Shadow Experience

Katerina Pishenin Reilly

M. Ed. Candidate in Higher Education
Student Affairs Profession in Higher Education
{ELPS 425}
Dr. Oiyan Poon | TJ Jourian

Jim Wice
DIRECTOR OF DISABILITY SERVICES
DIRECTOR OF 504 COMMITTEE

Wellesley College

A+

WELLESLEY, MA

The Day-to-Day
The main library entrance is inaccessible, but there is
another substantial side entrance which is adequately
accommodating.
The office is located in the library within the
Pforzheimer Learning and Teaching Center.
Since Jim has moved in, additional measures to
ensure mobility with Jims motorized wheelchair.
Jim sits on two committees, the 504 Committee which
seeks to removal physical barriers on campus and
works with the Diversity Committee to create a
He oversees Wellesley Voices for Disability, the
student group for programming and advocacy.
Jim supervises a woman who is volunteering in his
office, a transition into the workplace.
He spends much of his time answering e-mails and
phone calls from students, parents, and campus staff
as well as learning more about different assistive
technology programs on his computer.

Conclusions of
Shadow Experience
Jim meets with students to discuss accommodations,
and I am looking forward to having the opportunity
to meet and build relationships with students.
Looking forward to counseling and meeting with
students, I was hoping there would be more student
interaction, but the level of interaction could vary for
a number of reasons, such as location, personality,
mobility, etc.
Working in Accessibility Services is a fusion of my
Human Services and Rehabilitation Studies major
and the Higher Education masters degree.
In order to be an advocate and motivate your
colleagues, students, and campus, passion is crucial
in this career.
Core competencies Equity, Diversity, and Inclusion,
Advising and Helping, and Leadership(ACPA &
NASPA, 2010).

Policy Changes

What if the University Only Had One Professor?

Issue Exploration

Increase in Population
Numbers of students with differences on campus are higher than ever
before, and may continue to rise and present new needs and challenges to
institutions (Madaus, 2011).
Learning to celebrate the new population (Cory, 2011).
Accessibility from the Start
Legislation has kept pace with rising issues in accessibility.
Accommodations as well as reducing discrimination have been addressed,
but professionals must go beyond the legislation for student respect and
thriving (Cory, 2011; Madaus, 2011).
Today, the Association of Higher Education and Disability (AHEAD).
Training the Campus
Jim provides training for the entire campus community, and he proposes a
calendar of trainings for throughout the year.
The more one knows, more positive attitude and view (Rao, 2004).
Faculty and Universal Design of Instruction (UDI)
UDI provides increased equity; faculty willing, just unsure of steps
(Burgstahler, 2009; Rose, 1989).
Campus Climate
Visibility, Accessibility Services (AS) as well as students educating, and
increased value of individual.

Most Significant Perspectives

Transitioning to College
From little input in services to need for advocacy skills and knowledge of
personal uniqueness (McCarthy, 2007).
Developing Self-Advocacy
Support, concern, guidance, challenge (McCarthy, 2007).
Establishing rapport with AS professional and faculty (Cory, 2011).
Disability as an Everyday Thing
The environment and the culture are socially constructed, there is nothing
different or wrong with an individual (Wendell, 2013).
Veteran Services Branch
Increase in veteran students, specialized needs (Chang, Milem, &
antonio (2011).

Budget and Evaluation

Ongoing research and evaluation for new programs
and data for increasing personnel (ACPA & NASPA,
2010; Schuh, 2011).
Symbol Switch
A+ is the highest possible connotation, may aid in
reducing stigmas. Within a circle which conveys
human connection and responsibility (Freire, 2012).

Best Practices

Universal Design of Instruction

Equity for students, faculty, staff, and visitors in the
classroom and on campus (Burgstahler, 2009).
A Ride around Campus
Long-term or short term mobility challenges.
AccessibleNU
Name change and office redesign (AccessibleNU,
n,d,, para. 2)
University of Illinois Urbana-Champagne
Recreation, advocacy, and community
(Chamberlain, 2014).
Professionals Additional Involvement
Creativity and skill set contributing to career in
serving students and individual perspective.

Recommendations and Benefits

of Increasing Personnel

Connection to Personnel
A student may feel more comfortable disclosing or
meeting with an individual who shares similar
interests, personality traits, identities, etc.
Orientation Program
Transition, self-advocacy, community (McCarthy,
2007).
Visibility on Campus
Student group, increased awareness through having
multiple voices around campus.
What is Lost by Having Only One Professional?
Exhaustion, maternity/paternity leave, self-care.
Handling volume, Jim suggested with more personnel,
each professional could specialize (ie. learning
disabilities, note taking, scheduling, etc.).
Final Suggestions
Students with disabilities to students with different
abilities.
AS has come so far, belief and responsibility of
continuing meaningful change (Madaus, 2011).