#6.2 OUT OF THE BOX! The Student Interview and Documentation Practices Sharon Downs Heather Mole.

#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]