INCLUSIVE COMMUNITIES: A STUDENT AFFAIRS PRACTITIONER'S ROLE IN DISABILITY SERVICES

S H E R Y L R O S E N B E R G , J A M E S S P A A N , N A T H A N F A N N I N G , N I K K I R O B I S O N , N I C K D I E T R I C H

E D U C 5 1 5 : M U L T I C U L T U R A L P E R S P E C T I V E SD E C E M B E R 6 , 2 0 1 1

OVERVIEW

• ADA Act• Developmental Disabilities

o Key Challenges• Resources for Support• N'Clusive X Activity• Physical Disabilties• Implications• Best Practices• References 

AMERICANS WITH DISABILITIES ACT (ADA)• Enacted in 1990

• Americans with Disabilities Act Amendment Act (ADAAA)o Enacted in 2008

• Leading up to ADAo Section 504 of Rehabilitation Acto Civil Rights Restoration Act

• The term 'developmental disability' means a severe, chronic disability of an individual 5 years of age or older thato is impaired mentally and/or

physicallyo is likely to continue

indefinitelyo manifested by age 22o results in substantial

limitationso reflects the needs for

lifelong supports

DEVELOPMENTAL DISABILITIES

• Navigating Social Situations

• Dealing With Transitions• Planning Ahead• Perseveration• Time Management• Budget• Transportation

KEY CHALLENGES

RESOURCES FOR SUPPORT• Department of Developmental Disabilities

o www.dshs.wa.gov/ddd• Autism Society of America

o www.autism-society.org• The ARC

o www.thearc.org• Autism Speaks

o www.autismspeaks.org• Outdoors for All

o www.outdoorsforall.org

DISABILITY STATISTICS 

 

N'CLUSIVE X

Modified from California State Northridge Presentation (11/2/11)• Please stand up and spread out

o Make sure that there are no people or objects within arm’s length

• Take on the disability you have been "given"• Participate as fully as you feel comfortable

IMPLICATIONS

• Proactive vs. Reactive Accommodations

• Consider permanent and temporary disabilities  

IMPLICATIONS CONTINUED...

• Orientation• Residence halls• Recreation Activities (gym facilities, intramurals, etc.)• Programs and events ie, concerts and lectures • Study abroad options• Retreats• Campus community spaces• Accessible web design for visually impaired

BEST PRACTICES• Disabled Students' Residence Program, Cal Berkeley • UC Berkley Disability Rights and Independent Living Movement Site

 

REFERENCES

• Maryland Developmental Disabilities Act (n.d.). Developmental Disabilities Assistance and Bill of Rights Act Amendments of 2000. Retrieved from http://www.md-council.org/

• Mauro, R. (n.d.) Disability Statistics. Retrieved from http://codi.buffalo.edu/ • Mayerson, A. (1992). The history of the ADA: A movement perspective. Retrieved from http://               

www.dredf.org/publications/ada_history.shtml• Sharf, R. S. (2010). Applying career development theory to counseling. Belmont, CA: Brooks/Cole• Standifer, S. (2009). Adult autism and employment. Disability Policy and Studies School of Health

Professionals, University of Missouri Health System. Retrieved from http://dps.missouri.edu/• Wehman, P. (2005 to 2011). The importance of transition for individuals with autism spectrum disorder.

Autism Speaks Inc. Retrieved from http://www.autismspeaks.org/• http://weconnectnow.wordpress.com/• http://deltaalphapihonorsociety.org/default.aspx• UC Berkeley (2010a). About the disabled students’ residence program. Retrieved from

http://dsrp.berkeley.edu/about.html•  UC Berkeley (2010b). History of Cal’s disabled students’ program and residence program. Retrieved from

http://dsp.berkeley.edu/history.html• http://pdx.edu/recreation/UC Berkeley (2010c). The disabled students’ residence program. Retrieved from

http://dsrp.berkeley.edu/• http://www.ub-disability.buffalo.edu/yoga.php