An uneasy blending of Theory and Practice: dynamic tension in Higher Ed Disability service provision NNDR 2013, Naantali, FinlandFrederic FovetOffice for Students with Disabilities, McGilll

The contextThe field discussed is Disability service

provision in Higher Education in Canada.There seems to be a large dichotomy in

Higher Ed between the Disabilities Studies discourse showcased by institutions and their model of service provision.

AnecdoteObjective of the presentation: to explore

this dichotomy

Personal presentationMy career path is relevant to the

subject matter.Educator with 15 years

experience in the field of inclusion.

Masters in Social, Emotional and Behavioural Difficulties (SEBD) & PhD candidate

Hired by McGill to oversee their Disability unit in July 2011

Hearing impairment1%

Organic impairment17%

Motor impairment8%

Visual impairment2%

Multiple impairments16%

Attention Deficit Disorder15%

Learning disability15%

Mental health disorder25%

Disability Categories 2010-11 – McGill OSD

Context of the data collectionArrived to the Disability field with a

researcher profile working within an ecological model.

The Social Model of Disability seemed congenial.

Triggered the speedy implementation of the model through the adoption of Universal Design for Learning as the framework for interventions.

UD applied to the class environment but also service provision and user interface

What is UDL? The unit did not adhere to a rigid and narrow definition of

the model:

A sustainable, environment focused framework to manage Disabilities issues

Central notion: Practices can disable or enable learners

Focuses on the conception of delivery and evaluation methods rather than on retrofitting.

Paradigm shift away from the medical model to the social model of Disability.

Is a progressive exploration and transformation

UDL implementation drivePlanned:

- 18 months of strategic lobbying with campus partners and senior administration Successful: Joint Senate Board meeting in November 2012.

- 18 months of collaborative networking with faculties (production of resources, consultancy on curriculum redevelopment, workshops): in progress

Unexpected offshoot of the UDL drive: study of DS unit resistanceData was collected for 18 monthsPerformance Dialogue, workshops, retreats,

project reports and semi-directive questionnaires.

Qualitative data analysisTriangulation: both for data collection and

human resources purposesData was also collected from students,

instructors & administrators but DS staff raises separate issues.

Corroboration of these results through partnership projects with other unit managers across Canada (CADSPPE and AQICESH)

ResultsVariables at play in the resistance observed:- Resistance to change- Redefinition of tasks- Ambivalence with regards to new role: reluctance

to consult with instructors- Sustainability of practices = not a professional

criteria- Investment in the role of ‘helper’- Personal belief in medical model or welfare model- Counter-transference with regards to client needs- Power dynamics that need to be eroded

Suggested tools to navigate this dichotomy between Theory and PracticeEnsuring staff acquire adequate

opportunities to explore the social modelEmphasize the importance of the conceptual

framework systematically in all decision making

Create a link between the social model of disability and the notion of user satisfaction

Allow for ownership of the model Introduce ethnographic practices when

recording user expectationsEmbrace sustainability as a work objective

and emphasize the impact the social model has on productivity and ability to face demand in service request

Example of unit reflective work on the social model

DiscussionThis is an immediately tangible

contradiction as Higher Ed institutions both embrace the social model conceptually and ignore it in the user interface, within the same physical entity.

Such contradictions are frequent in service provision in all areas of Disability: secondary education, social work, medical and paramedical professions.

Takes a concerted effort to ensure research in Disabilities studies translates to changes in practices.

Questions?frederic.fovet@mcgill.ca