MENTAL HEALTH EXAMINED THROUGH DISABILITY STUDIES: HOW THEORY INFORMS SERVICE PROVISION

Outline of Presentation

PART 1 Brief outline of Disability Studies Brief outline of Mad Studies The inter-sectionality and tensions

PART 2 Medical Model – Social Model of Disability

Drive to normalize Stigma

Outline of Presentation

PART 3 MIND THE GAP

Common beliefs about Higher Education Common beliefs about Madness

PART 4 Principles of Universal Design as agent of change

Disability Studies

Mad Studies

Born to be Murdered

Inter-sectionality and Tensions

Medical Model – Social Model of Disability

MEDICAL MODEL 1. Disability is a deficiency or

abnormality. 2. Being disabled is negative. 3. Disability resides in the

individual. 4. The remedy for disability-

related problems is cure or normalization of the

individual. 5. The agent of remedy is the

professional.

SOCIAL MODEL 1. Disability is a difference. 2. Being disabled, in itself, is

neutral. 3. Disability derives from

interaction between the individual and society.

4. The remedy for disability-related problems are a change in the interaction between the individual and society.

5. The agent of remedy can be the individual, an advocate, or anyone who affects the arrangements between the individual and society.

Medical Model – Social Model of Disability Drive to normalize Stigma

Common expectations and beliefs regarding Higher Education

Common expectations and beliefs regarding Higher

Education Rationality Criticality Presence Participation Resistance Productivity

Collegiality Security Coherence Truth Independence

Common Expectations and Beliefs regarding Madness

Common Expectations and Beliefs regarding Madness

Rationality (irrational) Criticality (jumbled) Presence (absence) Participation(silence/

unruly) Resistance(negatively

resistant) Productivity (lazy)

Collegiality (quirky/odd) Security (threat) Coherence (incoherent) Truth (chaos) Independence

(dependent)

http://www.youtube.com/watch?v=KrWxPUSJoeg

Principles of Universal Design as Agent of ChangeTHE SEVEN PRINCIPLES OF UNIVERSAL INSTRUCTIONAL DESIGN 1. Accessibility 2. Flexibility 3. Straightforward and intuitive use 4. Effective and clear instructional methods 5. Supportive learning environment 6. Minimizing unnecessary tasks and requirements 7. Adequate Space

Gordon Dionne, MAManagerAccess Centre for Students with Disabilitiesgordon.dionne@concordia.ca