The Art of Expression: Language Ideas for Communicating a Social Model Approach

1. Adam Meyer Student Disability Services University of Central Florida The Art of Expression: Language Ideas for Communicating a Social Model Approach

2. Words can inform our mind, caress and comfort our feelings, excite and thrill our spirit, or warm and kindle the flame of our hearts. They can also slap our face, punch us in the stomach, rattle our nerves, kill our desire, or destroy our self-confidence. Of course this is metaphorical, but these metaphors capture in words our physical reactions to what is said, and that is the power of language. It can emotionally move and affect us as powerfully as physical actions. Unfortunately, however, we have yet to recognize and legitimize this great power in the way we should, and we are left to deal with language in whatever way we have learned and adopted. Michele Toomey, PhD

3. Whether or not we realize it, we are constantly using language to evolve our ideas and beliefs into concrete reality. By becoming more aware of the impact and power of language, we can make more conscious, insightful choices about how we express ourselves and how we interpret others. Cat Thompson

4. Remember that speaking is a self-fulfilling prophecy. Where your words lead, your mind and body will follow, so speak and think only that which you choose to have come into reality – now and continuously. Cat Thompson

5. Goals for Today’s Session • Create awareness of typical office language used • Start to think about the various messages the language conveys • Offer introductory guidance for intentional changes • Social model focused

6. Some Purposes of Language Include… • Means of expression (feelings, attitudes and ideas) • Information sharing (simply conveying to others) • Cognitive purposes (to evoke a response, such as laughter, happiness, sadness, anger, etc.) • Poetic and artistic purposes **COMMUNICATION**

7. What is the Purpose of Language in Our Work • Information Sharing • Explain processes to connect with the office • Accommodation letter language • Explanation of accommodations • Office brochure • Test scheduling practices • Policies and procedures for course substitution, requesting a note-taker, securing alternative media, etc. etc. etc.

8. Three Levels of Communication • What You Actually Communicate • What You Intended to Communicate • What the Other Person Heard/Read • From his or her perspective

9. A Main Communication Challenge We have all applied meanings and thoughts to different words based on our experiences

10. CHAIR

16. Language outside the disability office… • “Their” understanding does not always equal our understanding. • Our concepts may mean something different to them. • Our concepts may mean nothing to them. • They may not care and/or understand.

17. A Root of Misunderstandings Different people define specific words differently… And no one may be aware!

18. We need to think about… • What it means to us? • What it may mean to them? • Are we all on the same page? • Disagreements and different perspectives may start here!

19. It Happened to Me After further review, we feel the (work) falls within our standard spec but if you’d prefer the (work) be lowered, then we’d be happy to do that for you.

20. With that said…

21. We could all have a rule that we won’t use words that come to us unconsciously and out of habit or that are in the common parlance of public discourse. Fresh words could help us arrive at fresh ideas, for there is an intimate connection between thought and word. Careful use of words requires careful thinking. Thomas Moore

22. Communication See Behave The way we communicate about things can create a shift in how we see things and in how we behave. --Stephen MR Covey Three dimensions are interdependent and change in any one impacts the others

23. Exclusive language: • Labels, depersonalizes and stereotypes • Devalues, offends, insults, discourages or exclude individuals • May keep people from reaching full potential • May make people feel inferior • May imply victimhood • Limits our perceptions of reality and distorts the truth

24. For disability, exclusive language conveys… • Actions dictated by the law • The need to be pitied • Helplessness • The need to be cared for by the professional

25. Exclusive (Medical Model) Disability Language Suggests: • The core problem is… • Fix the problem via… • Driving motivation is... • Students with disabilities are… • The disability office processes… • Accommodations address the… …the person. …the disability office. …the law. …on the outside, trying to get in. …sort, label, determine eligibility. …limitations of the individual and reactive in nature.

26. Some Exclusive (Medical Model) Words • Eligibility • Qualified • Registered • Intake • Personal limitation • Verified • Approved • Implement • Support • Allow • To care for

27. What is the (disability) problem? • Meet ADA/504 requirements (core message) • Required (to register, to provide documentation, to do X to get Y) • Any language that suggests the disability office contact has THE answers • The professional can make it better

28. Example Mission Statement Our mission is to provide access to programs and facilities for students, faculty, and staff in a supportive atmosphere, and in accordance with Section 504 of the Rehabilitation Act and the Americans With Disabilities Act

29. We promote awareness of the needs of students with disabilities and encourage the [university] community to respect and care for each individual.

30. (University) is dedicated to ensuring equal access and does not discriminate against individuals with disabilities in its policies, procedures, programs, or employment processes. (University), in accordance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 2008, recognizes the need to provide an environment that does not discriminate against persons with disabilities. The (Office) was created to specifically answer the needs of our students with disabilities.

31. [University] is committed to the achievement of maximum human potential. In keeping with this, [university] fully supports and complies with The Americans with Disabilities Act(ADA) and Section 504 of the Rehabilitation Act of 1973. We endeavor to provide students, employees, and the community an opportunity for success with as few deterrents as possible. Students, however, who request accommodation based on a documented disability are advised to make the request known as soon as possible prior to enrollment to ensure timely service. Failure to do so may result in delayed admission and/or accessibility to college programs and services.

32. Example Intros on an Accommodation Letter The student named above meets the legal definition of disability as stated in the Americans with Disabilities Amendment Act of 2008. The student is registered with my office and is eligible for course modifications or auxiliary aids and services including but not limited to the following:

33. ______ has been consulting with this office regarding a documented disability. The accommodation(s) listed below have been determined to be reasonable and appropriate due to this student’s disability. The student and the instructor should discuss this plan and its implementation. Instructors should not dilute curriculum or reduce course requirements for students with disabilities.

34. The student identified above has provided documentation verifying the existence of a disability and has been approved for the following accommodations by (office)…additional accommodations not indicated below must be reviewed and approved by the disability office prior to implementation.

35. Inclusive Language: • Communicates general equality, fairness and respect • Free from words and tones that reflect prejudiced, stereotyped or discriminatory views • Reflects respect for inherent human worth and dignity • Encourages and enhances feelings associated with being valued and appreciated

36. For disability, inclusive language recognizes that… • Disability is just one characteristic of the person • The environment plays a critical role in accessible or inaccessible experiences • Anyone can impact the environment and enhance accessibility through intentional attitudes and physical and/or process design

37. Inclusive (Social Model) Disability Language Suggests: • The core problem is… • Fix the problem via… • Driving motivation is... • Students with disabilities are… • The disability office processes… • Accommodations address the … …the environment. …anyone. …vision for inclusion. …included with everyone else. …ideally offers an equitable experience. …limitations of the environment and are proactive in nature.

38. Some Inclusive (Social Model) Words • Barriers (environment) • Design (impact of) • Connected • Welcome Meeting • Initial Meeting, Conversation • Sustainable • Access • Resources • Proactive • Consultation

39. Facilitation • Creating and maintaining • Seamless • Full participation • Embraces • Integral part of diversity • Collaborative process • Anyone can contribute to inclusive outcomes • Everyone benefits

40. Example Mission Statement [Office] supports the ongoing development of an accessible university that embraces diversity through educational programming, services, resources and facilities that are usable by all members of the campus community.

41. We collaborate with faculty, staff, and students to make [university] accessible to everyone. Our expertise is at the intersection of disability and design, and so we work with the campus community to ensure that physical, curricular and web environments are designed to be barrier-free to the extent possible. Some barriers to access can’t be removed in a timely manner, and so that’s when we work one-on-one with students to determine accommodations. This is a collaborative process between the [office] and the student, and when needed, with faculty.

42. The mission of [office] is to create an accessible, inclusive, sustainable learning environment, where disability is recognized as an aspect of diversity that is integral to the campus community and to society. Our primary objective is to provide equal access to campus programs and activities for all students while upholding the academic standards of [university].

43. Example Intros of an Accommodation Letter Academic accommodations make educational experiences accessible for students with disabilities when the chosen design of the course poses barriers to access. Modifying the course design is the first recommendation to address the barriers to access. When not feasible, possible academic accommodations, such as the ones below, should be incorporated:

44. Academic adaptations and other access solutions equalize opportunity for all students. If you have any concerns about these adaptations compromising an essential requirement of your course, please discuss this with the student and/or contact us at…

45. Because of curricular barriers, the following students may use accommodations to access course content and/or demonstrate learning. If you would like to discuss ways to minimize the need for individual accommodations or have concerns about these recommendations, please contact…

46. (Office) is committed to providing inclusive learning environments. Equal access can often be achieved through course design. However, barriers to learning or assessment may still exist for a student with a disability in your course. The following methods of instruction/assessment facilitate access for the student. Contact the Office if the methods listed do not eliminate barriers or are in conflict with essential course function.

47. (University) is committed to equity, social justice and diversity. To that end, the (Disability Office) provides the information below to assist you in creating an accessible learning environment that encourages full participation in academic courses for students with disabilities. As designers of the learning environment, faculty are responsible for making courses accessible to their students.

48. Consider Language Carefully • If you are moving in a social model direction, does your language reflect that? • Consider having students and faculty review content • Are they reading it as you intend it? • It is a journey and that is okay! • What sounds good today may be nails on a chalkboard tomorrow

49. You are more likely to act your way into a new way of thinking than to think your way into a new way of acting. -Positive Deviance Initiative Mantra