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#6.2 OUT OF THE BOX! The Student Interview and
Documentation PracticesSharon DownsHeather Mole
Agenda
1 Social Model of Disability (quick overview)
2 The Interview: What language are we using?
3 Exercise - reframing our questions
4 Where does documentation fit in?
5 Where do I go from here?
Social Model of Disability
Judith Butler and Sunaura Taylor discuss disability
More about the initial interview
Session 7.2 | Thursday 4:00 - 5:30
It's My Privilege to Serve You: Exploring the Role of Power and Privilege in Our Work
Melanie ThorntonUniversity of Arkansas CURRENTS
More about documentation
Session 8.3 | Friday 9:00 - 10:30
AHEAD’s Updated Guidance on Reasonable Documentation
AHEAD Board and Leadership
Source: Gill, C. (1994) Two Models of Disability. Chicago Institute of Disability. University of Chicago.
Medical Model Social Model
Disability is a deficiency or abnormality Disability is a difference
Being disabled is negative Being disabled, in itself, is neutral
The remedy for disability-related problems is cure or normalization of the individual
The remedy for disability-related problems is a change in the interaction between the individual and society
The agent of remedy is the professional who affects the arrangements between the individual and society
The agent of remedy can be the individual, an advocate, or anyone who affects the arrangements between the individual and society
Disability as Diversity
Images from http://info.tuwien.ac.at/best/sc2006/participants/overview.php
http://www.architecture.com/FindOutAbout/InclusiveDesign/InclusiveDesign.aspx
The Interview:What language are we using?
Reframing our questions exercise
What's your disability?
What accommodations do you need?
How do you manage in class?
Where does documentation fit in?
AHEAD's guidelines
Primary = Student narrative
Secondary = Disability office staff impressions
Tertiary = External documentation (including evaluation, IEP, medical note, etc)
Scenarios
• Student using a wheelchair
• A student with chronic fatigue/fibromyalgia
• A student with ADHD - recorded lectures
• A student with ADHD - extra time
Revised Documentation GuidelinesThe process for determining accommodations is a collaborative one that may or may not require third-party documentation. We encourage students to contact us to engage in a discussion to identify and remove barriers in their academic experience.
UALR’sDocumentationDecision Tree
More about the initial interview
Session 7.2 | Thursday 4:00 - 5:30
It's My Privilege to Serve You: Exploring the Role of Power and Privilege in Our Work
Melanie ThorntonUniversity of Arkansas CURRENTS
More about documentation
Session 8.3 | Friday 9:00 - 10:30
AHEAD’s Updated Guidance on Reasonable Documentation
AHEAD Board and Leadership
Thank you for attending#6.2 OUT OF THE BOX! The Student
Interview and Documentation Practices
Sharon Downs | [email protected] Mole | [email protected]
