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The Student Success and the Social Model of Disability in Higher Education
Posted by anne.grey | Start the discussion
Presenters:
- Ira McKinzie, Student Advocate Coordinator for Accessible Education and Disability Resources (ADR)
- Shannon Pagano, Disability Counselor & In-Class Aide Coordinator (ADR)
- Ash Paren, ADR Student Advocate
- Sean Williams, Counselor and Accessibility Specialist (ADR)
During the 2019–2020 academic year, approximately 21% of undergraduate students reported having a disability. Despite this significant presence, disabled students in higher education continue to face lower program completion rates and higher rates of departure compared to their non-disabled peers.
This workshop explores how higher education institutions can move away from the traditional medical model of disability—which views disability as an individual impairment that needs to be fixed—toward the social model of disability. The social model asserts that individuals are disabled by environmental, attitudinal, institutional, and communication barriers within society rather than by their personal impairments.
By framing disability as a natural aspect of human diversity, PCC faculty and staff can foster an inclusive environment that emphasizes belonging, self-advocacy, and universal design for learning.
Presentation Outcomes
After reviewing this presentation, participants will be able to:
- Distinguish between the Medical and Social Models of Disability: Understand how the medical model focuses on individual deficits while the social model targets systemic and societal barriers.
- Identify Four Major Categories of Societal Barriers: Recognize attitudinal, environmental, institutional, and communication barriers present in academic environments.
- Trace Key Milestones in Disability History: Gain foundational awareness of the Disability Rights and Disability Justice movements, including key figures like Judy Heumann and Ed Roberts.
- Apply Social Model Principles in the Classroom: Implement universal design practices—such as providing materials in advance, offering flexible assignment modalities, and reducing reliance on invasive accommodation processes—to improve student persistence and success.
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