13th Annual Multiple Perspectives Conference
"Intersections and Independence"
April 16 & 17, 2013
Tuesday, April 16, 2013
8:30am-10:00am - Concurrent Sessions
Session A: Understand Our Complexities, but See Our Potential: Inclusive Post-Secondary Education
Heidi Brett Mendez, M.Ed., Director of the Transition and Access Program, Adjunct Professor and Doctoral Student, CECH-Division of Special Education; Diane Clouse, M.Ed. Graduate Assistant, Adjunct Faculty and Doctoral Student, University of Cincinnati
UC’s Transition and Access Program (TAP) is a four-year non-degree inclusive program providing students with intellectual disabilities opportunities to experience college by participating in college classes, residential campus living, paid vocational internships, and campus social life.
Research shows a positive correlation between the level of education and employment opportunities for people with disabilities (Zafft, Hart, & Zimbrich, 2004). Their ability to access employment opportunities ensures a better chance of becoming productive and independent members of society. There are currently almost 200 PSE programs available for students with intellectual disabilities. As awareness of the significance of postsecondary education for students with intellectual disabilities increases, so does the need for further research on the effectiveness of these programs.
Not only does TAP offer great new opportunities for students with intellectual disabilities, but much needed research is being completed using data from UC’s TAP program. Currently there are many gaps in the literature regarding post-secondary opportunities for students with intellectual disabilities, i.e., No best practices have been established to launch and sustain a successful program; Lack of student participation in the research data to date (Hafner, et al., 2011; O’Brien, et al., 2009; Paiewonsky, 2011); and lack of long term outcome data to determine if programs provide students with intellectual disabilities the skills necessary to improve their ability to live independently, maintain employment, and improve their overall quality of life. Such data will be collected at UC’s program to help inform practice and provide access to valuable inclusive post-secondary educational programs.
Finally, University of Cincinnati has a vision of a world in which young adults with intellectual disabilities have the option of electing postsecondary education as part of their planning for transition from high school to the adult world. UC will be a world leader in creating an authentic, inclusive living-learning experience that builds career skills, academic achievement, personal responsibility, interpersonal competence, and a promising future for young adults with intellectual disabilities.
Session B: Organize Your Life With Accessible iOS Apps
Nolan Crabb, Assistive Technology Director, ADA Coordinator's Office, The Ohio State University; James R. Westmoreland, Mobile Applications Programmer
In this session, attendees will, via an interactive lecture, gain a greater understanding of iOS apps dedicated to improving productivity, organizing and creating lists, keeping track of the progress of multiple projects, and more. The presentation will discover apps of value to persons whose cognitive deficits may encumber their ability to accomplish tasks on time or appropriately prioritize them. All apps referenced in this presentation will be accessible using VoiceOver and/or Zoom—the built-in screen reader and magnifier in iOS.
Participants will learn which iOS apps are available to organize specific portions of their lives. They will also better understand how VoiceOver interacts with the apps chosen, and how they can implement different apps concurrently to achieve different aspects of productivity and organization enhancement.
Session C: Top Ten Micro-Inequities: The Barriers to Inclusion
Natalie Holder-Winfield, Esq., QUEST Diversity
Have you ever felt excluded from the inner workings of an organization because you were the new person? Have any of your students ever felt excluded? The answer may surprise you. Most of us share a common experience: being an outsider. From being the new transfer student to walking into a meeting where everyone is a stranger, most of us share a common ground experience of realizing when we are the “only one.”
In various contexts, students who are different—whether based on nationality, race, color, sexual orientation, gender, age, ethnicity, disability or even a characteristic that is not apparent—may feel marginalized by subtle (and not so subtle) encounters with majority members of the campus community. This marginalization can result in low morale, high attrition rates, or difficulty recruiting top talent from diverse backgrounds.
Throughout the session, participants explore how behavior is perceived by others and how it can interfere with a productive environment through the lens of the Top Ten Barriers to Inclusion, a diversity in leadership training program that provides management strategies for students who may find themselves in the minority.
Session D: Disability Service Provision in Higher Ed: Beyond UDL – Critical theory vs. mainstreaming
Frederic Fovet, Director, Office for Students with Disabilities, McGill University
The Social Model of Disability is increasingly embraced by campuses and tangibly implemented through Universal Design (UD). Can Disability service providers retain Critical Theory perspective while celebrating the mainstreaming of Disability? Conceptually Universal Design for Learning benefits all learners; also, by shifting the focus from the individual to the environment, UD has diminished the need for disclosure, removed stigma and reduced the need for much of the retrofitting and specialized support which used to exist. Herein lies some of the tension which this presentation wishes to analyze: by forcing giant leaps towards inclusion, UDL has also removed the need for much of the advocacy which emanated from Disability service units. Does the mainstreaming of Disability, through successful UD implementation, endanger the very notions of advocacy and Critical Theory lens?
The presentation analyses a campus’ journey on UDL implementation through 2011-12 and highlights some of the conceptual tension recorded in this process between the ‘mainstreaming’ of access issues and the mandate of its Disability service provider to advocate for minority rights. The author scrutinizes this institution’s experience to highlight possible compromises between an environment-focused inclusion agenda and the imperative to remain solidly aware of the Critical Theory lens on Disability. It will argue that policies and objectives of Disability service providers in Higher Education can, beyond UDL implementation, both (i) benefit from the mainstream Neo-liberal interest on diversity, access and student retention and (ii) continue to serve the needs of students with Disability and amplify their voice and political message.
10:15am-11:45am - The Ken Campbell Memorial Lecture on Disability Policy
"Section 504 at Forty: An Overview of the History of Disability Discrimination Issues for Higher Education," presented by Laura Rothstein, Professor and Distinguished University Scholar, Louis D. Brandeis School of Law, University of Louisville
Room 140 Pfahl Hall, connected to the Blackwell Hotel
Dr. Rothstein takes note that September 26, 2013, marks the 40th Anniversary of Section 504 of the Rehabilitation Act which required that programs receiving federal financial assistance not discriminate on the basis of “handicap” (in the language of the day). The enormous impact of this law (and later the Americans with Disabilities Act) on higher education was not foreseen in 1973; however, disability issues on campus have evolved. The challenges and complexities of technology, shrinking resources, increasing mental health concerns, and other issues make it critical for our community to embrace not only the letter but the spirit of disability rights law.
http://www.law.louisville.edu/faculty/laura_rothstein
12:00pm-1:15pm - Lunch and Information Exchange - Blackwell Hotel Ballrooms
1:30pm-3:00pm - Concurrent Sessions
Session A: Disability History of the United States
Dr. Kim Nielsen, Professor, Disability Studies, University of Toledo
Dr. Nielsen has written the first book to place the experiences of people with disabilities at the center of U.S. history, from the period before European arrival to the present. Like her most recent book, A Disability History of the United States, her presentation illustrates how concepts of disability have shaped the American experience in relation to immigration, establishing labor laws and justifying slavery and gender discrimination. Her work includes powerful stories spanning narratives of women being involuntarily sterilized to accounts of veterans returning with disabilities securing civil rights. http://utoledo.academia.edu/KimNielsen
Session B: Technology for Individuals with Special Needs: A hands-on experience with the iPad
Julie Lowe, Program Director of Early Intervention and Recreational Services, Hattie Larlham Center for Children with Disabilities; Ashley Robinson, Program Coordinator, Hattie Larlham Center for Children with Disabilities
Our course will give participants the chance to learn more about iPads and their different apps and features. We will be bringing in iPads from Hattie Larlham to have for participants to explore and use the iPads and apps and ask questions. We will also be doing a presentation on how we use iPads in our programs, the benefits we have seen with their use, tips and techniques, and be able to answer some questions participants have. We will also go in depth on some of the apps and show participants how they work. Our goal for this course is to be extremely interactive and hands on, and give participants not only a lot of information about what we are currently doing, but also information and resources to take with them when they leave. This course is designed for working with both parents and professionals who work with individuals with special needs. Individuals of all ages can benefit from using iPads in their education experience or daily living. This course can benefit individuals of all ages and abilities.
Please Note: Participants are encouraged to bring their own iPads to use during the presentation. There will be 12 iPads available for others to share & explore.
Session C: Adult Autism: Advocacy and Support
Thomas Fish, Ph.D., LISW-S, Director of Social Work and Family Support, The Ohio State University Nisonger Center; Cortney Drake
This presentation will explore the topics of self advocacy, social networking, and full community participation for adults with high-functioning autism. We will discuss the various activities of Aspirations, a social/vocational support program of The Ohio State University Nisonger Center. Members of the Autism Self Advocacy Network will present about their organizations and current initiatives they are undertaking.
Session D: Moving Students Beyond "Talking a Good Game" to Critical Consciousness
Kathleen M. Hulgin, Ph.D., Associate Professor, College of Mount St. Joseph; Peg Gutsell, Ed.D., LPCC, Principal, Inclusive Quality
As overt forms of discrimination are increasingly unacceptable, we are challenged to examine unconscious behaviors, emotions and reflexive interactions as sources of oppression. In this session, we will present our approach to teaching an introductory undergraduate Disability Studies course and invite discussion of related pedagogical tensions with 3 major goals in mind:
1. Establish practical consciousness is an important and legitimate focus in addressing social oppression.
2. Identify and discuss the pedagogical challenges and tensions associated with highlighting practical consciousness as a means of oppression.
3. Identify and discuss associated teaching strategies and approaches.
3:30pm-6:00pm - Student Perspectives: Ethel Louise Armstrong Student Poster Presentations
4:00pm-6:00pm - The Ethel Louise Armstrong Lecture on Disability Art & Culture
"Don’t Call Me Inspirational" presented by Harilyn Rousso
Harilyn Rousso is a disability activist, feminist, psychotherapist, writer, and painter. Considered one of the “founding mothers” of the U.S. disabled women’s movement, she has worked on issues of women and girls with disabilities for more than twenty-five years. She is the founder of the Networking Project for Disabled Women and Girls of the YWCA/NYC, the executive producer of the documentary Positive Images: Portraits of Women with Disabilities, the co-editor of Double Jeopardy. Addressing Gender Equity in Special Education, and author of numerous publications on gender and disability, including Disabled, Female and Proud! Her memoir, Don’t Call Me Inspirational: A Disabled Feminist Talks Back, was recently published by Temple University Press.
Harilyn Rousso reads and discusses her new memoir, Don't Call Me Inspirational: A Disabled Feminist Talks Back. Described by Gloria Steinem as “irresistible to read, honest, insightful and universal,” the book is about overcoming prejudice against disability, not disability. In it, Rousso, who has cerebral palsy, addresses the often absurd and ignorant attitudes of strangers, friends, and family, examines her own prejudice toward her disabled body, and portrays the healing effects of intimacy, creativity, and her involvement with the disability rights community. A collage of images about her life, rather than a formal portrait, Don't Call Me Inspirational celebrates Rousso's wise, witty, productive, outrageous life, disability and all.
Ms. Magazine describes Don’t Call Me Inspirational as “at once unique and universal,…less a memoir of endurance than a fine model for feminist development,” and the Chronicle of Higher Education blog Tenured Radical states, “…You need Don’t Call Me Inspirational if you are teaching disability, feminist, gender or queer studies (to start with the short list.)… This is a book that is full of generative critique, embedded in the story of a life that itself has many lessons to teach. Don’t call it inspirational: call it energizing.”
Wednesday, April 17, 2013
9:00am-10:30am - Concurrent Sessions
Session A: Educational Outcomes for Undergraduate Students with Disabilities: A Retrospective Cohort Study
Danielle Ruderman, Graduate Assistant Counselor, Office for Disability Services, The Ohio State University
An exploration of student characteristics and accommodations that best predict enrollment patterns and academic performance. A retrospective cohort study examined students who enrolled into the OSU Disability Services during 2003-2005.
Session B: Access to Education, Housing and Employment: A Practical Overview of Your Rights
Sue Hetrick, Executive Director, Center for Disability Empowerment; Jane Perry, Freddie Weeks, & Scott Lissner, Board Members, Center for Disability Empowerment
A brief overview rights, responsibilities and available resources under the ADA and Fair Housing Act.
Session C: Putting the Pieces Together: Disability, Employment and Independence
Lisa Meeks, Case Western Reserve University
Disability-services personnel have the potential to improve employment outcomes of students with disabilities (SWD) by integrating existing resources to shape a comprehensive model of service delivery for SWD, ultimately leading to increased independence. This presentation is designed to empower disability service (DS) providers to serve as catalysts in improving the employment outcomes of students with disabilities. Current college graduates are facing unprecedented levels of unemployment and underemployment. Individuals with disabilities face higher rates of unemployment and employment related barriers. Individuals with Autism Spectrum Disorders are especially likely to face barriers to employment and have traditionally been marked with unemployment and underemployment rates that exceed the typical population.
Session D: White Guilt and GuiltAbility in Alice Walker’s Meridian
Tiffany M. B. Anderson, PhD, Youngstown State University
This presentation considers the reclamation of power through White Guilt and the guilt of nondisabled people, GuiltAbility, in Alice Walker’s Meridian.
In her first novel Meridian, Alice Walker writes of the rape of Lynn, a white female civil rights activist. The rape is unique in that Lynn never says no; instead, she is overwhelmed by “her own guilt,” allows the man to rape her, and forgives him with a kiss when it is all over. The rapist is a one-armed black man.
Walker introduces an extreme type of acquiescence with this rape that only takes place because of Lynn’s White Guilt and guilt of a nondisabled person, GuiltAbility. I argue that Lynn operates out of guilt in order to make up for the privilege associated with her identities, in this case the privilege of whiteness and able-bodiedness. Yet this scene leaves us with larger issues surrounding guilt and privilege and the power that exists with those riddled by guilt. Although she responds out of guilt, Lynn’s acquiescence to and forgiveness of the rape signifies a reclaiming of power in rape, arguably the most powerless situation in which a woman can find herself. How does this scene translate in the larger schemes of culture and society? In other words, how does guilt reclaim the very power and privilege from which one shrinks away?
Although this lecture begins in literature, the questions that this scene introduces will continue beyond the fictional account. Therefore, anyone interested in the concept of guilt as a repurposing of power will benefit from my presentation. I will consider how complicated White Guilt and GuiltAbility are and hope to eventually make presentations regarding these two reactions to disability services staff at my university of employment.
10:45am-12:15pm - Concurrent Sessions
Session A: Disability (Outsider) Art
Brenda Jo Brueggemann, PhD., Professor, English & Disability Studies, The Ohio State University; Victor M. Espinosa, PhD, Lecturer, Sociology, The Ohio State University - two 45-minute presentations
Brenda Brueggemann presenting "Constructing James Castle, 1899-1977: A Deaf Boy’s Schoolworkescription." Dr. Brueggemann will discuss Constructing James Castle, a recent exhibit at the Urban Arts Space in Columbus, Ohio, that featured selections from the art of James Castle, a self-trained, deaf artist from rural Idaho. The exhibit selection focused mostly on works that demonstrated the impact of Castle's 5-year education with the Gooding (Idaho State) School for the Deaf and Blind between 1910–1915. Though during his five years at the Gooding School he was declared "uneducable" and "illiterate," Castle communicated the impact of his time there through his diverse artwork that was based, in part, on the trades, training, and experiences he gained from the Gooding School.
Victor M. Espinosa presenting "Framing Martín Ramírez, 1895-1963: Outsider Art, Migration, Institutionalization, and the Politics of Artistic Recovery." Dr. Espinosa will present a “sociology of art” discussion of Ramírez’s life-long incarceration in a psychiatric institution and his classification as “chronic paranoid schizophrenic”—conditions and diagnoses that stigmatized yet also protected what his hands produced, creating the conditions for the preservation and first valuation of his work. The processes of recognition (and “recovery”) of Ramírez as an artist has been marked by an ongoing mainstream assimilation of his work coupled with a paradoxical process of the cultural exclusion of the work’s producer (Ramírez himself) because of his diagnosis as schizophrenic.
Session B: Veterans and the Americans with Disabilities Act
Michelle Crew, Outreach and Training Coordinator, Equal Employment Opportunity Commission
Each year, thousands of military personnel stationed around the world leave active duty and return to jobs they held before entering the service, or begin the search for new jobs. Common injuries incurred by these veterans include missing limbs, burns, spinal cord injuries, post traumatic stress disorder (PTSD), traumatic brain injuries (TBI), and other impairments. Learn how the ADA applies to recruiting, hiring, and accommodating veterans with disabilities.
Session C: Audio Description: The Visual Made Verbal
Joel Snyder, President, Audio Description Associates, Director, Audio Description Project, American Council of the Blind
Audio Description provides a verbal version of the visual. Using words that are succinct, vivid, and imaginative, describers convey the visual image that is not fully accessible to a significant segment of the population and not fully realized by the rest of us (sighted folks who see but who may not observe). This workshop will introduce participants to the principles of description, how to produce quality description in a range of formats and, in particular, how audio description can boost literacy for all who experience it. It will also review the provisions of the 21st Century Communications and Video Accessibility Act and will note the development of “consumer-focused” (sponsored by the American Council of the Blind-ACB) guidelines for Audio Description in Media and Other Formats.
Session D: Exploring Retaliation Within and Without Disability: Strategies for Advocates
Jota Borgmann, Senior Staff Attorney, MFY Legal Services, Inc.
This presentation will examine the nature of retaliation generally; social scientific and legal research on retaliation; and how retaliation affects particular groups and the laws prohibiting retaliation. It will discuss a range of strategies to prevent and minimize the effects of retaliation through organizing, litigation and otherwise empowering those who are subject to retaliation. This presentation will also explore how those strategies overlap and diverge depending on the people affected by retaliation. The format of the presentation will be a lecture and discussion designed for educators, advocates, students, consumers, researchers and others interested in disability rights and social justice advocacy.
Retaliation, although usually illegal, is difficult to prevent and can silence people with disabilities, people of color, women and other marginalized groups. It can affect anyone in a relationship with an unequal power dynamic. This is especially true when people seek to assert their rights. However, scant research has been devoted to retaliation despite its impact on marginalized groups. MFY Legal Services, Inc. has extensive experience assisting clients who are vulnerable to retaliation. In particular, we provide free legal services to residents of adult homes, known in other states as "board and care homes." These homes were originally intended to house individuals who are unable to live independently because of age or disability. In New York City, they overwhelmingly warehouse people with psychosocial disabilities. MFY has had to develop strategies to combat retaliation by administrators and operators of adult homes, who control nearly every aspect of residents' lives, including their housing, meals, money, medications, choice of roommate, and access to services.
The three main goals of the presentation are: 1) to educate people about the research and advocacy work on the problem of retaliation; 2) to encourage people to think about this important but largely unexplored topic for disability rights and social justice advocates; and, 3) to facilitate an engaging discussion where participants share their ideas about and experiences in addressing retaliation. Participants will learn current approaches to preventing and ending retaliation and the advantages and limitations of different strategies.
12:30pm-1:45pm - Lunch and Information Exchange. Blackwell Hotel Ballrooms
2:00pm-3:30pm - Concurrent Sessions
Session A: Art School Confidential: When Rhetoric Meets Tourette’s, Autism, and Bipolar Disorder
Wendy L. Chrisman, Ph.D., Faculty, Columbus College of Art & Design; Skylar Bridges; Jean Paul Senior; Kyle Boganwright, all students from Columbus College of Art & Design
This panel presentation explores the creative synergy that occurs in an academic environment when art and rhetoric connect, and disability and disorder are not only accommodated, but privileged. Teaching at a small, private art and design college affords certain privileges, such as tailoring a writing course to best accommodate particular imaginations and skills. With these privileges, however, come certain frictions that require creative solutions. An art school writing course frame worked by civic rhetoric can be a conduit for visualizing and representing disability, and in particular, invisible disabilities. Three students will share the work they have created in their “Writing and the Arts” course, with the instructor facilitating discussion about the structure of, and rationale for, the course. Skylar Bridges focuses on Tourette syndrome, Jean Paul Senior explores autism, and Kyle Boganwright reflects on bipolar disorder. Their presentations trouble the categorical labels and reductive language descriptive of their disabilities, address the stigma and misconceptions they have encountered, and discuss the rhetorical strategies they employed to create successful academic experiences.
Session B: Access to Higher Education: A Review of Current Issues in Access to Higher Education
Catherine D. Criswell, Director, U.S. Department of Education, Office for Civil Rights, Cleveland, Ohio
An Interactive question and answer session focused on initiatives and trends as we approach the 40th anniversary of Section 504. The discussion will center around such topics as: Dear Colleague Letter on access to athletic programs; Documenting accommodations requests; And more. Please bring your questions.
Session C: Constructing Disability as an Identity: A Study of Indian Adolescents
Sandhya Limaye, Ph.D., Fulbright Fellow, University at Buffalo (2012-13), Center for Disability Study, University at Buffalo, Associate Professor and Chairperson, Center for Disability Studies and Action, School of Social Work, Tata Institute of Social Sciences, India
The notion of identity as a personal construction began with the study of adolescents. Adolescence is the period when boys/girls become conscious of their changing status in the society. While struggling to discover their own identity and making an effort to be part of a hearing world, Deaf youth realize that they can never become non-disabled members of society.
The focus for this study will be on understanding how Deaf adolescents perceive their lives, their identities and the world around them, explore the ways in which they learn to adjust to the disability and suggest means of intervention. The study is an exploratory because there is little knowledge on living condition among Deaf population. Qualitative methodologies and in-depth interviewing were adopted with a sample of five adolescents who have congenital hearing impairment within the age group of 16 to 18 years from Mumbai, India.
It was found from the study that the Deaf youth are still victim of “normalization” as their parents and society expected them to use oral means for communication to be a part of hearing world. Their insights into themselves, coupled with their perceptions of how society views their disability, have a significant impact on their identity. The kind of supports they received is strongly correlated to their deaf identity. Some parents and professionals try to help Deaf adolescents in accepting their impairment as a reality that they live with without losing a sense of self. Self-esteem and emotional support from family and Deaf friends/Deaf Club played important roles in Deaf adolescents’ adjustment to their deafness.
Session D: You Can Ask Your BFF Anything, but Not During a Job Interview!
Doug Goeppner, MSW, LSW, ADA Coordinator, University of Southern Indiana
This presentation will consist of a short general review of the ADA, its five titles, and of the ADA definition of “disability” as defined by the EEOC’s current ADA Amendments Act regulations. The lecture will then move on to a more detailed review of ADA Title I, including a review of the important concepts of “qualified individual”, “essential job functions”, “reasonable accommodations”, “undue hardship”, and “pre-employment inquiries”. The remaining portion of the presentation will consist of an interactive exercise, which will provide participants with an opportunity to evaluate and comment on several scenarios/statements representing either ADA best-practices or worst-practices related to the hiring process and other employment-related situations.
The goals of this presentation are:
To provide participants with a general familiarity with the overall ADA.
To provide participants with a greater level of familiarity with ADA Title I specifically.
To provide participants with an increased insight into identifying best practices for successfully complying with the ADA during the recruitment process as well as in other employment-related situations.
3:45pm-5:15pm - Concurrent Sessions
Session A: Exclusion through Inclusion: The Status and Future of American Sign Language
Austin Kocher, ASL Interpreter, PhD Student, Department of Geography, The Ohio State University; Marla Berkowitz, MA, CDI, ASLTA Certified, Senior Lecturer of American Sign Language Program, Foreign Language Center, The Ohio State University
This presentation is an exploration of how inclusion and exclusion are used to isolate sign language users. The flexible conceptual framework of inclusion and exclusion has been used to analyze the mechanics of marginalization. However, the ways that inclusion and exclusion are not always opposed, but can occur simultaneously is often overlooked. Rather than viewing exclusion and inclusion as a static condition, we view them as strategies of social practice.
Drawing on Foucault’s research on the everyday sites and strategies of power we then discuss how competing frameworks of inclusion and exclusion have impacted the recognition of American Sign Language within the Modern Language Association and the Ohio State University.
Finally, we provide examples of the everyday strategies and practices used to provide options and alternatives that can potentially lead to more authentic and lasting forms of mutual acceptance and equality.
Session B: Municipal Housing Policies and Zoning Practices Harm People with Disabilities in Ohio
John Zimmerman, VP, and Jim McCarthy, Pres./CEO, Miami Valley Fair Housing Center, Inc.; Marti Goetz, General Manager, Miami Valley In-Ovations, Inc.; William Johnson, Retired - part-time Management and Development Consultant - Former Administrator for Jefferson Township; Greg Kramer, Asst. Director, Access Center for Independent Living, Dayton, OH.
The session will begin with an interactive and anonymous audience quiz about the municipal provision to grant reasonable accommodations to people with disabilities. This will be followed by a power point presentation of the main provisions of local, state and federal laws that require municipalities to develop zoning practices that limit the need by people with disabilities to request reasonable accommodations. Second, the presentation will present to the audience the process of requesting reasonable accommodations by a resident and the best practices used to process the request. The power point presentation will be followed by talks by the panelists describing actual local zoning problems that people with disabilities have encountered.
Session C: Promoting the Identity of 'the Disabled' through College Brochures
Linda Sheldon, Manager, Accessibility Design & Construction, Emory University; Arish Jamil, Class of 2014, Emory University
Our primary initiative will be to examine Emory University's current media content and explore the possibility of adding photography to web and print materials, public relations, campus reporting media and college brochures, to include images, text, audio and video of people with disabilities. We will examine the question of exploitation in that regard. We will also explore the possibility of adding the text, "Access Matters" to all Emory websites – what are the challenges to achieving that? What might be the subliminal and powerful consequences of that message?
Session D: Domestic and Sexual Violence: The Impact on Individuals with Disabilities
Tonia Lake, Training and Technical Assistance Director, Ohio Domestic Violence Network; Becky Perkins, Ohio Alliance to End Sexual Violence; Stephanie Smith Bowman, CHOICES
People with disabilities are more likely to be abused by multiple people in their lives, including intimate partners and caregivers. This workshop will help participants to learn about emotional, physical and mental the impact of domestic and sexual violence on individuals with disabilities. Facilitators will cover information on assessing for violence, how to respond and provide positive support, and effective ways to work with local domestic violence or rape crisis programs. Participants will learn safety planning measures, including legal remedies.
