Philosophy of the DRC

 

Providing an Environment of Equal Access

 The Disability Resource Center seeks to establish a campus that celebrates the diversity of learners and embraces all abilities.  By doing so, the DRC has adopted the following model for creating an environment of equal access through the interactional framework for disability.

 Two Theoretical Frameworks for Disability

Medical Model (Pathological, Individual Model)	Interactional Model (Socio—cultural Model)
Disability is a deficiency or abnormality.	Disability is a difference and creates a limitation.
Disability resides in the individual.	Disability derives from the interaction between the individual and society.
The remedy is to cure or normalize the disability.	The remedy is a change in the interaction between the individual and society.
The agent to remedy situation is the professional.	The agent of remedy can be the individual, an advocate or anyone who affects the arrangement between the individual and society.

Source:  DS Foundation

 

Theoretical Model of Disability—Interactional Model

This model empowers the individual to advocate and make decisions for  themselves, while acknowledging that the community and the DRC has a social responsibility to students with disabilities.  The disability itself is recognized not as a deficiency, but a difference or limitation. Society contributes to furthering the education, understanding and promotion of people with disabilities. 

 

Access Environments

The DRC seeks to assess all aspects of accessibility on campus.  This includes:

Physical Accessibility—Is the College offering adequate spaces and response to the physical needs of an individual with a disability?

Informational Accessibility—Is the College providing reasonable accommodations to “level the playing field” among all learners?

Programmatic and Policy Accessibility—Does the College have policies and protocols in place that ensures students with disabilities fair and equal  access?  Furthermore, does the College offer programs that further the development of students with disabilities, which therefore furthers the mission of the College?

Attitudinal Accessibility—Is the campus as a whole accepting and welcoming of individuals with disabilities? 

 

Universal Design

The DRC seeks to support faculty interested in using Universal Design for Learning (UDL) in their courses.  UDL is an approach that  recognizes all of the modalities of learning to further the outcomes in the course.  Faculty who use this approach understand that all individuals learn differently and incorporates various techniques and modalities to communicate the context of the course. 

 To learn more about UDL, contact the DRC at 218-723-6747 or Academic Technology Coordinator at 218-723-7017, or see the resources at the back of this handbook.