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Pamphlets brochures are in “old”model and needs to be brought into conformity with social model so that message is consistent.
One institution uses differentiated instruction for ADD/LD and has not considered these students to be students with disabilities; disability services are under student services and not separated.
McGill website divided by service offered, not by disability; website is based on accessible UD principles.
Educating faculty supports the social model to ensuring that profs understand that the social model helps them understand their student better.
Documentation based program - documentation required to back up student request for service. We are caught between two models: start with medical model and when student has met those criteria, then we switch to a social model and offer services based on what environmental factors are creating disabling situations
Medical model is ingrained in the culture of the university; the DS providers did not create it as it is pervasive in our institutions. Demanding documentation of students puts emphasis on the student to conform to environment and not the environment to change for student.
Rules to access services - exam deadlines, etc - role of gatekeeper does not serve student or community - many of activities are defensive in nature. Deadlines only serve to create more barriers.
New WEB CT style program is being tested by OSD students; involving students and their feedback provides a user centered approach in design.
Use advisory board with representation of institutional departments to get buy-in from other divisions.
In partnership with the university and external organizations, the mission of (office name) is to facilitate access to the (university or college) and to support the goals and academic endeavors of the students (registered with our office). Our goal is provide consultation to the university community, as we, the university community, facilitate individual growth and development within an accessible and equitable academic environment.
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