergrad & Grad & Document Lab Aides and Office Converter Helpers Nicole Sims

WHAT IS DISABILITY?

GROUP DISCUSSION: What is disability? What does disability mean to you, and where did you get that information?

HOW DO WE DEFINE DISABILITY? Legally: a physical or mental impairment that substantially limits a major life function Medical Model: a diagnosis; a problem within a person that needs to be “fixed” Social model: environmental, attitudinal, and societal barriers cause disability Universal Design: building environments without barriers benefits everyone

DISABILITY HISTORY IN HIGHER EDUCATION

DISABILITY IN COLLEGE HISTORY: WWII VETERANS and UC BERKELEY • Disabled veterans coming back from World War II formed the first notable “influx of students with disabilities enrolling in [postsecondary education]” and made it necessary to have a campus infrastructure to support these students (Madaus, 2011, p. 6). • Ed Roberts "The Father of Independent Living" was UC Berkeley's first student who was a wheelchair user in the 1960 s • Roberts paved the way for other students with disabilities to attend UC Berkeley, creating the student group "The Rolling Quads" in the 1970 s. • Together in 1970, The Rolling Quads created the first "student-led disability services organization [in the US], 'the Physically Disabled Students Program' [on the UC Berkeley campus]". (UC Regents, 2019)

DISABILITY IN COLLEGE HISTORY: GALLAUDET UNIVERSITY • "Deaf President Now" protest broke out at Gallaudet University, a university for D/deaf and hard of hearing students in 1988 when the Board of Trustees announcing a hearing person was selected as the new president of the University • The Deaf President Now protests led to the appointment of the university's first deaf president • The protests helped put a cultural focus on disability rights that was crucial for the passage of the Americans with Disabilities Act of 1990 two years later.

DISABILITY RIGHTS LAWS IN HIGHER ED Passed as a result of civil unrest and protest Different legal protections than for K-12 students: guarantee equal ACCESS, not equal success. Protect students with disabilities from discrimination, exclusion, denial of educational benefits; support “reasonable accommodations”

DISABILITY RESOURCE CENTER PROCESS

REASONABLE ACCOMMODATION (IN BRIEF) Not an advantage; about removing the barrier to equal access: • Testing accommodations • Sighted lab assistance, interpreting, CART, captioning • Classroom relocation, accessible furniture • Alternate text formats like audio, Braille • Peer note taking • Assistive technology and software • Accessible transportation and housing • Attendance and deadline flexibility

REASONABLE ACCOMMODATIONS • NOT of a personal nature (personal care attendant, mobility equipment, speech therapy, etc. ) • CANNOT pose a direct threat to student or others • CANNOT significantly alter curriculum (essential elements of course) • Ex) EMT Test

INTERACTIVE PROCESS • The “interactive process” determines appropriate accommodations that meet an individual’s needs • Accommodations are made on a case-by-case basis and are based on disability documentation and student interview with Disability Specialist • Not prescriptive by disability – what works for one student may not be a good fit for another • Process results in a Letter of Accommodation (LOA), which specifies a unique accommodation plan

LETTER OF ACCOMMODATION Share your Letter of Accommodation (LOA) with course instructor-- LOAs do not expire and instructors may receive them at any point during the semester. Accommodations are not retroactive – they are provided going forward from receipt of the LOA. The DRC is available if there any questions or issues with implementation for your particular course at drc@uic. edu and at (312) 413 -2183.

Implementing Accommodations • Engage in a private conversation about the your accommodations and unique needs in the class • Focus on accommodations: you do not have to disclose disability, instead say, • “I am a student with a disability and I am registered with the DRC. ” • Clearly express how you and the instructor will work together to implement the accommodations. • Your accommodations are your “Tool Kit” • Record expectations, arrangements, or agreements in writing or email. This is particularly important for assignment extensions. • We want you to be self advocates but we are here to advocate for you too. NOTE: Some accommodations may be implemented in different ways for different classes!

TOOLS AND RESOURCES AT UIC

TOOLS FOR REFERRAL AND REPORTING • Guide to Accommodations now live on website • Guide for Online Accessibility and Accommodations (coauthored with ACCC, DCC) • Guide for Accessible Online Events (co-authored with DCC)

TOOLS FOR REFERRAL AND REPORTING • A syllabus statement, DRC flier, DRC PPT slide, and sample “script” for class announcement are available on the DRC website under “Faculty, DRC Referral Materials” • To report any accessibility issues on campus, please complete the reporting form on the DRC website, under “Report an Issue, Online Reporting of UIC Accessibility Issues”

Student Resources at UIC! • Disability Cultural Center: affirms and celebrates disability communities by exploring intersectional identities, developing disability culture, fostering a sense of belonging, and fighting for social justice. • SUCCEEDS Clinic: a resource dedicated to providing services to UIC students with ADHD who are struggling with academic or mental health difficulties • Coalition of Autism and Neurodivergent Students (CANS): a student-led community for autistic and neurodivergent college students to meet friends, share resources, and participate in workshops, activities, and advocacy. • Chicagoland Disabled People of Color Coalition (DPOCC): a group founded by, centered around, and run by disabled, Deaf, autistic, and neurodivergent people of color

ROLE OF DRC LIAISONS

ROLE OF DRC LIAISONS • • • Point People Connecting College to DRC Information (Two-Way Communication) Troubleshooters Standing Committee of Thought Leaders Improving Accessibility Practices on Campus

REVIEW OF LIAISON WORK 2020 • Consulted on and co-created Attendance Flexibility and Deadline Flexibility guidelines on DRC website • Working on piloting case management model for DRC students/LOAs in COE and CBA for Fall 2021 • Accessible Furniture recommendations for DRC/OAE will likely lead to DRC obtaining repository of accessible furniture

DISABILITY CULTURAL CENTER!!!