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B4: Disability Justice Terms and Resources

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B4: Disability Justice Terms and Resources

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https://docs.google.com/document/d/1Tqpnj623giU4fNPvZh5pYq7uWfMpj9WWXqHiRIDncA8/edit?usp=sharing

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B4: Disability Justice Grounding Terms [Large Print]

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B4: Disability Justice Grounding Terms [Large Print]

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B4_ Disability Justice Grounding Terms [Large Print]

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If you require an accommodation for effective communication (ASL

interpreting/CART captioning, alternative media formats, etc.) to fully

participate in this event and with resources, please contact Mariana at

Mariana.Matthews@berkeley.edu

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5.26.2022

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LANGUAGE

**: It is important to note that whether a person with a disability prefers people-first or identity-first language is NOT universal. If you are unsure as to whether you should use people-first or identity-first language in order to be respectful, the best thing to do is to ask people themselves.” (Source)

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https://www.streamtext.net/player?event=UCBDAC_B4-Disability_Justice

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We recognize that UC Berkeley sits on the territory of xučyun (Huichin), the ancestral and unceded land of the Chochenyo speaking Ohlone people, the successors of the sovereign Verona Band of Alameda County. This land was and continues to be of great importance to the Muwekma Ohlone Tribe and other familial descendants of the Verona Band. We recognize that every member of the Berkeley community has, and continues to benefit from, the use and occupation of this land, since the institution’s founding in 1868. Consistent with our values of community, inclusion and diversity, we have a responsibility to acknowledge and make visible the university’s relationship to Native peoples. As members of the Berkeley community, it is vitally important that we not only recognize the history of the land on which we stand, but also, we recognize that the Muwekma Ohlone people are alive and flourishing members of the Berkeley and broader Bay Area communities today.                                       

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We recognize that UC Berkeley sits on the territory of xučyun (Huichin), the ancestral and unceded land of the Chochenyo speaking Ohlone people, the successors of the sovereign Verona Band of Alameda County. This land was and continues to be of great importance to the Muwekma Ohlone Tribe and other familial descendants of the Verona Band. We recognize that every member of the Berkeley community has, and continues to benefit from, the use and occupation of this land, since the institution’s founding in 1868. Consistent with our values of community, inclusion and diversity, we have a responsibility to acknowledge and make visible the university’s relationship to Native peoples. As members of the Berkeley community, it is vitally important that we not only recognize the history of the land on which we stand, but also, we recognize that the Muwekma Ohlone people are alive and flourishing members of the Berkeley and broader Bay Area communities today.                                       

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This acknowledgement was co-created with the Muwekma Ohlone Tribe and Native American Student Development and is a living document. Action Required: Using a Land Acknowledgement: https://www.youtube.com/watch?v=TmBeU42fhxE&feature=youtu.be

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Action Required: Using A Land Acknowledgement

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Not all questions will be be asked, but will help guide future programs + resources

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We invite you to share UC Berkeley campus and community resources that support Disability Justice and Communities. Feel free to add related information and links below.

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We invite you to share UC Berkeley campus and community resources that support Disability Justice and Communities. Feel free to add related information and links below.

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select the "+" button at the bottom of each column to create a new post

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xučyun (Huichin) is the home territory that Chochenyo speaking Ohlone people, it extends from what we know today as the Berkeley hills to the Bay Shore, from West Oakland to El Cerrito. The territory is composed of what we know today as five Bay Area cities -  all of Alameda, Berkeley, Emeryville, El Cerrito, and most of Oakland.

Our campus extends to areas of xučyun that held a tuppentak (a traditional roundhouse), a place of celebration and ceremony, as well as a shellmound, traditional Ohlone burial sites. So as we view Berkeley as a special place, we were not the first to recognize, make our lives in, or celebrate the unique and exceptional place that we have the privilege to stand on.

Source: https://cejce.berkeley.edu/ohloneland

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Centers for Educational Justice & Community Engagement

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What are some resources, groundings, and inspirations for Disability Justice work?

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You may like or uplift comments by selecting the <3 'heart' icon.

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You may like or uplift comments by selecting the <3 'heart' icon.

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Joining from outside of the Bay Area today? 

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Joining from outside of the Bay Area today? 

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Explore the Native Land you occupy here: https://native-land.ca/

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Mapping

We strive to map Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.

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Native Land is a resource to learn more about Indigenous territories, languages, lands, and ways of life. We welcome you to our site.

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The PATH to Care Center leads the efforts to transform our campus into a community that is free of sexual violence, sexual harassment, intimate partner violence, and stalking through prevention, advocacy, training, and healing. 24/7 Confidential Care Line available to UCB students, staff, faculty, and alumni (510) 643-2005

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PATH to Care is the confidential center at UC Berkeley that leads efforts to prevent sexual and relationship violence, sexual harassment, and stalking on campus as well as ensure survivors and their networks have access to support, healing, resources, rights, and options.

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Restorative Justice Center at UC Berkeley

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Restorative justice brings people together to build community and address harm through community-based circle processes.

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The Disabled Students' Program promotes an inclusive environment for students with disabilities. We equip disabled students with appropriate accommodations and services to achieve their individual academic goals. We are dedicated to supporting disabled students and collaborating with the campus community to remove barriers to educational access and embrace the University's values of equity and inclusion.

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https://dsp.berkeley.edu/support-services/welcome-disability-cultural-community-dcc-center

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Welcome to the Disability Cultural Community (DCC) Center

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UC Berkeley's Disability Cultural Community Center seeks to create and provide a safe and social space for the Cal disability community to build authentic connections and support one another.

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Planning Accessible Events at UC Berkeley 

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Planning Accessible Events at UC Berkeley 

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https://dac.berkeley.edu/events/planning-accessible-events

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This guide is intended to help you think through engagement with a spectrum of people with and without disabilities in hosting an event. Some sections of this guide are requirements that all events hosted on the campus and sponsored by university units must address in their event planning. Those requirements will be clearly marked. Other sections of this guide are intended to help you frame your event from its conception as an accessible one where access and event planning are synonymous start to finish.

Please note, no list of recommendations for accessibility comprehensively addresses the needs of all people with disabilities.

If you have any questions or require additional advice, please contact Disability Access & Compliance (DAC) for support.

Planning for Disability Access and Accommodations: Access Coordinator

Start early!

Access for all community members takes time as well as commitment. By working proactively, event planners can better identify access barriers and make their events accessible to the widest range of participants possible. To head off common questions, think about the closest accessible parking, restrooms, and entrances to your event venue. Specifics on where to find that information are listed below.

Requirement: Designate an Access Coordinator (AC) for Your Event.

In order to make sure that all access requests are addressed in a timely manner and that those requests are met to the best of our ability, one person should be designated the Access Coordinator for every event.

Characteristics of an Effective Access Coordinator:

The AC needs access to the complete set of event details and logistics.

The AC must have the capacity to receive requests and respond promptly.

The AC must have authority to modify the language on promotional materials and advertisements.

The AC needs reasonable authority to approve an accommodation if it leads to an additional expense for the event.

Take Note of What Goes Well (and what could be better in the future).

The best way to provide better event access is through the experiences of event planners. If your department hosts events with many different people responsible for different events, keep resources like notes on past experiences in a single place. That could include points of contact, venue-specific plans or information, or anything else that will build institutional memory.

Lowering the Barriers for Making Requests for Event Accommodations

Talking About Access as a Part of Planning

Access needs should be shared, and talked about openly and without shame. Make space for your group members, guests, and participating community members to clearly define their access needs at regular meetings as well as special events. Many people's access needs are invisible. They should feel welcome to share those needs without fear of reprisal, so an intentional space for sharing is very important!

Requirement: Promotional Materials

All promotional materials across all formats (print, web, email, carrier pigeon, etc.) should include an accessibility statement. Here's a sample accessibility statement for use in your event promotional materials:

"If you require an accommodation for effective communication (ASL interpreting/CART captioning, alternative media formats, etc.) or information about campus mobility access features in order to fully participate in this event, please contact [name of AC] at [contact information: phone number and email] with as much advance notice as possible and at least 7-10 days in advance of the event."

At a minimum, the accommodations statement must include the name of the person serving as access coordinator and a method for contacting them directly (i.e. a phone number or email address).

Responding to Accommodations Requests

Requirement: Our Obligation to Provide Access

The campus must provide equal access for people with disabilities to all university sponsored programs, services, and activities. Even when we are uncertain about funding or logistics for an accommodation, we should proceed assuming that the service should be provided. Disability Access & Compliance (DAC) staff can help determine the best approach to responding to any situation where an event planner needs guidance/support.

Responding to a Request

In general, we assume that every accommodations request is valid. DAC can help you determine the legitimacy of a request if you have serious doubts. Before confirming the availability of a specific accommodation, collect the details of the accommodations needs for the guest/event participant including:

Their contact information

Their requested accommodation(s)

Any preferences issued about that accommodation

(If your event receives multiple requests for a similar accommodation, collect the contact information of every person making that request. This can help our service providers understand how to deliver that accommodation most effectively.

If the request is for an accommodation or information that you need help in answering, please contact DAC with as much advance notice as possible.

Requirement: Giving a Good Faith Effort

Even after careful planning, some requests will come too late to get addressed or other logistical problems might prevent us from addressing an accommodations request. Although this outcome feels bad for all involved, we are only responsible for trying with all reasonable resources to make an accommodation work.

If you are unable to meet an accommodations request, explain that clearly to the guest/participant and try to hold compassion in the process. Humility goes a long way in holding the frustration a person experiences when their needs are not met.

Resources and Support

Disability Access & Compliance can help you with all of the steps and processes described above. Most importantly, we provide technical advice in implementing accommodations, planning support and consultation, and can connect you with service providers to meet accommodations requests.

Advice, Consultation and Planning

If you need consultation in the planning stages of the event, DAC can provide the following:

A review of promotional materials to tailor them to your specific event

Event-specific information about restrooms, parking, and paths of travel to and from your event

Connection to other campus resources for event access/mobility access

Explanations of campus policies and practices re: disability access and accommodations.

Funding for Accommodations

In certain cases, DAC can provide resources and funding to support the accommodations needs of people with disabilities participating in campus events. In order to qualify for Direct funding support, an event must:

Be hosted by a university department or unit;

Be broadly open to the public or campus community;

Be located on a property owned or leased by UC Berkeley, or remote events (e.g., Berkeley Zoom or Google Meet);

Have the specific name and contact information of the person requiring an accommodation to participate in the event readily available and clearly identified;

Must not charge for admission*;

*Please contact DAC if your event charges nominally to cover only the cost of hosting the event or in order to verify event participation (such as a reservation fee of $10).

If the event does not meet these funding criteria the Access Coordinator for the event will need to Charge-Back the payment for the services to the DAC account. The Access Coordinator will be sent an email with a link to our DAC Charge-Back form (with instructions) and two attachments (the original event Communications Request form (CR) PDF and the paid Invoice for the services).

Role of DAC in Providing Accommodations

Although DAC provides logistical support and connects event planners with resources, service providers, and funding, the event sponsor is responsible for providing equal access to their program.

When to list DAC as the Point of Contact/Access Coordinator

Under certain, limited, circumstances an event qualifies to list DAC as the Access Coordinator for an event. In order to do so, an event must meet at least one of the following criteria:

Major public events, such as those served by Parking & Transportation (Note: Individual departments, colleges, and schools hosting commencement ceremonies must identify an Access Coordinator as described above, with the exception of the L&S Commencement Ceremony);

Events with a theme covering topics highly pertinent to people with disabilities when a large number of people with disabilities are expected to attend;

After consultation with Disability Access & Compliance (DAC)

Please email access@berkeley.edu with any questions.

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This guide is intended to help you think through engagement with a spectrum of people with and without disabilities in hosting an event. Some sections of this guide are requirements that all events hosted on the campus and sponsored by university units must address in their event planning.

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Ella Callow, JD (she/her/hers) | B4 Moderator

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Ella Callow, JD (she/her/hers) | B4 Moderator

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Ella Callow is the ADA/504 Compliance Officer for the University of California, Berkeley. She has a J.D. from Berkeley School of Law and has practiced law since 2001.

Prior to working for UC Berkeley, Ms. Callow served for 12 years as Legal Director for the National Center on Parents with Disabilities and their Families, a NIDILRR funded research, policy and legislative program. She has written federal reports, peer-reviewed articles, and book chapters on the topics of disability rights, the intersection of disability/indigenous nations, and the parenting rights of persons with disabilities in the U.S. judicial system. She has organized and keynoted national and international disability parenting rights conferences, participated in White House panels on eugenics, disability, tribal nations and child welfare, and successfully participated in multiple state legislative efforts to increase protections for parents with disabilities and their children. She has created the only training and support programs for Tribal Nations around disability and family rights, and supported attorneys and their clients in hundreds of cases involving the human and civil rights of parents with disabilities and their children. She has acted as a litigation consultant for the federal Department of Justice, Civil Rights Sector, on the issue of disabled parents’ rights involving state actors. Most recently this resulted in the landmark settlement between the DOJ and the state of Massachusetts to reform their child welfare system.

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Disability Access and Compliance Policies and Procedures

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Disability Access and Compliance Policies and Procedures

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The following links point to a collection of policies, procedures, and offices that support the needs of campus community members with disabilities. Some resources listed below are targeted specifically to the needs of Students, while others are geared to support faculty, staff, or campus guests and visitors.

The overarching University of California policy on non-discrimination is as follows:

The University of California, in accordance with applicable Federal and State law and University policy, does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, pregnancy , disability, age, medical condition (cancer-related), ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-era veteran or special disabled veteran. The University also prohibits sexual harassment. This nondiscrimination policy covers admission, access, and treatment in University programs and activities.

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The following links point to a collection of policies, procedures, and offices that support the needs of campus community members with disabilities. Some resources listed below are targeted specifically to the needs of Students, while others are geared to support faculty, staff, or campus guests and visitors.

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Chancellor's Advisory Council on Disability and Accessibility Planning 

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Chancellor's Advisory Council on Disability and Accessibility Planning 

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https://dac.berkeley.edu/committees/chancellor%E2%80%99s-advisory-council-disability-and-accessibility-planning

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Chancellor’s Advisory Council on Disability and Accessibility Planning | Disability Access & Compliance

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The Chancellor’s Advisory Council on Disability and Accessibility Planning (CACDAP) includes the voices of all major constituent groups at UC Berkeley and is made up of individuals with a commitment to diversity and inclusion for disabled members of our community. Reporting directly to the Chancell…

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Coordinating Committee for the Removal of Architectural Barriers

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Coordinating Committee for the Removal of Architectural Barriers

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https://dac.berkeley.edu/committees/coordinating-committee-removal-architectural-barriers

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The Coordinating Committee for the Removal of Architectural Barriers (CCRAB) serves the University of California, Berkeley as a subcommittee of the Chancellor's Advisory Council on Disability & Accessibility Planning. CCRAB is administered on behalf of the ADA/504 Coordinator and the Vice Chancellor for Administration. The Committee meets as regularly as required (at least monthly) to ensure the physical accessibility of the university's programs, services, and activities by reviewing plans for capital projects. CCRAB's charge is to:

Review capital projects to ensure their accessibility as defined under the 1990 Americans with Disabilities Act, Title 24 of the California Building Code, as well as other applicable law and university policies,

Monitor the effective execution of the university ADA Transition Plan,

Initiate capital projects, studies, and research projects that improve the physical accessibility of UC Berkeley facilities, and

Allocate Committee funds to improve the accessibility of properties under the university's stewardship.

Scope of CCRAB Review

CCRAB serves as one component of the university's process for complying with the Americans With Disabilities Act Access Guidelines (ADAAG) and Title 24 of the California Building Code (CBC). Specifically, CRABB reviews projects to ensure that:

1. Path of Travel improvement requirements under Title 24 of the CBC Ch. 11B-202.4 ("Path of Travel Requirements in Alterations, Additions and Structural Repairs") are executed as required,

2. Determinations of Unreasonable Hardship and Technical Infeasibility as described in Title 24 of CBC 11B-202.4 Exception 8 are accurately assessed and documented, and

3. The correct provisions of Title 24 of the CBC Ch. 11B are applied to project based on the university's program plan for the facility.

CCRAB reviews projects either informally at the request of the Project Manager/client or formally at the direction of the Campus Building Department/Office for Disability Access & Compliance.

Voluntary reviews are performed on an informal basis to support projects at any phase (from conceptual design through 90% CD submittals). Project Managers may submit requests for review via this form.

For formal reviews, CCRAB interprets the application of California Building Code accessibility provisions and other relevant law to the project or evaluates requests for exemption from compliance with those provisions. Formal reviews are required for all projects in the categories described below, as well as at the direction of CBD/DAC.

Project Categories for CCRAB Consideration

CCRAB Review Required:

Construction of new facilities

Projects addressing the structural conditions of an existing facility

Projects which significantly alter the circulation route within an existing facility

Projects with an adjusted estimated construction cost exceeding the current valuation threshold when they:

Generally Exempted* from CCRAB Review:

Projects limited in scope to signage, repaving parking lots, replacements-in-kind of existing features, mechanical systems, cosmetic work, and non-fixed furniture.

Projects solely for the purpose of removing existing access barriers initiated in response to an individual complaint.

Projects with an adjusted estimated construction cost below the current valuation threshold (unless advised by CBD or DAC). The Campus Building Department will review projects for access compliance exempted in this way, including the application of path of travel improvement requirements.

*PMs may elect to bring projects exempted from CCRAB review (as described above) to the committee at their discretion. CCRAB will prioritize reviews for projects

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Coordinating Committee for the Removal of Architectural Barriers

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The Coordinating Committee for the Removal of Architectural Barriers (CCRAB) serves the University of California, Berkeley as a subcommittee of the Chancellor's Advisory Council on Disability & Accessibility Planning. CCRAB is administered on behalf of the ADA/504 Coordinator and the Vice Chancellor for Administration.

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https://dac.berkeley.edu/committees/disability-access-liaison-team-dalt

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Committee Description

The Disability Access Liaison Team (DALT) serves the University of California, Berkeley as a subcommittee of the Chancellor's Advisory Council on Disability & Accessibility Planning.

Why do we have an ADA Compliance Officer and liaisons?

1. Title II of the ADA requires public entities with 50 or more employees to have one

2. Because all departmental activities, services, and programs must be accessible to and useable by people with disabilities

What does the Office of Disability Compliance & Access accomplish with DALT?

ADA is a Civil Rights law with basic provisions

Definition of Disability

1. Physical or mental impairment that limits one or more major life activities

2. A record of such impairment

3. Being perceived as having a disability (even if no impairment exists)

Where does the ADA apply?

1. Title I applies to employment

2. Title II applies to programs & services of state and local government

3. Title III applies to places of public accommodation (businesses)

4. Title IV applies to telecommunications

5. Title V is ' miscellaneous'

Title II Administrative Requirements

1. Designate an ADA Coordinator/Compliance Officer

2. Provide public with Notice of Rights

3. ADA Grievance Procedure and Policy

4. Self-Evaluation

5. Transition Plan

Title II is really about Equal Opportunity for users of public entities, Title I for employees

What is Architectural Access?

The buildings, parks, lawns, transit points, sidewalks and other public spaces in the Path of Travel (POT), must be up to minimum design standards under the ADA and the Cal Building Code

1. ex 1: the curb-ramp and sidewalk system must allow disabled people to traverse the campus when the program is taken in totality

2. ex 2: doors, service counters, bathrooms and interior POT must also meet minimum standards and allow access when taken in totality

What is Programmatic Access?

1. Under Title II, University services must be "accessible to and usable by people with disabilities"

2. It goes beyond physical accessibility to include reasonable modifications, effective communication and navigable E/web

What is Effective Communication?

Equal Access to information. We have the obligation to provide people with disabilities information in a way that they are able to understand it. This can be done through the provision of equipment or auxiliary aids and services. The choice of what to provide lies with the person with the disability;

1. ex 1: a blind person received information electronically instead of in print;

2. ex 2: a sign language interpreter is scheduled for a Deaf individual to attend a meeting

Limits to the University's Title II Obligations

1. Fundamental alterations: changes that alter the essential nature of a program; it is our duty to establish that the request would so alter the service system

2. Undue financial burden: could only be accomplished with significant expense; to determine this we must consider all resources of the parent entity

3. Undue admin burden: could only be accomplished with significant difficulty; to determine this we must consider all resources available for use in the program

4. Direct Threat: granting the request for accommodation would result in a direct threat to the health or safety of the individual or others

Summary of expectations of ADA Departmental Liaison

Support ADA compliance in your department:

1. Participate in DALT, disseminating information you receive here, and distributing or maintaining materials

2. Assist coworkers with TTY, ordering interpreters, making large print or electronic versions of documents as needed; and log when requests for accommodation are made

3. Direct requests for technical assistance from others in your department to DAC if you can't find the answer in our materials

4. Familiarize your department with the grievance process and grievance form; and provide any completed and mis-submitted grievance forms to DAC

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The Disability Access Liaison Team (DALT) serves the University of California, Berkeley as a subcommittee of the Chancellor's Advisory Council on Disability & Accessibility Planning. Title II of the ADA requires public entities with 50 or more employees to have one Because all departmental activities, services, and programs must be accessible to and useable by people with disabilities What does the Office of Disability Compliance & Access accomplish with DALT?

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https://dac.berkeley.edu/services/communications-accommodations-cartasl

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The office of Disability Access and compliance (DAC) provides support for university departments, organizations, programs, units and members of the public requesting American sign Language (ASL) Interpreting and Communication Access Realtime Translation (CART) Captioning services at campus-sponsored events. Please visit our Planning for Accessible Events to learn more about how to plan accessible events, required language for all advertising, what an access coordinator is, and read about our accessible communications guidelines, recommendations, and best practices.

Note: If you are requesting services for a student enrolled in a course at U.C. Berkeley, please have the student request captioning as a reasonable academic accommodation from their Disabled Students Program (DSP) specialist.

We offer two Communication Services options:

1. Real-time remote captioning to provide communications access, and

2. In-person American Sign Language (ASL) Interpreting*

*Video Remote Interpretation (VRI) is an alternative solution to on-site interpretat ing especially in remote areas where an interpreter cannot be physically present in the same room as the consumer needing the service. Where appropriate we may utilize VRI to provide communications access.

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The office of Disability Access and compliance (DAC) provides support for university departments, organizations, programs, units and members of the public requesting American sign Language (ASL) Interpreting and Communication Access Realtime Translation (CART) Captioning services at campus-sponsored events.

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DAC maintains a library of assistive products and software available to departments across campus to support staff and faculty. Please fill out the Service Request form to request one of the items available in our catalog. You can learn more about the products and software we have available in the sections below. If you have any questions about this program please send an email to access@berkeley.edu.

https://dac.berkeley.edu/request-services

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If you plan on attending an event and need mobility accommodations please try to make your service request at least 72 hours prior to the campus event you wish to attend. If you make your request with less notice, we will do our best, but the earlier you submit your request, the more likely it is to be fulfilled.  Requests or inquiries about accommodation information can be made through the following form, or by calling (510) 643-6456.

We will send you a confirmation of your request shortly after you submit it, and contact you again when your accommodation arrangements have been set up.

SERVICES PROVIDED

Event walkthrough

Changing Venues

Locating Accessible Transportation

INFORMATION PROVIDED

Location of Disabled Parking

Easiest, safest and most convenient path of travel

Location of Accessible Building Entrances

Location of Accessible Restrooms

Venue Seating Information

Answers to any and all other access questions that you may have

https://dac.berkeley.edu/request-services

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What is The Loop?

The Loop is a golf cart that provides intra-campus rides for eligible faculty, staff, and students with disabilities on a first-come, first-served basis. This service was created to assist students with mobility disabilities (including temporary disability as a result of injury) and visual impairments, during the fall and spring semesters, and during classtime. It has since has extended to serve disabled staff and vistors, and to run during additional hours and times of the year (e.g., Golden Bear Orientation Week and summer sessions). The Loop only operates on the core campus.

Eligibility for the Loop

All riders must demonstrate a disability-related need to receive approval to use the Loop.  Disability Access & Compliance
(link is external)
(link is external) receives requests for Loop access, verifies the requestor’s disability needs based on documentation, and approves requests as appropriate.

https://dac.berkeley.edu/services/mobility-accommodations/loop-golf-cart

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The Loop Golf Cart | Disability Access & Compliance

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The Loop is a golf cart that provides intra-campus rides for eligible faculty, staff, and students with disabilities on a first-come, first-served basis. This service was created to assist students with mobility disabilities (including temporary disability as a result of injury) and visual impairmen…

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https://access2020.berkeley.edu/survey-findings

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Each of the blocks on this page links to a PDF with sections of the findings of our programmatic Self-Evaluation and physical Transition Plan surveys. The combined selections contain large amounts of information. Please engage as much as you can with what follows, however if you find it overwhelmin…

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Derek Coates, PhD (he/him/his) | B4 Speaker

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Derek Coates, PhD (he/him/his) | B4 Speaker

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Dr. Derek Coates is the campus Manager of Disability Program Access and lead on the Cal Access 2020 Self-Evaluation. He has Master’s Degrees in Sociology from the California State University (at Fullerton) and the University of Michigan (Ann Arbor).  His Ph. D in Sociology from Wayne State University was awarded in 2003 and he completed an N.I.D.R.R. Ed Roberts Postdoctoral Fellowship in Disability Studies at Cal in 2004.

In 2004, Dr. Coates was hired as the Disability Resolution Officer to resolve/investigate discrimination complaints filed by Cal students and members of the community.  In 2006, Chancellor Robert Birgeneau awarded Dr. Coates a Chancellor’s Outstanding Staff Achievement Award as a member of the WebAccess team.  In 2008, Dr. Coates was awarded a Berkeley Institute on Leadership and Development (BILD) grant that created the Disabled Staff Resource Network (pre-cursor to the Staff Alliance for Disability Access).

In 2010, Dr. Coates was hired as the Discrimination Complaint Resolution Coordinator in Central Human Resources to informally resolve/investigate staff discrimination complaints. In 2015, Dr. Coates was appointed as Interim Disability Compliance Officer reporting to Associate Chancellor Linda Williams.

In 2017, Dr. Coates received a Staff Appreciation and Recognition SPOT award.  In 2018, Chancellor Carol Christ awarded Dr. Coates a Chancellors Outstanding Staff Achievement Award.  In 2022, Dr. Coates was awarded a second Staff Appreciation and Recognition SPOT award

Currently Dr. Coates is responsible for ADA Title II training on equal access in communications (print, ASL, web), emergency evacuation, workplace accommodations, etc.

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Karen Nakamura (she/her/hers) | B4 Speaker

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Karen Nakamura (she/her/hers) | B4 Speaker

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Karen Nakamura is a disability studies scholar and cultural anthropologist at the University of California Berkeley. Her first book was titled Deaf in Japan: Signing and the Politics of Identity (2006). Her next project resulted in two ethnographic films and a monograph titled, A Disability of the Soul: An Ethnography of Schizophrenia and Mental Illness in Contemporary Japan (2014). While finishing a book on the intersections of transsexuality and disability politics in postwar Japan, Nakamura is currently collaborating on research involving the impact of artificial intelligence / machine learning (AI/ML) on disability communities.

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KnakamuraMomo51 - Prof. Karen Nakamura PhD.JPG

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Steve Johnston (he/him/his) | B4 Speaker

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Steve Johnston (he/him/his) | B4 Speaker

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Steve is the Policy and Investigations Manager in Disability Access and Compliance. He's an alumnus of the University of Aberdeen, Scotland and originally from Northern Ireland. He has over 20 years’ experience as an investigator, including crime scenes, major crime, and financial crime, in the UK.

He moved to California in 2018 and after almost two years  at UCSF investigating privacy incidents and potential HIPAA violations, he moved to DAC at UC Berkeley in October 2020.

As well as investigating allegations (by students, staff, faculty, and visitors) of discrimination based on disability, he gives presentations and is ready to discuss the work of DAC and how the Department can assist you and your department in being compliant with the ADA.

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Rosa Enriquez (she/her/hers) | B4 Speaker

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Rosa Enriquez (she/her/hers) | B4 Speaker

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Rosa Enriquez is a disability advocate, educator, death doula, latinx queer-identifying social worker, and former veterinary technician with 12 years of experience supporting BIPOC communities in the Bay Area. She served on the Graduate Assembly and ASUC Disabled Students Commission (DSC) to advance the well-being of disabled students and promote an anti-ableist campus. As the Policy and Advocacy Intern for Disability, Equity, and Inclusion, Rosa collaborated with the DSC, Disabled Students’ Program, and Student Advocate’s Office to create Disability Beyond Compliance, a new program at the Disability Cultural Center for students, faculty, and staff to co-learn about disability and strengthen accessibility in the classroom. Her role expanded to supporting the School of Social Welfare’s Critical Social Justice Podcast’s (CSJP) inaugural season on Critical Disability. CJSP employs storytelling, lived experience, and empirically-based research to bridge gaps in our professional knowledge and to critically interrogate conventional wisdom, often rooted in racism, ableism, and other intersecting systems of oppression. Aside from disability activism, Rosa served as the Graduate Student Facilitator (GSF) of the Alternative Breaks program at the Public Service Center for two years. As the first GSF, she developed curriculum centering on critical service-learning, identity/positionality/intersectionality, cultural humility, restorative justice, reflection, accessibility, and community building. Rosa earned her Bachelor’s (‘20) and Master’s (‘22) in Social Welfare at UC Berkeley.

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Carlos Vasquez (he/him/his) | B4 Speaker

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Carlos Vasquez (he/him/his) | B4 Speaker

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My name is Carlos Cezar Vázquez, I was born and raised in Hollister, California, and I am about to go into my fifth year as a Political Science major here at Cal. Ever since I was a little boy, I realized the importance of advocating for myself. As a Brown Latinx man with Cerebral Palsy born to Mexican immigrant parents, my family and I had to fight the insurance company that initially denied me buying my first power wheelchair and my kindergarten teacher who didn’t want to teach me because for her, I was too “dumb” and disabled to learn. From these initial moments of injustice, I learned that not only is advocacy important to demand that my human dignity is respected in society, but is also important to help other disabled individuals demand respect for their dignity in a society that was not built for us. I have worked on a disability awareness project for my high school senior graduation project, creating an elementary school curriculum for my district to teach children about using “People's-First Language”. I have also served as the Co-Internal President of the once existing Student Coalition For Disability Rights at Cal. This past year, I have served as a Co-Chair of the ASUC Disabled Students Commission and will be serving as an ASUC Senator for the upcoming 2022-2023 school year.

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Disability: A person having one or more physical or mental condition(s) that limit one's movements, senses, and/or activities. Includes physical, sensory, mental, cognitive, intellectual, developmental, and psychiatric disabilities and chronic illnesses/chronic diagnoses. Individuals can be born with their disability/disabilities, or they can be acquired later in life. E.g.: hard of hearing/deaf, low vision

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Chronically ill: A person whose illness is "chronic" rather than "acute," meaning they are ill long-term rather than short-term. (Cystic fibrosis, chronic kidney disease, multiple sclerosis, Crohn's disease

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Neurodiversity: A person whose brain functions in ways that contradict dominant societal standards of “normal.” Ex: Autism, ADHD/ADD, dyslexia, dyspraxia, bipolar

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Ableism: “A system of assigning value to people’s bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness. These constructed ideas are deeply rooted in eugenics, anti-Blackness, misogyny, colonialism, imperialism, and capitalism. This systemic oppression leads to people and society determining people’s value based on their culture, age, language, appearance, religion, birth or living place, “health/wellness,” and/or their ability to satisfactorily re/produce, “excel” and “behave.” You do not have to be disabled to experience ableism.” - T.A. Lewis in community with disabled Black/negatively racialized folx.

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Academic Ableism: Manifests as structural barriers (e.g., physical barriers, buildings without proper ramps, classrooms not equipped with needed technology, cobblestone walkways and hills that make it difficult to navigate campuses), institutional barriers in policies and practices (i.e., students told to take leave of absence, part-time programs not prioritized, or certain types of learning like written essays given more weight than other forms of showing knowledge, admissions process that prioritizes “professional” experience over “personal” life experiences), and interpersonal barriers for disabled students, faculty, and staff including microaggressions (e.g., commenting on the use of the elevator, professors asking if you really need an accommodation, “You don’t look disabled,” “That was lame!“), and blatant hostility. - Rosa

Kelekian, in community with disabled social workers

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“Identity-first language**: “Disabled people” as opposed to “people with disabilities” positions disability as an identity category. For disabled people, having their disability(ies) as an aspect of their person describes membership within a wider cultural group, as well as an aspect of their individual body and mind that refuses to be “fixed,” “dealt with” or effaced. To understand disability as an inherent part of an individual’s identity emphasizes that the disability plays a role in who the person is, and reinforces disability as a positive cultural identifier.

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Person-first language**: “Person with quadriplegia” as opposed to “quadriplegic person” places emphasis on the person instead of on the disability. (For more, see “Identity-first Language”)

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Crip: coming from the derogatory term “crippled,” and the way that metaphors about disabilities are used in derogatory fashion, ‘crip’ turns the term back on itself as a way to acknowledge the history, movement and culture behind disability rights and recognition

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Disability pronouns: Similar to gender pronouns, disability pronouns are personal pronouns referring to one’s preferred self-label e.g. chair-user, neurodivergent, spooner, etc. In a world where people with disabilities can be socially invisible, the ability to identify someone’s preferred disability pronouns can avoid misidentifying disabled folks

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How did you begin this work and why? How long have you done it? What are you most excited about that you are working on right now? What do you want to share about being a disabled student, staff or faculty member?

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Many of you have multiple rich identities, how have you experienced those identities interacting with your disability identity if you are disabled?

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Berkeley has been a home for the disability movement and critical disability studies.

Julie Avril Minich (2017) argues that critical disability studies involves the scrutiny of normative ideologies [that] should occur not for its own sake but with the goal of producing knowledge in support of justice for people with stigmatized bodies and minds- and those who are devalued and pathologized whether disabled or not.

Does this mean that to work on social justice, you must move beyond your work or self advocacy in the academy - or include those outside academy- and toward work for the truly poor and socially devalued?

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The western construct of “independence” has required disabled people to reject their families and family homes, and to adapt consumer and worker identities. This has fallen away a bit in the face of the mutual aid movement (I’m thinking of people like Jenn Deerinwater, Alice Wong, Leroy Moore and others). However, building culture in previous iterations of the DR/ILM were based on strong community shared experiences of carceration, segregated education and exploitative practices.

What does this new movement toward mutual aid offer to replicate the creation of shared community identity that is less trauma based?

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In many ways the heart of the DR/ILM has been the removal of architectural barriers.

Aimee Hamraie has written that CDS should reintegrate UD practice in a project to “formulate a nuanced, new materialist and historical disability epistemology, particularly in engagements with scientific knowledge.” (Hamraie 2014)

Do you think that the needs of people with physical access issues is being lost as the movement tips toward the needs of the majority of disabled people- those with psychiatric disabilities, chronic illness, and neurotypical conditions?

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These pages were created out of an effort to educate people interested in learning about disability concepts, who have little to no prior knowledge on the topic.

The information on this pages are a work in progress. Check back later for a way to provide feedback on the content.

Feel free to check out the information in any order that interests you, or in the order provided.

THE PAGES CAN BE ACCESSED THROUGH THE TOP MENU OR THROUGH THE FOLLOWING LINKS:

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Introduction

What is Disability?

Medical Model, Charity Model, and the Social Model

Disability Justice

Disability Identity and Pride

Disability Rights History

Language

Ableism

Spoon Theory

Books, Blogs, and Zines

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Do you think that accessibility is more on the forefront with experiences from the pandemic and online learning and remote work? If so, how can we increase accessibility demands and make education and work more equitable?

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Do you think that accessibility is more on the forefront with experiences from the pandemic and online learning and remote work? If so, how can we increase accessibility demands and make education and work more equitable?

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why is there a cop on this panel?

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did we need a tall cis white non disabled man to tell us about disability? so confused

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Thank you! Wow, amazing panel! Thank you to everyone, really appreciate this discussion. 

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Thank you! Wow, amazing panel! Thank you to everyone, really appreciate this discussion. 