20130531 di(ver)sability new_lines_of_flight

Di(ver)sability Awareness
Searching for new lines of flight
Support Center for Inclusive Higher Education
May, 31st
- 2013
Leen
Thienpondt

INHOUD
1. Support Center
 Support all Flemish higher
education institutions
1.Support Center
2.Need for awareness
3.Workshop 1.0
4.Unintentionally…
5.Workshop 2.0

INHOUD
1. Support Center
Goals?
Realize inclusive higher education
Equal opportunities
Full participation
1. Support Center
2. Need for
awareness
3. Workshop 1.0
4. Unintentionally…
5. Workshop 2.0

INHOUD
1. Support Center
How?
Bottom-up
In dialogue
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
1. Support Center
 Part of an international network:
www.thelinknetwork.eu
1. Support Center
2. Need for
awareness
3. Workshop 1.0
5. Workshop 2.0

INHOUD
2. Need for awareness…
 Increased enrollment among
students with a disability in higher
education.
“Students with disability find their way to
university” (29/11/2011)
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
Questions…
What are the appropriate adjustments
for (all) students with label dyslexia?
What to do when an autistic student
comes into my class?
How to handle with
students with ADHD?
…
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
International research
“students and faculty still feel
awkwardness, embarrassment, or pity
when interacting with persons with
disabilities” (Bruder & Mogro-Wilson,
2010)
“Students and faculty voiced concern
that their actions or conversation
might have been inappropriate.”
(Bruder & Mogro-Wilson, 2010)
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
 “students’ experiences in higher
education depended to a great extent
on the level of awareness of the
members of the staff they came into
contact with.” (Tinklin & Hall, 1999)
 “Negative attitudes were the single
biggest barrier reported by
participants” (Hanafin et al., 2007)
 “Attitudinal barriers' is recognized
widely as an impediment to success of
persons with disabilities” (Rao, 2004)
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
“Faculty at institutions of higher
education need to be better informed
to improve their attitudes” (Rao, 2004)
“… findings indicate that students
and faculty would benefit from, for
example a disability awareness
campaign aimed at students and
faculty to increase interaction and
understanding of disability.” (Bruder &
Mogro-Wilson, 2010)
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
 “Attention needs to be paid to
raising awareness amongst all staff
of the institution, including
academic, support and service
staff.” (Tinklin & Hall, 1999)
 “…address the challenge of how
genuinely to celebrate and
embrace differences among
students.” (Tinklin & Hall, 1999)
1. Support Center
2. Need for
awareness
3. Workshop 1.0
5. Workshop 2.0

INHOUD
Flemish research (Soetaert, 2011):
“There’s often a lack of
understanding, when I say ‘I have
autism’, they instantly have an
image of a person who’s sitting in
the corner of the room. All those
prejudices, it’s not nice.”
“That’s not possible, dyslexia
doesn’t exist.”
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
Flemish research (Soetaert, 2011):
“They see a healthy person, but
actually I’m not healthy. (…) I think
it would be easier if I had lost a
leg, so they can see there is
something.”
“I had an attack and I heard her say:
“Ah that’s not epilepsy” or “He shows
off”. You also get those kind of
comments.”
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
3. Workshop 1.0
 Make persons aware of their
attitude towards persons with a
disability.
 Tips and advice.
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
3. Workshop 1.0
 Terms
 Stereotypes
 Barriers
 Disability as a social construct
 Ableism
 Tips
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
4. Unintentially …
As a reflective practitioner…
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
4. Unintentially…
Myths:
They are helpless and depending on
us…
They play the victim role to receive
an allowance and additional support.
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
5. Workshop 2.0
 Encourage people to reflect.
Perspectives on disability.
Construction of categories.
Own attitudes.
 Non-stereotypical depiction.
 Respect for diversity
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
5. Workshop 2.0
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
5. Workshop 2.0
1.Support Center
3.Workshop 1.0
5.Workshop 2.0
Can you find the person with
a disability?

INHOUD
5. Workshop 2.0
1.Support Center
3.Workshop 1.0
5.Workshop 2.0
Difference
Differenciation

INHOUD
5. Workshop 2.0
Exercise:
In need of support
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
5. Workshop 2.0
Exercise:
Who am I ?
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

INHOUD
5. Workshop 2.0
Exercise:
Groups & Identity
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

“The map of a nomadic topos is unlike any other
map; it is at once map and territory. It is
onrepresentational, which is to say, it does not
represent but makes connections and projects new
lines of flight. Each concept in the map is also a
living circuit of becoming, rather than a dead icon.
It is a becoming-map — therefore, one cannot
read this map with the idea of a referent; one can
only experiment with it, insert oneself into the
making of it even as one constructs it.
(Roy, 2003, p.80, cited in Steeves, 2012).

INHOUD
6. Questions? Remarks?
1.Support Center
3.Workshop 1.0
5.Workshop 2.0

Thank you for your attention!
Contact details
Leen.Thienpondt@siho.be
info@siho.be
www.siho.be and follow us on

20130531 di(ver)sability new_lines_of_flight

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