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Reframing Disability through Strategic Planning

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The Questions Answered through Strategic Planning

Strategic planning, simply put is about beginning with the end in mind….When we plan strategically, we suspend, for a time, business as usual, in order to get a clear picture of what we want the end results of our work to be.

The strategic planning process is a thoughtful inquiry process…it is simply driven by 5 overarching questions:

• Who are we? What is our mission? What is our vision? What do we value? What makes us unique?
• Where are we now? What are our strengths? What are our weaknesses? What opportunities exist? What threats exist for us?
• Where are we going? Do we need to change? Does where we are now and what we are doing match who we are?
• How will we get there? What are our goals? Objectives? What activities will take us toward those goals? Who will be responsible for what?
• How will we know when we are there? What template do we hold up as the vision? How will we measure and evaluate our progress? What will our stakeholders be saying? Doing?

Today, we will be working through some of the aspects of strategic planning. Of course this process would normally occur among colleagues in the same workplace, but since we share many aspects of what we do, we can begin these discussions here together. My hope is that you will leave with some tools to initiate these discussions on your campus and that you will become agents of change.

In search of uprightness…

Before we begin to look at the mechanics of strategic planning and engage in some activities for planning, I’d like to present a template of sorts which will inform our thinking as we work through this process together. The need for a template or model is, I think, hardwired with in us.

I recently read a study that focused on the butterfly Pieris virginiensis. The objective of the study was to better understand the natural history of this species in order to learn more about the changes that might be threatening its numbers.

The study covered several aspects of this butterflies natural history, but the one aspect of the study that I found fascinating looked at the behavior of its larvae. The ecologist placed several larvae in a small container. On one end was placed a disc cut from a maple leaf…on the other end she placed a disc from the leaf of the host plant of this butterfly. It was noted that the larvae bumbled around aimlessly and randomly and even after 50 minutes none had located the food source.

The ecologist next placed a small upright plant of each species on each end of the container. This time about half the larvae headed for the maple plant and half for the host plant, but within 50 minutes all were on the host plant.

What struck me about this study was that these larvae have obviously evolved to have a template that assists them in orienting and beginning a process of looking for food. It strikes me that we are not that different from these larvae in this respect. When we develop a clear template for what we want the future to look like, it serves to orient us. We may still make mistakes, but we are more likely to recognize our mistakes and get oriented once again toward that vision.

What is that template? What is our vision? These are the questions that will drive our discussion this morning.

I’d like to offer universal design and the social model of disability as that template…as a paradigm that will provide the underpinnings that guide our visioning and inform our work.

Universal Design as a Conceptual Framework

Universal design is a conceptual framework for designing and developing inclusive environments.  It stems from the attitude that environments are disabling to individuals and that they could be designed in ways that are usable by a majority of people with a variety of personal differences.  Universal design reframes the concept of accessibility from “special features for a few” to “good design for many.”

Universal Design Defined

Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
–Ron Mace

The intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities.

The philosophy challenges us to think in new ways—to anticipate the variety of ways, settings, and conditions in which people perform a task or use an object…and then to design the process or object with those diverse possibilities in mind.

The Principles of Universal Design

• Equitable Use
• Flexibility in Use
• Simple and Intuitive Use
• Perceptible Information
• Tolerance for Error
• Low Physical Effort
• Size and Space for Approach and Use

Example:  Faculty who post lecture notes on line reduces the need for note takers and makes the classroom environment more useable, flexible, reduces physical effort, and offers equality.

Comparison of Medical Model and Social Model

Carol Gill, Chicago Institute on Disability Research.

Comparison of the Accommodation Approach with the Universal Design Approach

How Organizational Change Happens

There are many theories about how change happens within an organization. Some even theorize that it is not possible to effect an organizational change. However, among those that agree that there are practices that can help move an organization along, several common themes emerge. The following are often seen as important.

• Creating a shared vision
• Communicating that vision to others
• Finding allies
• Increasing driving forces
• Decreasing resisting forces
• Celebrating wins—big and small
• Recognizing the importance of the individual

Discussion

• Recognize the moment when the person does something that is UD.
• Never underestimate the capacity of people to change and understand.
• PWD includes students, staff, faculty, visitors, community, etc.  Therefore change language from student with disability to person with disability on campus to be inclusive.

Who are we?

Vision Statement: If we are successful, what will that look like?

Anytown University Group Activity

Participants were invited to to spend some time at AnyTown University where you can leave  your own institution for a while and work together toward a common goal. Participants who are committed to the values of inclusion and universal design are invited to share ideas and begin the work of opening minds and changing the culture here at Anytown U. and in our community.

[The following questions were posed by the facilitator. Responses, listed as bullets below each question, were those of participants as recorded by the notetaker. Responses do not necessariliy represent the view of the facilitator. Participants interpret the goals and vision differently. This discussion allowed us to more clearly see the various interpretations and expectations.]

How will Anytown University be different when we achieve our goal of offering inclusive, equitable, sustainable environments?

Question: If we are successful, what will that look like?

• We will be out of business
• DS now can support all students on campus, not just SWD.  All capacity for everyone. AT for everyone.
• We have more money for innovative projects as we no longer have DS as all serves are integrated.
• All staff and faculty will be served by HR at all times.  Adequate training for all employees. Issues will be addressed at initial point of contact, no bureaucracy.
• Captioning has helped me in my classes (international students).
• All profs are informed that they must make usable courses. 
• Web pages are appropriately designed from the ground up and are all useable.  Faculty have all tools and support to design courses.
• Library purchases databases that provide full text electronic journal articles.  So resources are accessible for everyone; plus lot of e-textbooks.
• Focus on all abilities rather than disabilities in all writings.
• Students can register from home, choose courses, talk to class mates, be part of university in all activities, join discussion groups, feel part of the community as all needs are met.
• Seniors feel included and have resources; full day care services so no one in the campus community has to worry about children. 
• Large print books available in library.
• Assistive hearing devices everywhere, so able to participate easily.

Q: How will we think about disability at Anytown University?

• A new day is a chance to change, try a new strategy.
• Must validate stories.  Able to focus on story if access is not a problem.  Able to focus on person then.
• Disability on a continuum.  A difference.
• Not up to DS to determine the difference or decide on disability.
• Disability becomes less a problem with UD and AT. 
• Rest of world is not on UD so the campus environment will be different than the real work.
• Enriched by differences.

Discussion:

• (Melanie) Regarding identity and disability.  I personally think there is a danger in saying that there is no need for people to see themselves as part of an identity group. Without the opportunity to pull together, a group loses political clout. There is an organization in my hometown whose motto is: "Until there is equality, the Women’s Project." My way of thinking is that, until there is equity for disabled people, group identity is critical.
• Maybe we should not go to places that are not accessible, until everyone can access it.  This would force equality.
• Everyone has a disability?  Do we lose something related to the stories, if we say everyone has a disability? 

Q.  Who will be responsible for access at Anytown U.?

• University, everyone.

Q.  How might that affect DS?

• We would be teaching and working with all students, focus on success, rather than a disability.  Essential skill learning.  Role shift to use expertise to all students.
• Within student services, there are services for general student body.  These may be taken over by academic support services and integrated.  AT focus will be part of IT department.
• Exams office rather than a separate DS office for exams.
• Shift in identity from a role with specific students to a resource for all students.
• High level UD office consultants to institution to make things happen. 
• Shift in role to advisory to faculty; mandatory training to new faculty on paradigm and vision of campus.
• Consultant to the community, to all areas of the campus and off campus. In-service for all campus community, students, staff, faculty. 
• NEADS did a study – some students still want a place to be with those who have a similar story.  Still need a place to be supported, telling story, listening.
• Evolution of DS role and office.  Stages of development as the DS role shifts several times.  As world changes, there is an opportunity for new design.
• Documentation requirement will be different.  Don’t have to make a case for disability.  Might still share the information for a different reason.  i.e. if you want learning support, having the strategist know LD info might help with learning.
• Students need help in getting onto UD page as they are used to getting tons of supports in specific ways.
• Programs can incorporate paradigms of the social model of disability and the principles of universal design into training and curricula:  architecture, computer science, education.  Make sure curriculum includes info on paradigm that will be agents of change in the new world.

Resistance, barriers and attitudinal change.

Q. What might be the barriers to change?  What will they say?

• Too much work, too much cost.
• Too hard to learn.
• Worked for me before, why should I change?
• Not possible…some people do not recognize LD.  
• Worried about academic integrity.  Graduating students will affect reputation of standards. 
• Students will never come to class.
• Work force is not universally designed, so it will be a shock when people leave the institution.
• Don’t look like they have a disability.  No problem.
• It’s not my job to take care of this; someone else’s job.  Not my expertise.
• Old building, historic – hard to change environment.
• Profs do not have time to add on new requirements and change the way the class is structured.
• Scheduling classes back to back so cannot give extra time.
• Shifts power for budgets when there is change and someone else with an expertise.
• Psychological change on staff that have to make changes.
• Who would use all the changes as there are so few students who require changes.
• Buildings meet code, so they do not address functional or maximum access.
• We do not want any of these people.  Change entry standard to ensure those people cannot qualify.
• Instructors who do not know technology and do not want to post notes or use PowerPoint, so nothing to share with students.

End AnyTown Activity.

Q.  Was the Anytown University discussion a helpful process? How?

We create or establish our own barriers, so being in Anytown U. gets us outside the box. We are able to think creatively and not be boxed in.  It also shows us how far we have to go to have inclusive environments.

Q.  How can we respond to resistance?

• A pause, a smile, perhaps, and then keep going. 
• Debunk myths and show the fallacy in the thought.
• Be familiar with institutional policies and committees.  Infiltrate and use them to change thinking.  Look at policies. Use existing practices that are already in place.
• We live and work in an environment of culture and education; think about educating people to make change.
• Provide input into the campus mission statement and strategic plan.  Use all opportunities to provide input.  We can use campus mission statement and vision, and find a way to apply it in DS.
• Work with faculty and get into their language and mindset, you can engage them philosophically.   UD is just good teaching practice, so use teaching vocab.
• Engage in research with faculty to be part of the process.  Use institutional competitiveness. 
• Group voice – CADSPPE – is working towards this.  Sets a standard. 
• SWD can design own web page to tell their story and share with instructors as a form of engagement.
• Create a committee on campus to address full institutional response for creating useable environments.
• Use AT as a tool to demonstrate strategies for useable environments.

[For more information on responding to resistance, see: www.ualr.edu/pace/ahead2006#]

Who are we?

It is important to see if our image and roles are consistent with our new vision. We need to look at what we do and what messages we send that might be inconsistent with the new vision. 

• Vision Statement: If we are successful, what will that look like?
• Guiding Principles/Shared Values: What do we believe in?
• Mission Statement: At the most basic level, what do we do? Who do we serve? Why do we exist?
• Organizational Structure/Culture: What is our hierarchy? How are decisions made? Who are our stakeholders?
  

Shared Values/Guiding Principles

• Disability is an aspect of diversity that is an integral part of society
• Being disabled is, in and of itself, neutral  (Gill)
• Disability is a social construct resulting from the present inability of social institutions and designed environments to accommodate individual differences (Schriner & Scotch)
• Access is a matter of social justice
• Good design means, among other things, that a product, process, or environment is, to the greatest extent possible, usable by everyone
• An approach requiring retroactive adjustments to be made on an individual, case-by-case basis is not sustainable
• Creating and advocating for usable, sustainable, and inclusive learning environments is a shared responsibility
• When a product, process, or environment is not usable, the designer of that process becomes our client—not the person with a disability
• Group identification is a healthy response to disability 

Group Activities

Using DS documents (mission statement, letter to faculty, syllabus statement, job description, Office name and title), answer the following questions:

• Are our practices consistent with our vision?
• How will we know when we have achieved our goals?

Group 1 Notes

Group 2 Notes

Group 3 Notes

Full Group Discussion

Job description Issues:

• Legislation requirements
• Special needs language
• No discussion of infrastructure
• Advocacy role; is this our job?

Job description - - Language change

• Centre for special services change to Access services or Disability Resource Centre
• Disability Service provider or Coordinator now Accessibility facilitator

Becoming an extreme leader…
…bold and audacious agents of change!

To begin our campaign for a change, we also need to change the way we think about leadership. Old ways of thinking about leadership involved a leader and lots of followers. We need all of you to think of yourselves as a leader. We need you to be extreme leaders—to be bold and audacious! Being an extreme leader means you are willing to accept the challenge to change the world. That sounds like an overwhelming task, but it doesn't need to be, because you can define what your world is! The world you change may be as small as one simple procedure or as large as the department or college you supervise. Start small if you need to and let's all celebrate the wins together!

• Use these concepts and ideas generated today and make them work for you. 
• Think about what we want to change, and why.
• Identify the problem with the environment and look for strategies to fix the environment, not the student with a disability.
• Use new language as you identify what you/we need to change.
• Identify measures of success, so you can celebrate small steps.

The term "Extreme Leader" is borrowed from The Radical Leap by Steve Farber. See www.stevefarber.com.

[For additional resources on Universal Design, go to: CADSPPE Universal Design Resources or AHEAD Universal Design Resources.

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