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Inclusive Communities: A Student Affairs Practitioner's Role in Disability Services

Inclusive Communities: A Student Affairs Practitioner's Role in Disability Services. Sheryl Rosenberg, James Spaan , Nathan Fanning, Nikki Robison, Nick Dietrich EDUC 515: multicultural perspectives December 6, 2011. Overview. ADA Act Developmental Disabilities Key Challenges

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Inclusive Communities: A Student Affairs Practitioner's Role in Disability Services

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  1. Inclusive Communities: A Student Affairs Practitioner's Role in Disability Services Sheryl Rosenberg, James Spaan, Nathan Fanning, Nikki Robison, Nick Dietrich EDUC 515: multicultural perspectives December 6, 2011

  2. Overview • ADA Act • Developmental Disabilities • Key Challenges • Resources for Support • N'Clusive X Activity • Physical Disabilties • Implications • Best Practices • References 

  3. Americans with Disabilities Act (ADA) • Enacted in 1990 • Americans with Disabilities Act Amendment Act (ADAAA) • Enacted in 2008 • Leading up to ADA • Section 504 of Rehabilitation Act • Civil Rights Restoration Act

  4. Developmental Disabilities • The term 'developmental disability' means a severe, chronic disability of an individual 5 years of age or older that • is impaired mentally and/or physically • is likely to continue indefinitely • manifested by age 22 • results in substantial limitations • reflects the needs for lifelong supports

  5. Key Challenges • Navigating Social Situations • Dealing With Transitions • Planning Ahead • Perseveration • Time Management • Budget • Transportation

  6. Resources for Support Department of Developmental Disabilities www.dshs.wa.gov/ddd Autism Society of America www.autism-society.org The ARC www.thearc.org Autism Speaks www.autismspeaks.org Outdoors for All www.outdoorsforall.org

  7. Disability Statistics

  8. N'Clusive X • Modified from California State Northridge Presentation (11/2/11) • Please stand up and spread out • 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

  9. Implications • Proactive vs. Reactive Accommodations • Consider permanent and temporary disabilities

  10. 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

  11. Best practices • Disabled Students' Residence Program, Cal Berkeley  • UC Berkley Disability Rights and Independent Living Movement Site

  12. 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

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