Friday, October 5, 2012

Dr. Hadder

Part one: theoretical model

"Special needs" is standard terminology, but there is nothing special about the needs of an individual seeking equal access.

Humans are inherently limited. We can be outrun by a Jack Russell terrier, etc. but we can adapt. Shoes, houses, other humans are all assistive technology, although over time they are perceived of as "natural."

Disability is real, but contextual.

We forget that things were designed. Only when they fail, do we notice.

In the classroom, we try to avoid those failures.

Retrofit - to redesign the structure.

Universal design "roll downhill" and avoid the car crash.

Elevators ding, giving EVERYONE time to press the button to choose a floor.

Part two: nuts and bolts

Modality has to be verbal/voice recognition software.

Use word Track changes and comments, but consider computer literacy.

When writing on the board, say what you are writing as you write it. Good for visual and auditory learning styles.

Read aloud PowerPoints.

Cognitive load can become too great.

Pictures have to be described.

Ideology of individuality. Doing stuff by themselves is not necessarily the only way.

ODS can scan books.

Reading is one-dimensional. You cannot skim with your ears. Time-consuming. Cognitive load is also an issue.

Literacies is also an issue. Braille? Not necessarily. Software can be complicated. Multiple literacies involved and complicate one-size-fits-all approach.

Internet becoming less accessible. then there is a retrofit, then another car crash and so on. Web design is based on what looks good and works well for you. Not universal design. Consequently, we have to retrofit, which is expensive.

Misinformation: says accessible, but not really. Library e books are not accessible.

Design alternatives. Report "car crashes" "up stream."

Don't place responsibility for advocacy downstream on students.

Be aware. Recognize where you are and your responsibilities.

Dr. Eichler "Adult/Non-Traditional Students"

At Texas State Univ., 28,959 enrolled students working on a BA. Over 4981 are over 25 (17.2 percent).


Often over 25
Often have an established work history, often military
May have dependents
Typically have not been attending college regularly since high school
Often have transfer hours

Dr. Eichler talked about impediments to non-traditionals' success, such as time, mobility, and money constraints, but also by past attempts at attending the university, so perhaps past failures, which affect not only gpa but also attitudes about themselves, professors, and higher Ed in general.

Higher Ed. is often tailored to a young demographic, but a non-traditional may not care about clubs, Etc.

Non-traditionals with disabilities may have begun college prior to ADA; they may not have been diagnosed; they may have developed workarounds because they did not receive support; and they may resist seeking help now.

Adult-friendly and disability-friendly design are similar in many ways: individualize as much as possible. And be respectful of what the person brings to the campus, classroom, and world.

Dr. Eichler mentioned that some students began college 30 years ago, so much has changed. We learned that SLAC computer science tutors can help students learn how to use basic computer programs such as excel and word.

Wednesday, October 3, 2012

Dr. Rebecca Raphael "Dis-abling Pedagogy: Toward Accessible Teaching"

ADA Act, etc. must define "disability," but how do we define "ability"? How able must one be?

Ideological norm is what a society says is a norm.


We are all born disabled.
If you live long enough, you will acquire disabilities.
So we are just talking a portion of our life.

Bodies exist in environments, natural and social.

Connections to racism and (hetero)sexism. Concept of able-bodied is the prevailing trope.

Critique this idea of the real, as in a woman is not really different to a man, but what if she were? Would she not st

Accessible parking not handicapped parking. Why must they be close? Because if not, you couldn't participate at all.

Impairment v. Disability
We don't have sonar, but we don't consider ourselves as disabled.

Impairment: a difference in the organism and is relative (to x).

Disability: body plus environment (natural and social)

Medical model: disability is disease with its locus is in the individual, so it's the individual's problem.

All models have assumptions about where it comes from. Steers you to and away from certain paths.

Differently abled is too PC
Handicapped? Retro
Lame, retarded, etc.
Words will eventually become stigmatized if the group is stigmatized.

"Disabled" works. "Deaf" works. Really, just ask the individual how he or she self-identifies. But on a syllabus, disability accommodations.

Transgressive reappropriation: taking a pejorative and reclaiming it. Like "crip."

Visible and invisible lead to issues of coming out and passing (a la lgbt community)

Super-crip narrative is heroic overcoming of ... What? Your fault if you are not incredibly abled in some way. For the able-bodied who don't want to change social structures.

Compliance is a minimum. Consider your language and your students' language. Work with ODS. The students' right to self-disclose.

Tuesday, October 2, 2012

Alyssa Crow

Disabled is a problematic term because dis = opposite, but people who are differently abled are not the opposite of abled people.

Alyssa Crow's "Inclusion and Access: Peers as Resources in the Composition Classroom" presenting today at 3:00 p.m. In the WritingCenter, ASBN 108.

Studies show that faculty shy away from working with students with learning differences.

Resources? Other faculty, offices on campus, the writing center, adaptive technology lab, an Alkek librarian who specializes in disability affairs, and we have each other.

Make respect and discussions of respect central to your class. Also discuss different learning styles. Assign rather than allow students to choose groups because some may be ostracized. Highlight students' strengths. Individualize instruction.

Monday, October 1, 2012

Join us at the Writing Center today as we begin Diverse Learning/Diverse Teaching Week!

*A Friendly Reminder*
We have moved to ASB-N 1st floor. Our open house will be on Oct. 1st!

To celebrate our relocation to the first floor of ASBN, on October 1st the Writing Center will be hosting an Open House from 2:00 p.m. to 6:00 p.m. We will have food and door prizes.

During the Open House, we will be hosting a resource fair for ODS students (4:00 to 5:00 p.m.) and for veterans and active duty personnel (5:00 to 6:00 p.m.).

Wednesday, September 19, 2012

Writing Center Diverse Learning/Diverse Teaching Week kicks off on October 1st with Open House

By Thomas Kita
The Writing Center

Information on supporting and instructing a diverse student population will be the subject of the Writing Center’s first Diverse Learning/Diverse Teaching Week Oct. 1-5.

The week’s programs are funded by Texas State’s Office of Equity and Access and the Department of English.

The Writing Center will kick off the week with an open house 2- 6 p.m. Monday, Oct. 1, on the first floor of the Academic Services Building-North. Refreshments and door prizes will be provided.

“The Writing Center is hosting an open house in part to showcase our beautiful new space,” said Director Nancy Wilson, “but also to provide the Texas State community with the opportunity to meet the Writing Center tutors and learn more about the many ways in which the Writing Center supports writing instruction and diversity on this campus.”

During the open house, the Writing Center will also sponsor two resource fairs on the first floor of ASBN—one for veterans/active service students (4-5 p.m.) and one for students registered with the Office of Disability Services (5-6 p.m.). During these resource fairs, support staff and community leaders will be on hand to discuss special programming and resources available to these students.

Tuesday-Friday, Oct. 2-5, the Writing Center Diverse Learning/Diverse Teaching Lecture series will take place in ASBN 108. Four speakers will address best practices for working with individuals with cognitive/learning and physical disabilities.

“We are so fortunate to have some of the most important scholars in the field of Disability Studies participating in this effort,” Wilson said. “I am personally looking forward to learning how I can be a more inclusive and effective teacher.”

Writing Center tutors are committed to helping students at all levels and in all majors to improve their writing. To schedule a free 25-minute or 55-minute tutoring appointment, visit the Writing Center’s website at Students may also meet the tutors in person at the open house.

For more information, call (512) 245-3018, or stop by the 1st floor of ASBN.


Veterans/Active Service
Monday, Oct. 1, 4-5 p.m.

Terry McDowell of the Military Veteran Peer Network, Caitlin McCrory and Jason Coates of the Texas State Veterans Creative Writing Workshop, and Writing Center tutors will be on hand to discuss resources and special programming available to Veteran/Active Service students at Texas State.

Office of Disability Services
Monday, Oct. 1, 5-6 p.m.

Texas State and Writing Center staff, including ODS representatives, will be on hand to discuss specialized educational amenities for ODS students, including library resources, adaptive technology, and tutoring services.


Tuesday, Oct. 2, 3-4 p.m.
Inclusion and Access: Peers as Resources in the Composition Classroom
Guest Speaker: Alyssa Crow, lecturer in the Department of English

Wednesday, Oct. 3, 2-3 p.m.
Dis-abling Pedagogy: Toward Accessible Teaching
Guest Speaker: Rebecca Raphael, professor of philosophy and NEH Distinguished Teaching Professor in the Humanities

Thursday, Oct. 4, 4-5 p.m.
"Disability and the Adult/Non-Traditional Student"
Guest Speaker: Matthew Eichler, assistant professor in the Department of Occupational, Workforce and Leadership Studies

Friday, Oct. 5, 4-5 p.m.
Thinking “Universal Design” in Pedagogy and Instructional Technology
Guest Speaker: Neil Hadder, Texas State senior lecturer in anthropology