Reframing Disability: Creating Paradigm Shift from Medical Model to Social Model

• The terms "support" and "services" are more medical model terms. They imply that students with disabilities need "support" and they keep the focus on the student as the problem rather than placing the focus on the environmental barriers.

• We want to create an image that is consistent with the other shifts we have made over the years. We are a resource to students and to the campus community and provide services to both.
• Often, in fact, our role is to assist the campus community in creating more usable and inclusive environments. When this is accomplished access for students with disabilities is seamless.
• The name "Disability Resource Center" indicates that we are a resource to students as well as other members of the campus community. Through the years we have taken on the role of providing resources and technical assistance even beyond the campus community, in both a routine and very regular way when our colleagues from other institutions call us for assistance and advice, and through programs such as PACE and PEPNet-South/Arkansas SOTAC.
• Some offices are choosing names that place the focus more directly on the environment—such as Center for Educational Access or similar names. We acknowledge that these names do indeed reflect social model in that they places the responsibility for access less on the student and more on the environment. However, some proponents of name changes that remove the term "disability" argue that students steer away from their office because of that term. This is a reflection of the problems of our society and the lack of acceptance of diversity. We want to change the way people think about disability rather than shrink away from the reactions that people have to that term. We hope that through our work, our campus community will begin to see the power that goes along with that term and will embrace the rich history of the disability rights movement. We hope that they will come to see disability as an aspect of diversity that is integral to our society and to our campus community.

• This mission statement was written several years ago and the language reflects more medical model thinking. Words like "assisting", "insure", "support services" and "allow" emphasize the DS professional as being the expert who is helping the student achieve access and success.
• The phrase "students with special needs" is considered patronizing by many people with disabilities. It also places the focus on the student rather than the environment.

Providing access to a diverse student population is embedded in the philosophy of the University of Arkansas at Little Rock .¹ We recognize disability as an aspect of diversity that is integral to society and to the campus community. To this end, the Disability Resource Center collaborates with students, faculty, staff, and community members to create usable, equitable, inclusive and sustainable learning environments .² We promote and facilitate awareness and access through training, partnerships, innovative programs and accommodations.³

1-Adapted from Educational Student Services Mission Statement.
2-Adapted from AHEAD “UDLI-endorsed” mission statement.
3-Adapted from U of Arizona's mission statement.

• The new mission statement is more consistent with new thinking about disability and with the current focus of the office.
• It emphasizes the collaborative role of the staff and the emphasis on changing the environment rather than simply responding to each student's access request.
• When we collaborate with students we are recognizing their own expertise in resolving access issues.
• Words like "usable", "equitable", "inclusive" and "sustainable" are central to the concept of universal design.

• Focus is on the student's needs, not on the need for changes in the environment.
• Communicates that the student needs professional services to get an education

Creative Solutions. Together.

• Can include either environmental changes or accommodations, but has a more positive feel and emphasizes collaboration.

• Language emphasizes legal requirements and the student as the locus of the problem.
• When legal mandates are emphasized, it creates a culture that asks, "What do we have to do? What is required? What is the minimal response?"
• The statement is labeled "Disability Support Services" which sends the message that access is directly tied to that office, rather than being available to all students with disabilities.

Students with disabilities:  It is the policy and practice of the University of Arkansas at Little Rockto create inclusive learning environments.  If there are aspects of the instruction or design of this course that result in barriers to your inclusion or to accurate assessment of achievement—such as time-limited exams, inaccessible web content, or the use of non-captioned videos—please notify the instructor as soon as possible.  Students are also welcome to contact the Disability Resource Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at www.ualr.edu/disability.  

• The language places the problem with access in the environment and the responsibility with the designer of the course.
• It is addressed to "students with disabilities" rather being tagged with the office name. Some barriers can easily be removed as a result of collaboration between the student and the professor without further intervention. This statement leaves room for that process to occur.

• Laden with medical model and legal language.

• The new format is a step toward more social model thinking. Though there is still some legal language, it is moved down in the letter and the idea that creating inclusive environments is a part of the campus culture has greatest emphasis.
• The new letter introduces the concept of universal design and provides a link to resources to guide professors further in creating inclusive and usable environments.