Transcript Creating an Inclusive College Experience: Access Beyond

Lauren MB Kinast,
University of Texas
Bambi Riehl,
University of
Wisconsin-Milwaukee
• What IS the ‘college experience’
for students?
• Challenges Accessing the “College Experience’
– Actual Experiences Shared
– PN2 Research Found
• Sample Campus Philosophy on ACCESS
• Survey Respondents
• Campus Coordination & Budget Models
• Tools / Steps to Take with You
• In the News:
http://georgetownvoice.com/2014/04/10/gusa-resolution-aims-to-assist-deaf-community/
• “Presently, there is no centralized system to pay for sign
language interpreters at extracurricular events, and the
responsibility often falls on individual students to arrange
for their own interpreters.”
• “If I ask for interpreters, it’s through the Academic Resource
Center, and it’s a battle, not necessarily with the ARC, but
with the departments here because it is all about money,”
Heather Artinian (COL’15) previously told the Voice.
In the News:
http://www.ilusa.com/News/deaf_college_un.htm
''I find it very frustrating,'' said Collins, speaking
in sign language translated by an interpreter.
‘'I feel I have to fight for everything. ... I can't
relax and have a regular college experience.'‘
•''Social learning - discussion in a cafe, discussion with a
professor - shouldn't be considered incidental,'' said Ruth
Bork, director of the Disabilities Resource Center at
Northeastern. ''It's part and parcel of what you come to
college for. It contributes to your growth, to figuring out
who you are.''
PN2 Needs Assessment Report
http://pepnet.org/sites/default/files/NAMASTERCOMPILEDPDF.pdf
Another trend that professionals have noted as a
concern is that it is difficult to determine who is paying
for the resources available to students who are DHH.
One focus group, discussed this in depth, and they tended
to agree that the services requested by students are
available, but that they are difficult to implement, because
there are challenges to finding who would be financially
responsible for the service. The professionals believed that
the bureaucracy and lack of coordination between
departments of the institution created difficulties in
attaining financial support for services requested.
PN2 Needs Assessment Report
•“I think something that frustrates me is
when people start doing finger pointing as
to who is responsible for providing this, who
is paying for this... Is it the faculty? Is it the
department? Is it the college? Is it I.T.? Is it
disability services?... It would be nice if we
could get past the finger pointing because it
is the responsibility of the
institution.”(professional)
• Deaf and hard-of-hearing students are very
much a part of campus life at (college). The Program for
Deaf and Hard of Hearing Students at (college) provides
total access for deaf and hard-of-hearing students and
members of the community to all programs and
activities at the college.
Qualified interpreters and notetakers are provided for
classes and for conferences in any campus office. In
addition, interpreting services are available for any
student club activities, athletic and cultural events.
Responses for: Bill to Department(s)
Athletic Events: 34.09%
Dept Meeting for Student Workers: 33.33%
Fraternity/Sorority/Greek Organizations: 31.58%
TIED: Plays / Student Organizations: 28.57%
National Conference on Campus: 28.26%
Happy Hour with Cohorts: 27.03%
Guest Lecture: 26%
Career Services/Workshop: 22%
2009 PEPNet Postsecondary Interpreting
and Speech-to-Text Survey
If your office provides interpreting/captioning services for campus-wide events other than
classes, for example, guest lectures, chancellor's speeches, departmental meetings,
theatrical performances, etc. which procedure below is used for funding?
Answer Options
We bill back to the department hiring us.
We have general campus funds given to our
department to provide the service.
NA We provide interpreting and captioning services
only for academic related needs.
Other (please specify)
Response Percent
28.2%
30.9%
18.2%
22.7%
answered question
110
If your office provides interpreting/captioning services for
campus-wide events other than classes, for example, guest
lectures, chancellor's speeches, departmental meetings,
theatrical performances, etc. which procedure below is used
for funding?
We bill back to the department
hiring us.
We have general campus funds
given to our department to
provide the service.
NA We provide interpreting and
captioning services only for
academic related needs.
Other (please specify)
2009 PEPNet Postsecondary Interpreting
and Speech-to-Text Survey: “Other”
•Eight Respondents said it comes from Disability Services budget
•Five Respondents said it comes from Campus General
Fund/Administrative Account/Etc.
•Five Respondents said it is billed directly to Department/Host
•Three Respondents said they provide Department with referrals
and the Department then schedules and covers the cost(s)
We absorb the cost. Depts with deaf staff are
responsible as of year two of employment (to give
the dept time to budget for interpreters).
50% from university
general funds to cover
costs for accommodations
outside of the classroom
• What IS the ‘college experience’
for students?
• Challenges Accessing the “College
Experience’
– Actual Experiences Shared
– PN2 Research Found
• Sample Campus Philosophy on ACCESS
• Survey Respondents
• Campus Coordination & Budget Models
• Tools / Steps to Take with You
Interim Assistant Director
Accessibility Resource Center
University of Wisconsin-Milwaukee
• Compliancy concerns
– Departments/Colleges often claim they don’t have the
funds (“They’ve never had a request for interpreters
before.” Often not planned in their budgets.)
– Is it reasonable to hold Student Organizations responsible
for the costs of interpreters/CART services?
– “If others have access to any programs/events on
campus, then ALL should have access.”
• Budget concerns
– Create a line item for each department/college budget?
– Institution is accountable as a whole.
– Ongoing education to departments/colleges to reserve
funds for potential requests.
Community College
Small Sized (5-15
D/HH Students)
Campus
Medium Sized (1640 D/HH Students)
Campus
Large Sized (41+
D/HH Students)
Campus
Email /In Person
Request to DSS Office
In Person Request to
DSS Office
Email Request to
DSS Office
Online Request to
DSS Office
Student Requests
covered by DSS
Budget, Revenue
Earning Events
covered by their
Budget, Institution
covers all CampusWide Events
Classroom Related
Budget covered by
DSS, all others
Chargeback
50% Budget from
DSS (Student
Requests) & 50%
Budget (NonStudent Requests)
from Institution
One Budget (DSS OR
Institution) covers
ALL Requests,
Revenue Earning
Events covered by
their Budget
Student Requests
coordinated by DSS
Staff, Campus
Requests coordinated
by Department(s)
Student Requests
coordinated by DSS
Staff, Campus
Requests
coordinated by
Department(s)
Coordinated by DSS
Staff, Non-Student
Requests
coordinated by ADA
Coordinator
Coordinated by DSS
Staff
Review your institutions’ policy about the provision of
accommodations for Deaf/HH Students, Faculty, Staff,
and Campus Visitors.
If your institution has a ‘de-centralized’ system, is there
a tipsheet/guidelines readily available (on your website)
for departments/colleges to refer to when securing
interpreting or captioning services for a requestor.
• Include contact numbers for agencies/service providers.
• Costs to expect/be aware of to incur.
• Logistical information to have beforehand (script, location,
client, etc.)
 Conduct a Survey with your D/HH Students. Inquire about
their level of satisfaction with services/accommodations.
• I am satisfied with the quality of my interpreting or captioning services.
• What is the most common frustration or hesitation you experience when
approaching event host/organizers about accommodations?
• Have you used the online special request form to request services outside
of the regularly scheduled class times? (Yes / No)
• When I request services outside of regular scheduled class times DSPS has
arranged services successfully. (Strongly Agree – Strongly Disagree)
• What would make your experience with Deaf/Hard of Hearing services
better at the University?
• In what areas of the University have you encountered barriers that still
need attention? (Clubs/Organizations, Dining/Food Services, Housing, Rec
Sports/IM, Sporting Events, Campus Events, Off Campus Events)