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Di(ver)sability AwarenessResponding to diversity in higher education
1
I N H O U D
To get started.
What do you see? What can we learn from this? How would you make the connection between
this movie and the title of this workshop: “Di(ver)sability Awareness “?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How respond to
diversity10. Questions11. More information
2
I N H O U D
Support Centre for Inclusive Higher Education.
Supports all Flemish higher education institutions
Realisation of inclusive higher education
Equal opportunities in higher education
Full participation in higher education
‘Bottom-up’
‘In dialogue’
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How respond to diversity10. Questions11. More information
3
I N H O U D
Support Centre for Inclusive Higher Education.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How respond to diversity10. Questions11. More information
www.siho.be
4
I N H O U D
Goals of the workshop.
Becoming aware of the different perspectives of people with a disability and the implications of these perspectives.
Looking at diversity and disability with a reflective attitude.
Becoming aware of the construction of categories (how does it work and what are the consequences?).
Dealing with diversity in a respectful way.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How respond to diversity10. Questions11. More information
5
I N H O U D
Overview .
1. To get started.2. Support Centre for Inclusive Higher Education.3. Goals.4. Content.5. Different perspectives.6. Diversity.7. Groups and identity.8. In- and exclusion.9. How to respond to diversity?10. Questions?11. More information.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different
perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
6
I N H O U D
Different perspectives.
Exercise:
Write answers to the following questions on 3 post-its:
Post-it 1: What does ‘disability’ mean for you? Why?
Post-it 2: What is the cause of a disability? Why?
Post-it 3: How do we have to respond to disability? Why?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
7
I N H O U D
Models of disability.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
8
Models:
Religious-moral model. Medical model. Social model.
Frameworks:
Disability Studies. The construction of difference.
I N H O U D
Models of disability.
Religious-moral model.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
9
I N H O U D
Models of disability.
Medical model.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
10
I N H O U D
Models of disability.
Social model.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
11
Still a long road to reach equal rights.
I N H O U D
The perspective of SIHO.
Disability Studies.
Disability as a construct. Participation is central. Participation as a right. Looking at talents and dreams. Listening to the individual.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
12
I N H O U D
The perspective of SIHO.
Disability Studies.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
13
I N H O U D
The perspective of SIHO.
The construction of difference.
We create frameworks that structure our responses and interaction.
At the same time, there’s always a process between a person and their environment to escape this.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
14
I N H O U D
The perspective of SIHO.
The construction of difference.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
15
I N H O U D
The perspective of SIHO.
The construction of difference.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
16
Frame: difference
Process: differentiation
I N H O U D
Diversity.
Exercise:
In which real-life situations did you ever need support? Do you know real-life situations of friends, colleagues,… who needed support?
They can be small situations. E.g. a new computer programme is introduced
at your work place and you’re stuck.
Assignment:
Write at least 2 situations of your own and 2 situations of friends/colleagues on the red post-its.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
17
I N H O U D
Diversity.
Assignment:
Now write on the yellow post-its: How did you / your friend / colleague
solve this? Which supports for the built environment
were necessary? Which post-it where?
Stick the red post-it (the problem) where you find a solution with its corresponding yellow post-it (the solution) on the 1st poster.
Stick the red post-it, where you didn’t find any solution, on the 2nd poster.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
18
I N H O U D
Diversity.
Conclusions:
Everyone is limited by their environment in certain contexts.
Disability as a social construct. Require new ways of acting. Require FLEXIBILITY. Support often has to come from the
environment. We are INTERDEPENDENT.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
19
I N H O U D
Diversity.
Diverse student population. Also students have diverse abilities and limitations. These are not always visible.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
20
I N H O U D
Diversity.
Diverse student population.
Looking for disability or talent … or both? ?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
21
I N H O U D
Diversity.
Diverse student population.
Looking for disabilityor talent…? Or both?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
22
I N H O U D
Diversity
Diverse student population
Can you find the student with a disability?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
23
I N H O U D
Groups and identity.
Assignment:
Write down all the groups where you consider yourself to be a member? What is your role in each group? Are you the same in all these groups?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
24
I N H O U D
Groups and identity.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
25
I N H O U D
Groups and identity.
Different and changing identities
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
26
I N H O U D
Groups and identity.
Disability Identity
Disability Identity is very dependent on the environment and the moment..
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
27
PORT
RAIT
BAR
T “The association (for softenonvictims) combines the possibility to learn, to get information and especially the possibility to return your own knowledge to others. Next to that, it is also a place where his children can see that Bart is not the only one
with this disability.”(van Trigt & Grimonprez, p.20)
I N H O U D
Groups and identity.
Assignment:
Look at the sheet: ‘which groups do I belong to/ am I part of?’ Fill in on the dotted line some moments when you felt tension between different roles.
E.g. mother – employee during illness of your children
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
28
I N H O U D
Groups and identity.
Conclusions: We are part of / belong to different groups. This connection with various groups changes. Our roles differ in the groups.
Link with continuous diversity: Groups are fixed structures. People are not just split into certain groups or categories. In the groups, there are also possibilities to become different.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
29
I N H O U D
Groups and identity.
Still, fixed groups are created.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
30
I N H O U D
In- and exclusion.
In- and exclusion by fixed groups.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
31
I N H O U D
In- and exclusion.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
32
ADH
D
Dys
lexi
e
Autis
me
Zwak
bega
afd
Dys
mel
ie
Labelling
Long tradition of dividing people in categories and subcategories (see the medical model).
The counterside of labels: people are no longer seen as ‘becoming different’ but as ‘being different’.
Ster
eoty
pes
Able
ism
Clos
e, b
ut n
ot
getti
ng it
…
Del
inea
ted
right
s an
d du
ties
Us-
them
I N H O U D
In- and exclusion.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
33
Ableism
I N H O U D
In- and exclusion.
Evidence / proof of disability Reasonable adjustments“Every concrete measurement, of material or immaterial nature, that neutralizes the limiting influence of an inadapted environment on the participation of a person with a disability.”
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
34
Delineated rights and duties
I N H O U D
In- and exclusion.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
35
Close, but not getting it…
Disorder
I N H O U D
In- and exclusion.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
36
Us/Them
Voordelen Nadelen
I N H O U D
In- and exclusion.
“They are all the same.”
Are all men the same? Are all Dutch people the same? Are all Muslims the same?
Are all people with a disability the same?
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
37
Us-Them
I N H O U D
In- and exclusion
Definition: “Collection of fixed, simplistic and generalized ideas on a group of people”.
(Brysbaert, 2006).
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
38
Stereotypes
I N H O U D
In- and exclusion
Examples of worries about future nurses and teachers:
“Someone with autism can’t become a teacher, can they?” “Is a person with a physical disability able to
infuse?” “Can a midwive with only one arm take care
of a baby safely“
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
39
Stereotypes
I N H O U D
In- and exclusion.
Myths:
1. They are helpless and depending on us. 2. They are victims of faith, have a doomed life and are
in need of pity. 3. A disability is always visible. 3. They are intellectually behind others.4. They cant’t have children, they are not able to raise
children.5. They act as a victim to get disability benefits and
additional support. 6. They have additional senses, can see the future or
have magical powers.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
40
Stereotypes
I N H O U D
In- and exclusion.1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
41
I N H O U D
In- and exclusion.
Accessibility of the higher education institution
Fixed structures in higher education cause potential barriers for:
Reachability Usability Understandability Affordability Availability
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
42
I N H O U D
In- and exclusion.
Reachability
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
43
I N H O U D
In- and exclusion.
Usability
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
44
I N H O U D
In- and exclusion.
Understandability
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
45
I N H O U D
In- and exclusion.
Affordability
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
46
€12
.000
€12
.000
€12
.000
€12
.000
€30
0
I N H O U D
In- and exclusion.
Availability
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
47
I N H O U D
How to respond to diversity?
Diverse student population
Need for:
Formal and informal support. Listen to personal stories. Searching together for creative solutions. A flexible higher education. Critically looking at the accessibility of classes.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
48
I N H O U D
How to respond to diversity?
Formal support:
Support coming from the structure Law, policy, regulations (Reasonable
adjustments) Political conclusions Services Organisational structure
Link with fixed frames? Therefore need for fixed frames. Therefore we need labels.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
49
I N H O U D
How to respond to diversity?
Informal support:
Support coming from the culture of the organisation.
What vision is there around diversity and inclusion?
Interaction between colleagues and between teachers-students.
Through dialogue and personal interaction, solutions are soon found.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
50
I N H O U D
How to respond to diversity?
Full support!!!=
Informal support+
Formal support
In need of a culture, open to diversity.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
51
I N H O U D
How to respond to diversity?
Listen to personal stories
“Just let me be a regular student!” In need of understanding. The feeling you have to prove yourself more.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
52
I N H O U D
How to respond to diversity?1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
53
I N H O U D
How to respond to diversity?
“…Sometimes people, at certain times in their lives, want others to see their disability because in that way they don’t have to ask for help, but receive it automatically.”
(van Trigt & Grimonprez, p.25)
“It really gets attention, a man with no arms. A lot of people spontaneously come to help. Awful. They see me taking my glasses with my mouth,
and they are already giving a helping hand. Literally. That’s not necessary. I’ve learned to
manage for myself. And if that doesn’t work out, I still have my mouth. Then, I will ask for help.”
(Jacques Villeneuve)
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
54
I N H O U D
How to respond to diversity?
Searching together for creative solutions.
Students often know best which supports they need. Openness to continuous diversity = openness to dialogue with students.
“I think it is important not to have constant guidance, like ‘Are you okay, do you need any help?’. That’s not necessary and can often be paradoxical. But when something is wrong,
feel free to mention it”.(van Trigt & Grimonprez, p.12)
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
55
I N H O U D
How to respond to diversity?
A flexible higher education
Openness from the start for a diverse student population
Universal Design for Learning
Multiple means of representation. Multiple means of expression = students can interact in different ways with the materials and can show in different ways what they’ve learnt. Multiple means of engaging students.
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
56
I N H O U D
Questions?1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information
57
I N H O U D
More information?
Support Centre for Inclusive Higher Education www.siho.be Facebook and Twitter E: [email protected] T: 0032 473 59 09 72
The Link Network www.thelinknetwork.eu Facebook and Twitter
1. To get started2. Support Centre for
Inclusive Higher Education
3. Goals workshop4. Content workshop5. Different perspectives6. Diversity7. Groups and identity8. In- and exclusion9. How to respond to
diversity?10. Questions11. More information