Running head: CULTURAL IMMERSION PAPER DISABILITY COMMUNITY

Cultural Immersion Report Disability Community Lauren Schipper Wilmington University

DISABILITIES COMMUNITY History and Milestones Individuals with disabilities are a unique population throughout our country. With the word disability being such a broad term, this population is truly all around us, whether we know it or not. However, individuals with disabilities have not always been an accepted group in our society. During the 1800s, individuals with disabilities were seen as objects of ridicule and were often used for entertainment in circus acts. Most people saw them as abnormal and unable to contribute to society. It wasnt until the 1930s, when veterans began to set expectations against the government to give back to them for their service that a change began to occur (A brief history, n.d.). With an increase in technology and some government assistance being offered to disabled veterans, the opportunity for this demographic to become more self-sufficient started to become evident. Jumping ahead to the 1940s and 1950s, when more veterans came home from World War II, pressure increased against the government to do more. With a large population of young men, who were once able-bodied citizens now dealing with limitations because of the war, society began to work towards becoming a nation of advocacy. In the 1960s, the fight for equal access and equal opportunity began to take shape and a civil rights movement was started (A brief history, n.d.). Finally, in 1973, the Rehabilitation Act of 1973, also known as Section 504, was passed by congress. In short, the Rehabilitation Act provided equal opportunity in employment for individuals with disabilities. No longer would employers be allowed to discriminate against applicants or employees based on physical or mental disabilities, and

DISABILITIES COMMUNITY they were also offered equal access to public services such as housing and transportation (A brief history, n.d.). Through the next few decades, additional laws were passed by congress, which provided equal access to children with disabilities. Under the Individuals with Disabilities Education Act (IDEA), formerly known as The Education for All Handicapped Children Act, children with disabilities would be afforded the opportunity to receive an education in a mainstream classroom. The IDEA also mandated that an Individual Education Plan (IEP) be implemented in order to ensure the educational needs of the child were being met (A brief history, n.d.). In 1990, the Americans with Disabilities Act (ADA), one of the most important pieces of legislation in disability history, was passed. The ADA prohibited the discrimination of individuals with disabilities in employment, services provided by state and local entities, transportation and public places. Further, under ADA, employers became mandated to provide reasonable accommodations to this population. Public services, such as transportation, also needed to be modified to ensure disabled individuals could use these services. For the first time in United States history, individuals with disabilities were fully integrated into society and received all of the same rights as nondisabled citizens (A brief history, n.d.). While this law enhanced the lives of many individuals, and provided them with a sense of empowerment and equal rights, it still has not fully changed the biases and perceptions some people have against this group. With the changes made in 2008 to the ADA, known as the Americans with Disabilities Act Amendment Act (ADA-AA), which aims to make it easier to qualify as a person with a disability, lobbyists continue to strive

DISABILITIES COMMUNITY towards providing protection and an inclusive community to these individuals (A brief history, n.d.). Immersion Experiences Knowing the history of a culture is only one way to understand the challenges and struggles they have faced over time. By engaging yourself in their world, whether it is through face to face interactions or films that express common themes and barriers, a more in-depth perspective on these cultures can be understood. In order to better comprehend these themes, I began by watching an educational film; The Ten Commandments of Communicating with People with Disabilities. If history isnt enough indication of the adversity that individuals with disabilities have had to face over time, then this film certainly is. Starring Tim Harrington, an executive director with cerebral palsy, The Ten Commandments of Communicating with People with Disabilities focuses on exploring some of these main stereotypes and how to counteract them. While many of the suggestions in the film may seem like common sense to some, they are often forgotten or ignored by those who have little or no knowledge on people with disabilities. The film sets out with Tim entering the office with the directors of the film waiting for him. Tims disability is noticeable through his speech and mobility, which could cause some people, as it does in the film, to question how his disability impacts him. A woman is seen speaking very loudly to Tim, assuming that his cerebral palsy causes hearing impairments. She also speaks down to him in a way that indicates she is questioning his level of intelligence. The movie continues on to show a variety of people with disabilities from those with hearing impairments to mobility impairments and

DISABILITIES COMMUNITY individuals with missing limbs. In each of the scenes, people are noticed making assumptions about the persons disability and how to interact with them. Tim carries through the movie by discussing the commandments and provides the viewers with a firmer knowledge and understanding of what to do when engaging with an individual with a disability. Although the films main focus is identifying common stereotypes and assumptions, the most important value it has is identifying the attitudinal barriers that affect people with disabilities in their everyday lives. With 40% of the disabled population stating they have felt discriminated against in the workforce, and 15% of nondisabled people reporting they feel uncomfortable around people with disabilities, awareness about the disability culture and how to interact together is imperative in order to keep battling stereotypes and working towards providing an inclusive society (Ten commandments of, n.d.). While this film helped to identify some of the main difficulties people with disabilities face as an entire culture, there was little emphasis on particular individuals. To gain perspective on an individual level, I chose to interview two of my students. Both students have different disabilities, which allowed me to identify how different disabilities can be stereotyped. It also aided in further understanding of how each individual views their own disability. During the interviews, I asked three questions: 1) What is your disability? 2) How do you view your disability? 3) How do you feel others view your disability? Although these questions seem very basic, each student provided fairly different responses.

DISABILITIES COMMUNITY Student number one is diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). In her own words, her disability gives her both strengths and weaknesses. The main weakness is her ADHD causes her to take a longer time when completing assignments and exams. She finds her disability to be a strength, though, in that she knows she needs to be on top of her time management and organizational skills. She stated that because of this, she is a pro when it comes to being organized. In response to how others view her disability, she informed me that she doesnt think her friends see her any differently, but she sometimes feels like her professors do. When asked to elaborate, she explained that she feels her professors think she is lazy because she uses a volunteer note-taker in class. She also spoke about how she thinks people in general see ADHD as a made-up term and that its something you can just control on your own. She began to stress that she once thought this too, but quickly noticed how much it impacts her daily life. This realization is what made her decide it is a real diagnosis, despite what others may think (Student one, personal communication, March 18, 2014) Student number two is diagnosed with Crohns disease, which is a type of inflammatory bowel disease. When asked how he views his disability, he stated, Its really frustrating for me. Its hard to know when its going to affect me and for how long. Id rather have to deal with something that has predictability so I could manage it better. In discussing how he feels other views his disability, he stated that the benefit to having a medical condition is you can prove it. When asked what meant by this, he said that if he gets sick, he can get a doctors note to show he isnt faking anything. At the same time, though, he feels embarrassed about his disability, and wonders if his friends are ever uncomfortable when they find out. On the reverse, however, he spoke about how

DISABILITIES COMMUNITY understanding his professors have been. He said he has never been questioned when he missed a class or left the classroom to take a break because of discomfort. To him, his professors understanding his disability make it easier for him to manage it (Student two, personal communication, March 19, 2014). What was most telling about these two interviews is the different perspectives each student had about themselves and how others see them. While one student accepted their disability, the other clearly deals with a lot of frustrations about it and may not have fully accepted it yet. Even though each student interacts with friends, classmates and professors, their comfort level with each social group was different. Although these interviews were brief, they provided enough perspective to strengthen the notion that we cannot make assumptions about a persons disability. In order to truly understand the condition and its impact, we need to first understand the person and allow the disability to be secondary. When reflecting upon each of these experiences, there are a few common stereotypes that are evident. The main one, in my opinion, is people without disabilities and without knowledge of disabilities can often assume that one type of impairment is the same for everyone. The truth is, however, that this is not the case. One person with Aspergers is not the same as another person with Aspergers, just as one person with cerebral palsy is not the same as someone else with cerebral palsy. Personally, to me, this is equivalent to comparing an entire ethnic group to one other. Another stereotype I gathered from these experiences, particularly the video, rather than asking how someones disability impacts them, people make assumptions about how it impacts them and use that assumption to determine how to interact together. A third stereotype

DISABILITIES COMMUNITY identified in these activities is the belief that people with disabilities cant handle or do the same tasks as people without impairments. Each experience proved, however, that, while these individuals may manage things differently, they are all engaged within their community as any non-disabled person is. It is no secret that changing stereotypes is difficult. With any kind of label, though, the first way to change it is through education. Simply put, people dont know what they dont know. Meaning, without an understanding of how Aspergers can affect a person, or that cerebral palsy can be presented in hundreds of different ways, and often does not impact cognitive functioning, a person may not know how to work with or understand this population. By educating individuals, you can begin to combat the biases and opinions people have against this particular group. Working in this field, I think it is equally as important for the individuals with disabilities to advocate for themselves. Take the students I work with for example; there are hundreds of students on my caseload with ADHD, but not a single one of them is affected by it in the same way. Without their help in explaining exactly how their disability impacts them, I wouldnt be able to provide them with effective resources specific to their needs. The more people with disabilities and those without work together instead of against each other, the greater chance there is for increased understanding, knowledge and acceptance of this culture. Agency Assessment The Office of Disability Support Services (DSS) is a department at the University of Delaware. As a college based agency, the local community is built by many shops, restaurants, student housing and student resources. The community also extends to the

DISABILITIES COMMUNITY employees and faculty who work at the university. Additionally, local public schools surround the community. Since this department is for students and employees of the university, accessing the agency is fairly simple, as most of these individuals either live on campus, or are on campus weekly. Centrally located, it is within reasonable walking distance for most members of the community. For individuals with mobility impairments, there are several bus options, including the University of Delaware shuttle. If a student requires more transportation assistance, a door-to-door service can be arranged. Further, the office has a parking lot which contains several handicap accessible spaces, as well as two short-term parking spots for students, employees or visitors with mobility impairments. At first glance, the DSS office provides a warm and welcoming environment, particularly in its color scheme. With brightly colored walls and carpet, the office avoids having an institution-like feeling. When sitting in the waiting area, there was a feeling of disconnect, simply because youre staring at an empty wall while hearing staff voices carry throughout the office. The area is arranged with a few magazines and brochures nearby, though, so it gives you something to do while you wait for your appointment. The longer I sat, the more students I noticed in the office, most of whom were going to take their exams. Their interactions with staff seemed enjoyable, and the staff appeared to be pleasant and helpful. Aside from the office dcor and staff, the office is placed in the middle of a building, with classroom hallways on either side. The benefit to this, as a student or employee seeking assistance, no one would know if I am entering the DSS office or using it as a walk-thru to get to a classroom. I think this would make me a lot more comfortable about using the DSS services.

DISABILITIES COMMUNITY As an office that works exclusively with students and employees with disabilities, most of the office training revolves around this population. The professional development trainings are done off-site through the Association on Higher Education and Disabilities and the National ADA Symposium. Both of these major trainings, held annually, focus on a variety of issues in the disabilities field such as accessibility, accommodations, service animals and employment laws. In addition, bi-annual compliance trainings are held for non-DSS staff and faculty. The training, ADA for Managers, focuses on cultural sensitivity, disability etiquette and the procedures for requesting accommodations. Other trainings held by different university departments, such as LGBT alliance training and diversity partnership, are held throughout the academic year in varying months for all employees to attend. The DSS staff also has a diverse population in terms of employees with disabilities. While the disabilities are considered invisible, there are two employees with disabilities. Prior to January, the offices director was also an individual with a disability; cerebral palsy. It is clear that the office follows its mission of nondiscrimination not only with those it serves, but with its employees as well. With an annual budget of $750,000, finances are allotted to various areas of the DSS office. While a large portion of the budget goes to staff salaries, money is reserved for staff to attend trainings, such as the ones above. While services in the DSS office are known as accommodations, there are a few accommodations that cost the department money. For example, Kurzweil, an alternate format reading program for students with reading disabilities and visual impairments, is a program the department provides to students who qualify for it. In addition to this program, the Office of Disability Support

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DISABILITIES COMMUNITY Services has an obligation to provide assistive technology to students, as long as it supports them academically and is not for personal use (A. Abraham, personal communication, March 13, 2014). Aside from accommodation based services, salaries and assistive technology, DSS utilizes its funding to provide up to date literature to those it serves. As national policies change, this causes a change in the brochures and information we provide to students. These resources allow the office to stay up to date, and provide this population with relevant information in order to better meet their needs. Unlike some offices, every staff member plays a role in directly communicating with the student and employee population that comes through the DSS office. While those roles vary from person to person, there is an expectation that we will all treat the people we serve with respect. Throughout my time at DSS, I have yet to see this not occur. There is, however, one stereotype that I find happens from time from time and that is staff members making the assumption that particular students have Aspergers. Often times this assumption is made because the student may have poor social skills or boundary issues. However, I believe it is unfair to assume they have Aspergers, especially when their file states otherwise. While we are professionals, we are not qualified to diagnose and I think these remarks are simply saying that anyone with poor social skills has Aspergers, which is not the case. I often try to remind colleagues who make these statements that we should not label our students, regardless of our impressions of them. The Office of Disability Support Services has one working group known as the disability caucus. This group, which meets twice per semester, is open any member of the

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DISABILITIES COMMUNITY University of Delaware community. The group is diverse in that it is made up by students, faculty and staff from the DSS office. There is representation of both people with and without disabilities. The caucus allows an open forum to discuss disability issues with the campus and DSS office. All input is taken into consideration to determine how to best utilize our resources, conduct outreach and meet the needs of the disability community at UD. While there is no particular measurement that the office adheres to when determining the quality of services, there is a governing organization that DSS uses to evaluate its services. This organization, the Association on Higher Education and Disabilities (AHEAD), is nationally recognized as the leader in higher education disability support services. Throughout the year, studies, reports and other findings are released by AHEAD, which helps DSS determine what, if any, changes need to be made to enhance the quality of their services. Since my time at DSS, many students have expressed their appreciation for the services the office provides. From services such as test accommodations to reading programs and housing accommodations, students needs can be met easily. Further, once a student is eligible accommodations, they remain eligible throughout their academic career. This helps to cut the red tape and ensure they are provided with the right tools all four years. With an undergraduate population of 17,000 students, 1052 of them are registered with DSS; serving them as effectively as possible is vital to ensuring we can meet the needs of anyone who needs assistance. While the DSS office helps students navigate the university life, the issue still remains of how to navigate the post-college world. As difficult as this is for most recent

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DISABILITIES COMMUNITY graduates, it can be even more challenging for graduates with disabilities. Thankfully, though, the DSS office has an excellent partnership with the universitys Career Services Center (CSC). As one would assume, it is very common for the DSS office to work with the same students that use CSC. With this in mind, the offices work very closely together to make referrals and DSS acts a resource to help CSC understand how to work with different disabilities. As it is reflected in each of the statements above, DSS strives to provide a culturally sensitive environment to its population. Without hindering access to service and providing external resources that extend beyond the office, the unique needs of this group is met in many ways. The remarks also reflect a client first approach, to ensure those who need help, receive it in the right way and in a timely manner. Cultural Competencies Cultural competence is one of the most important parts of working with a diverse population. While it is important to be respectful and responsive to peoples varying needs, cultural competence goes beyond having those two qualities. As the National Association of Social Workers outlines, there are ten standards which discuss the various ways an organization or individual in the field can work towards this. One of those standards in particular is number four; cross cultural skills. A brief interpretation of cross cultural skills states, the capacity to respond flexibly to a range of possible solutions and openness to differences among people; a willingness to learn to work with clients of different backgrounds; an articulation and clarification of stereotypes and biases and how these may accommodate or conflict with the needs of diverse client group; and personal commitment to alleviate racism, sexism, homophobia, ageism and

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DISABILITIES COMMUNITY poverty As an office that serves individuals with disabilities, I find this standard to be one of the best ways to evaluate the cultural competency of the Office of Disability Support Services and its programs and services. As recent as 7 years ago, the office functioned as a two-person operation because the student population was so small, and mostly focused on ADHD and learning disabilities. Fast forward to today, where the DSS student population has grown by 9.5% and serves students in all categories of disabilities, the office is now structured with five full time staff, an academic coach, three proctors and three graduate assistants. The changes in the office exemplify the understanding and need to be flexible to the varying and diverse needs of the population it serves. Without the changes that were made over the last few years, many individuals would go without proper services, or even services at all. Further, as standard four states, there has to be a willingness to work with people of different backgrounds and to understand how to work with them. For many of the staff in DSS, their main job is knowing how to work with a particular individual, based on their needs and their disability. Without this willingness, whether its to learn new approaches, research information on a disability or think outside the box to provide an accommodation, the office would fail to meet our populations needs effectively. Under the definition of cross-cultural skills, there has to be an openness to different solutions. Different solutions, to me, is one of those key phrases that goes hand in hand with disabilities. Every student is different which means every solution, or in this case, service and program that is provided must meet their specific needs. While DSS has common accommodations it provides, there are ways to make the accommodations

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DISABILITIES COMMUNITY unique to the students or employees specific needs. Further, there are resources beyond the DSS office that can be utilized if the needs cannot be met. As a disability specialist and human services professional, I strongly value being as culturally competent as possible. Although the majority of the caseload I serve is students with ADHD, I cannot handle every case the same way. I need to listen to my students needs first, ask questions as it pertains to their situation and then decide on the best solution through an interactive process. Part of remaining culturally competent means I also conduct research when I came across something unfamiliar. Additionally, while it can be time consuming, I read the documentation thoroughly before meeting with the student to have a general idea of how I can help them. Beyond working directly with a caseload, I commit myself to professional development and education. I recently became an LGBT ally, so students now know my office is a safe place for them to come. I am also a part of the diversity initiative professionals group, where we work intensely on combating biases not only for the disabilities community, but all diverse populations at the University of Delaware. Conclusion While I hope to always remain working in the disabilities field in some capacity, it will be important to remember these lessons and experiences not only for this population, but for all culturally diverse groups. We are individuals, which makes all of us unique. Keeping an open mind, a level of acceptance and willingness can allow human service professionals to keep pushing these groups towards success in a way that works for them and not against them. Hopefully, as time goes on, cultural acceptance and

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DISABILITIES COMMUNITY reducing stereotypes and biases will be become a commonality among all professionals, and just those who are in the helping field.

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DISABILITIES COMMUNITY References

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Anti-defamation league. (n.d.) A brief history of disability rights. Retrieved from http://archive.adl.org/education/curriculum_connections/fall_2005/fall_2005_lesson5_his tory.html Ten commandments of communicating with people with disabilities. (n.d.) Retrieved from http://www.diversityshop.com/store/10comvid.html Irene M. Ward and Associates. (1994). The ten commandments of communicating with people with disabilities. USA National Association of Social Workers. (n.d.) Cultural competence in social work practice. Retrieved from http://www.socialworkers.org/practice/standards/naswculturalstandards.pdf

DISABILITIES COMMUNITY Map of University of Delaware Community

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