When we accept that barriers to curricular access stem from the design of academic programs, courses, and experiences, it changes the work of the DS office. Rather than focusing primarily on the individual student’s disability, active faculty outreach, consultation, and collaboration become central. Join us to explore how sustained and strategic faculty development is an important part of DS work when we embrace a socio-political understanding of disability.
Elizabeth Harrison-University of Dayton
Randall Ward-Eastern Michigan University