Transcript Achieving Accessibility through Compliance and Design

A Framework for Achieving Accessibility
through Compliance and Design
Keynote at Creighton University
October 12, 2005
Bobbi Cordano, J.D.
University of Minnesota, Disability Services
Forces Driving Change…
Student Statistics

Percentage of college freshmen with a disability: More than tripled over
the last 20 years. (3% in 1978, 9+% in 1998)

Number of high school graduates with disabilities matriculating in
postsecondary education: Rose from 3% in 1978 to 19% in 1996.
(Blackorby
& Wagner, 1996; Dukes & Shaw, 1999)

1 in 11 (or 154,520) first-time, full-time freshmen entering college in 1998
self-reported a disability (hearing, speech, orthopedic, learning, healthrelated, partially sighted or blind, or other conditions). (HEATH, 1999)

More than 50% of students with disabilities enrolling in postsecondary
education persist toward a degree or credential.

Number of students with Asperger’s has grown over 800% in last decade.
Sources: National Council on n Disability Position Paper on “People with Disabilities and Postsecondary
Education”, Sept. 15, 2003, citing Harris eSurvey, 2000; HEATH Survey, 1998; US DOE, 2000.
Forces Driving Change…
Work Place Trends

Aging
• National workforce median age: 40.5 in 2004. Projected to be
41.4 in 2012.
• U of M workforce median age: 45
(Bargaining Unit: 43 - Civil Service: 42 - P&A: 45 - Faculty: 50)
Stress
• One of the fastest growing reasons for loss time
• $300 billion in costs nationally
Growing
number of people with disabilities in the workforce
• Number of people with disabilities in the workforce increased
to over 20 million workers in the United States, constituting
12.4% of the workforce. (Annual Disability Status Report, 2004, Cornell Univ.)
Chronic Illness
• 1 in 3 people experience chronic illness in U.S. (CDC, 2004)
Compliance
Creighton University’s Legal Duty
Disability/Education Laws
IDEA
Section 504
ADA
Elementary/
Secondary
Postsecondary
Postsecondary/
General Public
Public schools must
provide services to
students with
disabilities
Universities that
receive federal
funds must be
accessible
Public services
must be accessible
regardless of
federal funds
School must identify
students and provide
services
People are
responsible for
disclosure and
requesting services
People are
responsible for
disclosure and
requesting services
See Curriculum Transformation And Disability (CTAD), a grant partnership between General College and Disability
Services that was funded by U.S. Department of Education (Project #P333A990015) to provide strategies for universal
instructional design to faculty.
Americans with Disabilities Act of 1990

Modeled after the Civil Rights Act of 1964, with
the addition of an affirmative duty to remove
barriers, when reasonable.

All public services must be fully accessible to
people with disabilities (regardless of
participation in federal aid programs).

Requires public entities to ensure students and
employees enjoy the same employment and
educational opportunities available to people
without disabilities.

Enforced by federal government agencies.
Definition of Disability
A person has a disability if s/he has
a physical or mental impairment that
substantially limits one or more of
the major life activities (walking,
standing, seeing, speaking, hearing,
breathing, taking care of oneself,
learning).
Systemic
Mobility
LD/ADHD
Types of
Disabilities
Sensory
Psychiatric
Acquired
Brain
Injury
Issues with Hidden Disabilities





“Passing”
May not belong in either world
Erratic nature of disability
Need to “prove” disability
Decision to disclose
Note: People with psychiatric disabilities are
the fastest growing group, the least
understood, and the least willing to disclose.
"It was difficult for me to complete this
survey because my disabilities are
hidden. Most people don't know
anything is wrong, since they can't
see anything wrong".
See Curriculum Transformation And Disability (CTAD), a grant partnership between General College and
Disability Services that was funded by U.S. Department of Education (Project #P333A990015) to provide
strategies for universal instructional design to faculty.
Reasonable Accommodations
A reasonable accommodation is a
modification or adjustment to a course,
program, service, job, facility or activity
that enables a qualified person with a
disability to have an equal opportunity.
Institutions are obligated to make
reasonable accommodations only to
known limitations of an otherwise qualified
individual.
Unreasonable Modifications

Those that would fundamentally alter
demonstrable academic or technical
standards or essential functions of a job.

Those that substantially alter the nature of the
benefit received from the course, program or
service, or the essential functions of a job.

Those that present an undue hardship.

Those that pose a risk to self or others.
Paradigm Shift…
Medical Model
Social Model
Disability is a deficiency or
abnormality.
Disability is a difference. Being
disabled, in itself, is neutral.
Disability resides in the
individual.
Disability derives from the
interaction between the
individual and society.
The remedy is cure or
normalization of the individual.
The remedy is a change in the
interaction between the
individual and society.
The agent of remedy is the
professional.
The agent of remedy can be the
individual, an advocate, etc.
Carol Gill, Director
Chicago Institute of Disability Research
Definition of Universal Design
Universal Design is the design of
products and environments to be usable
by all people, to the greatest extent
possible, without the need for adaptation
or specialized design.
The Center for Universal Design (1997). The Principles of
Universal Design, Version 2.0. Raleigh, NC: NC State
University.
Not just “one size fits all…”
The primary goal of Universal Design is to
create flexible, customizable products,
courses, programs, activities and
environments.
Meaningful Access
4 Environments
–
–
–
–
Physical
Programmatic/Policy
Informational
Attitudinal
Examine Your World
Physical Environments
Programmatic/Policy
Informational
Attitudinal
“It feels like people are saying,
‘We let you in; why do you need
anything more?’”
Universal Design creates
inclusive environments
Broadening of Definition of
Multicultural
Increasingly
difficult to provide “single”
identity, e.g., a person can identify as
Hispanic, GLBT, and Disabled.
The
part(s) of a person’s identity may
emerge in response to the
environment or circumstances.
UD for Diversity
Principle 1
Build barrier-free, welcoming
environments with attention paid to
attributes that include usability, diverse
content, access to artwork and graphic
design and geographic location relative
to function.
Copyright, Cordano, R.J., J.D,. and Mann Rinehart, Peggy, 2005. The application of the
principles of Universal Design as developed here do not constitute or imply acceptance or
endorsement from The Center for Universal Design of these applications.
UD for Diversity
Principle 2
Create spaces and programs that foster a
sense of community for all students,
particularly students from underrepresented
communities.
Copyright, Cordano, R.J., J.D., and Mann Rinehart, Peggy, 2005. The application of the
principles of Universal Design as developed here do not constitute or imply acceptance or
endorsement from The Center for Universal Design of these applications.
UD for Diversity
Principle 3
Design accessible and appropriate physical
environments that provide ease of use for
people who use different modes of interacting
or communicating and allow for confidential
use based on the services, programs or
benefits being delivered.
Copyright, Cordano, R.J,. J.D., and Mann Rinehart, Peggy, 2005. The application of the
principles of Universal Design as developed here do not constitute or imply acceptance or
endorsement from The Center for Universal Design of these applications.
UD for Diversity
Principle 4
Ensure that non-electronic information
environments are accessible and appropriate
so that information is delivered in formats (e.g.,
Braille, captioning, different languages),
understandable by and easily usable by
diverse users without requiring unnecessary
steps or “hoops” to jump through for
completion.
Copyright, Cordano, R.J., J.D., and Mann Rinehart, Peggy, 2005. The application of the principles
of Universal Design as developed here do not constitute or imply acceptance or endorsement
from The Center for Universal Design of these applications.
UD for Diversity
Principle 5
Design and maintain internet and other
electronic environments to ensure
accessibility and appropriate confidentiality
or privacy for those who use various adaptive
equipment, hardware (that may vary in age
and capacity) and software and for those
that require or need confidentiality or privacy.
Copyright, Cordano, R.J., J.D., and Mann Rinehart, Peggy, 2005. The application of the
principles of Universal Design as developed here do not constitute or imply acceptance or
endorsement from The Center for Universal Design of these applications.
UD for Diversity
Principle 6
Create inclusive and respectful policies and
programs that, from the beginning, take into
consideration the diverse student and
employee populations at the University and
provide natural and cognitive supports to
ensure full utilization of programs by students
and employees.
Copyright, Cordano, R.J., J.D., and Mann Rinehart, Peggy, 2005. The application of the principles
of Universal Design as developed here do not constitute or imply acceptance or endorsement from
The Center for Universal Design of these applications.
UD for Diversity
Principle 7
Hire and develop personnel who understand,
respect and value the University’s diverse
community of students and employees.
Copyright, Cordano, R.J., J.D., and Mann Rinehart, Peggy, 2005. The application of the
principles of Universal Design as developed here do not constitute or imply acceptance or
endorsement from The Center for Universal Design of these applications.
Compliance and Design
Universal Design
ADA

Remove barriers
through reasonable
accommodations.


With exception of some
construction guidelines,
largely implemented on
case-by-case basis.

Remove barriers for
widest range of
users/participants
through design.
Designed from outset to
be broadly accessible;
will require
individualized
accommodations from
time to time.
Curb-Cuts
•
•
•
•
•
Physical & Design curb-cuts
Electronic curb-cuts
Academic curb-cuts
Workplace curb-cuts
Social curb-cuts
“Diversity is…about purposeful and effective designs for supporting all students’
educational achievement.” Add the retention, success and promotion of faculty and
staff…
Future Trends in Higher Education
•Responsibility for designing or creating accessible
environments shared throughout the institution (not
including costs of core accommodation services)
•Focus less on case-by-case accommodations and
more on systems change
•Explore new applications of technology to remove
barriers or improve access
•Develop sustainable strategies that benefit the widest
range of people in the institution’s community
Quote source: Smith, D. G. and Associates (1997). Diversity works: The emerging picture of
how students benefit. Washington, DC: Association of American Colleges and Universities.