Fall 1998 Disability Services Newsletter

Course Explores Disability in Our Society
Gail Ramsberger, Sc.D., Associate Professor
Department of Speech, Language and Hearing Sciences

Historically, academic pedagogy related to disability was limited to that of a "medical" perspective. Students were taught to identify and assess the signs and symptoms of various conditions associated with disability and trained in the procedures that would reduce or eliminate these symptoms. It was assumed that if the underlying medical conditions were cured, then the disability would be eliminated. Consequently, coursework related to disability was typically restricted to majors in disciplines that prepared students for careers in the "helping" professions (e.g., special education, physical therapy, medicine, speech-language pathology, audiology, etc.). While no one would deny the importance of efforts that seek to prevent and/or cure conditions that are associated with disability, the issues related to disability in our society are much more complex than the medical perspective suggests.

The social perspective is a relatively new and alternative way to view disability that makes a clear distinction between disability and physical, mental and intellectual differences. Rather than equating disability with specific medical diagnoses, the social perspective suggests that it is physical environments and attitudes that create disability. Thus, a person who uses a wheelchair may not experience any limitation in her ability to be a college professor if the university is fully accessible to her and if the people with whom she works view her as fully capable. However, this same individual may have a very different experience when she leaves the campus and goes to dinner with friends within an inaccessible community. Clearly, the disabling nature of her inability to walk is determined by the interaction of the individual and the world in which she lives, rather than the medical condition that prevents her from walking.

The social perspective suggests that the solution to disability lies in changing attitudes and environments. SLHS 1010 (Disability in Contemporary American Society) is a three-credit course being offered by the Department of Speech, Language, and Hearing Sciences that may contribute to such a solution. The goal of this course is for students to develop new insights and understanding of issues that surround disability in our society, and for students to explore their own personal beliefs and attitudes towards disability.

Since its inception in the fall semester of 1996, more than 400 students have enrolled in SLHS 1010. Some have been students who have family members with disabilities. Some have had disabilities themselves. Others have been preparing for careers in fields that provide service to people with disabilities. But the majority of students who have taken this course were simply seeking to better understand how their attitudes and actions could either DISable and/or ENable people with physical, mental or intellectual differences. The far-reaching pertinence of this course was the reason for it being selected to fulfill requirements of the arts and sciences and business core curricula. We are pleased that the University of Colorado, by offering this course, has taken a step towards better preparing students to understand the complex issues that surround disability in our society.

DS Staff Participates in Course
For three semesters, DS staff members have facilitated discussion groups for Dr. Ramsberger's course, Disabilities in American Society. This dynamic and informative course keeps abreast of current issues in disability studies and provides opportunities for investigating a variety of perspectives. Staff enjoyed meeting the students, listening to their ideas, and participating in the learning that occurred. We thank Dr. Ramsberger for the opportunity to be involved in this exciting course!

Disabilities Studies Concentration
Diversity awareness on the CU-Boulder campus is increasing. People with disabilities have contributed to knowledge about access and accommodation and also to the study of disability. In February 1998, Disability Services (DS) surveyed faculty and staff to find what disability-related courses are available and what disability information is currently included within courses. Then on April 20, DS met with faculty members to co-develop disability studies materials across the curriculum with plans to create a disability studies concentration.

Courses that include information about disability are taught in a variety of departments. The Speech, Language, and Hearing Sciences Department offers American Sign Language as well as the popular course, "Disabilities in Contemporary American Society." Components of disability studies are also taught in education, ethnic studies, fine arts, engineering, law, psychology, kinesiology, and women's studies. Subjects range from "Gandhi's Satyagraha: Love in Action for Humans and Other Creatures" to "Employment Discrimination."

Interpreting Requests
Deaf and Hard of Hearing Services provides sign language interpreting services upon request for all students, faculty, staff, and visitors at CU-Boulder. To make a request, send e-mail to: karen.boyd@colorado.edu. Please provide the following:

• Requester's name, phone/e-mail
• Requester's title
• Deaf consumer's name, phone
• Situation to be interpreted
• Location of event
• On-site contact person
• Day/date/time/length of event
• Additional information that will help interpreters prepare (agenda, topics, names of speakers, outline, etc.)

A Freshman Reflects on His First Year Experience
Brad Deutch, of Bloomfield, Michigan, has just completed his freshman year at CU-Boulder. Currently an open option major, he is considering a change to communication. He has enjoyed his university experience immensely, but states that he made a few mistakes during his first semester here. However, from those mistakes he has learned how to be academically successful.

Brad says that when he came to CU-Boulder last fall, he found the freedom that comes with being a university student exciting, but challenging. Although he had plenty of fun, he was disappointed in his fall grades so decided to make some changes. He made up his mind to balance his lifestyle and provide more time for studying. As a result of altering his priorities, his grades improved, and he found he could still have a good time.

After reflecting on his freshman year experiences, he has some advice to offer to this year's freshmen. He says that it is important to contact Disability Services to request services as soon as possible. He did this when he attended the DS orientation and has worked with his specialist, Terri Bodhaine, on a regular basis since then. He also says that students should seek as much assistance as possible, including meeting with professors whenever necessary. He emphasizes the importance of organization and recording appointments in a daily planner. He also believes that it is critical to get things done as early as possible. Brad firmly believes that your university experience is what you make of it.

Documentation Guidelines Revised
Disability Services is charged with interpreting documentation of disability to determine eligibility for services and accommodations. Current, complete, and appropriate documentation is critical in order to protect both the student and the standards and integrity of the institution. The Association on Higher Education and Disability (AHEAD) and the Consortium on ADHD documentation have published guidelines for learning disability and attention deficit/hyperactivity disorder documentation. Recently, DS has modified its guidelines to be in accordance with these organizations. To request guidelines, call (303) 492-8671.

Assistive Technology Lab Update
Howard Kramer was hired as coordinator of the Assistive Technology Lab in September, 1997. As coordinator, Howard planned, organized, and set up the lab. An open house for students and staff was held in March. The lab includes five work stations that provide access to email and the Internet as well as helping those with visual and mobility impairments, repetitive motion injuries, and learning disabilities (technology includes voice recognition, voice output, and scanning and reading software). The lab offers a variety of services including workshops, support and training in use of the equipment, and a location where students with disabilities can have tests proctored.

Plans for extension of AT Lab services include a satellite station in Norlin Library and integration of assistive technology into other labs on campus. Furthermore, additional workshops are planned in speech recognition and web accessibility.

DS thanks lab assistants Martin Furness and Bo Lemecha who graduated this spring. Archie Shamsutdinov will return next fall; DS will be seeking additional lab help. Interested students should call (303) 492-8671.

WEB Access Workshop
Tom Younkerman, AT Lab Volunteer

Since opening in January 1998, the AT Lab has sponsored several events designed to inform and educate the public about the equipment and resources available for people with disabilities. On April 30, 1998, the lab presented a workshop, titled "Web Access and Design for People with Disabilities."

Following a luncheon, Zuhair Mah'd, a computer access specialist, discussed why it is critical for people with disabilities to have web access. Zuhair, who is blind, explained that the web is often an important link to the outside world for those with disabilities. For example, to find a good place to eat, a sighted person simply looks in the phone book under "restaurants."

However, a blind or visually impaired person doesn't have that luxury. Before the web, a visually impaired person had few options, but now it is possible for a blind person to log onto the web, search under "restaurants," and find one. However, for the blind or visually impaired, accessing the web can still be a challenge. As student and researcher Jim Rebman pointed out, a visually impaired person must utilize screen readers in conjunction with voice synthesizers to know what is on the screen.

Jim, who is blind, spoke about the guidelines and tools for creating an accessible web site. Since screen readers read text only across the screen from left to right, reading a web site with graphics or "frames" can be challenging. Frames, used to separate blocks of text on a web page, make it extremely difficult for a visually impaired user to make sense of what is on the screen. Web graphics present an additional problem. Screen readers have no way to interpret graphics so when the user encounters a graphic, he simply hears the word, "image." Currently, although there is no way for screen reading devices to deal with this problem, Jim said that web designers can enter a brief description of the graphic. Jim is a member of a group that is creating web accessibility guidelines.

The final presentation, by Bo Lemecha, graduate student, and Howard Kramer, AT Lab Coordinator, was about how people with disabilities could use a variety of tools to access the web. For example, they demonstrated a browser with voice output that eliminates the need for a screen reader. Following the presentations, an open lab was held for the participants to try out the technology.

Fall 1998 Academic Calendar

Aug. 18
DS orientation -- Time to be announced

Aug. 20
Schedule/bill distribution for new students

Aug. 21
Schedule adjustment for new students

Aug. 23
Schedule adjustment for continuing students

Aug. 24
Classes begin

Sept. 2
Add/wait list and tuition payment deadlines

Sept. 7
Labor Day -- no classes.

Sept. 9
Drop deadline

Nov. 26-27
Thanksgiving vacation -- no classes

Dec. 11-18
Final exam period

Dec. 19
Commencement