Why Not Change The World?

I am proposing the Rensselaer Polytechnic Institute create a program deliverable for the local community by developing an equitable, accessible, diverse, and inclusive campus through the creation of an Adult Continuing Education and Enrichment Program. This program would open a part of the campus in the evenings for intellectually and developmentally delayed adult community members to participate in alternative education/enrichment programs. I especially direct this proposal, initially, to underserved and underrepresented populations, specifically adults with developmental and intellectual delays who desire a “college experience” and who significantly lack other post-secondary educational enrichment opportunities in New York State.

This is an RPI/Community-based project and program designed to be built as a post-secondary alternative higher education/enrichment option for the intellectually and developmentally delayed adult population. RPI would open its campus to truly embrace, not just the words or statements that refer to equity, diversity, inclusion, and accessibility but wholly embracing the action of it. An Adult Continuing Education/Enrichment Program is a deliverable to the Troy community from RPI that encourages and engages the community in conversation, collaborations, and communication. By embracing a continuing education program RPI has the unique opportunity to offer enrichment opportunities on campus for the intellectually and developmentally delayed community in our area. RPI offers a centralized location that can be accessed by the walking and biking community and has easy access to the bus line. This provides the perfect environment to offer Adult Continuing Education/Enrichment classes for several populations but especially adult students with intellectual and developmental delays.

Enrichment focused classes that could be offered at RPI.

·         Arts and Crafts

·         Fitness

·         Food, Cooking and Baking

·         Health and Wellness

·         Hobbies and Special Interest

·         Home and Garden

·         Language

·         Music

·         Local Tours and Trips

Equity, diversity, accessibility, and inclusion are becoming a core concern to communities and institutions. Accessibility reaches far beyond the wheelchair ramp and a handicap accessible restroom. Understanding true accessibility and inclusion is the realization that every person has exactly the same value and worth and therefore should be offered with full self-determination and self-agency in the least restrictive environment possible the opportunities to fully integrate into college settings. We live in a society created through an “able-bodied (mind)” lens. The positive benefits of embracing accessibility are the thorough and systemic growth across campus and community of empathy, patience, understanding and consideration as we envision an inclusive environment where all those with a desire to learn and grow are able to share space. If we are going to “change the world”, then let’s do it.

          As the parent of an adult son born with developmental and intellectual delays I have seen and understand how few opportunities there are for this population to have a post-secondary “college experience” with their peers. Being a native informant in the world of my adult intellectually and developmentally delayed son, I have personally witnessed the able-bodied bias and ableism that still exists in the educational system (all systems actually). When my youngest son left for college my older son with special needs (eleven months older) asked why HE couldn’t go to college as well. It was a heart-breaking moment for me and one I now personally address in every situation I have the opportunity to.     

We can situate and understand the historical evolution of othering through the lens of ableism and ableism theory allowing us to critically examine the ideological foundation upon which this country was founded and how our societal infrastructure and foundation are still rooted in a baked in ableist mindset (Ono, 2020). Murphy’s (2001), (Ginsburg and Rapp, 2013) opinion of baked in ableism suggests that “American cultural norms that valorize independence serve to dis-able, status, and social relations, revealing the cultural and existential dynamics of marginalization” of the disabled (Murphy, 2001). The communication discipline of disability not only illuminates issues of ableism and historical oppressive power inequities but also demands a deliverable which actively attempts to create community awareness and possible reform (Ono, 2020).

The mindset and practice of ableism are a deeply rooted form of discrimination and byproduct of social, economic, political, and physical separation of the abled from the unable (disabled) or “othered” (Sullivan, 2021). Ableism Theory suggests our cultural and societal “baked in” preferences (whether conscious or unconscious) to live, work, be educated with and interact with the abled evolves from the 500 years of othering. Campell supports the concept of systemic historically rooted ableism and how our society measured, decided, labeled, and diagnosed the othered, through a skewed metric of understanding “normal”. The skewed metric by which individuals were determined to be worthy or not and their ability to meaningfully contribute to society in a meaningful way is the core of ableism (Campell, 2013).

Hall refers to baked in ableism as the “mental framework” that is created through our historical understanding of rhetorical language, visual cues, and social systems (Cherney, 2012 and Hall, 1996). Schools, colleges, churches, all public or privately owned businesses, office buildings, pools, gyms, parking lots, sidewalks, public bathrooms, grocery stores, parks and entertainment venues were designed and built for and by the abled. The practice of separation and expulsion of the “othered” from general society can be historically traced back to a “survival of the fittest” mind set where nature and biology decided who could survive and who could not (Sullivan, 2021).

As medical interventions advanced, man took over the decision making and determination of who was “able” to meaningfully contribute to building society and who was not able (Anzalone, 2021). These choices were determined by how an individual was labeled as physically emotionally, psychologically, or physiologically afflicted, diseased, contagious, labeled and socially situated (Schweik and Wilson, 2019). The population of the removed or “othered” consisted of poor widows, abandoned or sickly children, street vagrants, the homeless, poor single mothers, those considered to have mental illness and the intellectually and developmentally delayed (Resnick, 2023).

The creation of “Ugly Laws” in the United States legally allowed for the expulsion, and separation of the above populations (Manoukian, 2023 and Emery, 2017). Needing a place to put these combined populations, with the intention to contain, surveille, and control across the United States poor houses and poor farms were created (Blakemore, 2018). Ableist Theory suggests that our present-day society and understanding of “normal” is built upon the skewed and polluted scaffolding and rhetoric of settler colonialism through discrimination and separation of the “othered” and the disabled (Lechuga, 2020). Lechuga suggests that “assemblages were the organizing logic of settler colonialism” allowing for the grouping, removal, and disposal of the othered to maintain control through power relations of domination and suppression (McKerrow (1989) and Foucault (1989). Being able to dictate, create and control the rhetorical narrative, the ruling classes were able to create “public memory” not based on knowledge but in agenda-based persuasive rhetoric (Lechuga, 2020). New York State Institutions were then built to separate these populations by “affliction” or diagnosis. The intellectually and developmentally delayed populations were moved to these institutions. They had no agency, free will, self-determination, or power over their surroundings and were given numbers as the only form of individual identification (NYS Museum of disability, 2023).

The eventual closing of institutions in NYS physically moved the I/DD populations into group homes and created a separate state-run branch of disability called OPWDD (Office for People with Developmental Delays) suggesting that this population was now recognized and “allowed” to be “part of society”. The inequities are still vast across all social structures, including access to organized post-secondary educational and enrichment opportunities. Societal ableism is still a strong and active force which can only be addressed through public awareness campaigns and social advocacy at all levels of political, social, economic, and educational systems (Cherney, 2012).

It took 500 years of “civilization” in the United States to conclude that wheelchair ramps might be necessary to create equitable access to society by the disabled in our democratic society. It was not until 1992 that the ADA required that new construction buildings must have wheelchair ramps and that buildings built before 1992 must do their best within the owners financial or physical constraints to build a wheelchair ramp (NOLO, 2023). It is also the year that the last NYS State Institution (of which there were 50 in NYS for the intellectual and developmentally delayed alone), closed (NYS Museum of disability, 2023). Consider that those populations that were determined unable and consciously and intentionally removed from society thus stripping them of agency and reduced to a “thing” are the same underserved and underrepresented populations that WE now blame and shame for being in their current conditions or situations.

New York State assists in providing an organized and curated educational experience for the intellectually and developmentally delayed community until age 21. After age 21 post-secondary educational, continuing educational, enrichment and organized programming becomes incredibly limited and difficult to navigate for the primary caregivers of the population (Martinez, Conroy, and Cerreto, 2012). After age 21 it becomes the primary caregiver or givers responsibility to curate and research programming opportunities that provide ongoing enrichment opportunities in the least restrictive environment possible while honoring the self-determination and full agency of the I/DD individual.

New York State OPWDD (Office for People with Developmental Delays), is the state branch of disability that provides services for the intellectually and developmentally delayed in New York State. While OPWDD does offer (funded by Medicaid, which is consistently losing funding each year for this population of our most vulnerable) some “Day Habilitation” programing. They are overcrowded, underfunded, and understaffed (again, due to consistent cuts in Medicaid funding) and do not offer a least restrictive environment or full self-determination for those of the population who navigate their community with a (one to one) community companion (Serres, 2022).

Brendan J. Lyons, a reporter for the Times Union, wrote an article that directly addresses the closing of Capital Region day programs funded by NYS Medicaid and why. He writes that “a staffing crisis that is crippling care programs for individuals with disabilities is forcing Saratoga County’s largest nonprofit human services agency to temporarily “pause” a day habilitation program in Clifton Park” (Lyons, 2022). He continues by saying that “it is among dozens of closures of similar residential and day habilitation programs by state-run and nonprofit agencies that are downsizing, or closing across the state” (Lyons, 2022). Not only do the massive cuts to Medicaid affect programming in New York State but also affects the staff and administration associated with all services provided to I/DD individuals in NYS. Now is the time to create sustainable and community changing programming for this underserved and underrepresented community.

SUNY ADK has had a Continuing Education program since the late 80’s as well as Hudson Valley Community College and SUNY Albany. They both offer non-credit courses as well as Enrichment Courses, the latter being best suited for the intellectual and developmentally delayed population. While participating in SUNY ADK Adult Continuing Education/Enrichment classes, my son took drawing classes, choir, indigenous dance, cookie making, cake decorating, chocolate making and Zumba. The challenge with the SUNY ADK ACEP was the lack of his own in class peers to socialize with. When designing the “curriculum” for the program it is imperative to build for the neediest, up. This ensures that all students benefit equitably from the experience. The program was designed for a particular audience though not for the I/DD community. No marketing, class structure or advertising was specifically created for the unique needs of the I/DD population. We now have the opportunity to design, build and offer a “college experience” to an underserved and underrepresented population who desire, in fact, crave, a similar and meaningful educational experience as their non identified peers (Martinez, Conroy and Cerreto, 2012).

  Creating and designing the program with the I/DD audience as the core focus provides the perfect opportunity for RPI to come into alignment with alternative educational programs. The Adult Continuing Education/Enrichment Classes offered at SUNY Adirondack, Hudson Valley Community College and SUNY Albany offer non-credit classes that are typically one to two-hour classes, one or two evenings a week for eight weeks. Students who register are non-matriculated and are able to enroll and participate in as many enrichment classes as they like per six or eight-week session. Classes are typically taught by community instructors with expertise in a specific area. Fees per class vary depending on the supplies needed (SUNYAdirondack, 2023). The fee includes payment to the instructor. Typically, the full payment for the class is provided out of pocket but when the class is completed the I/DD student receives a full refund from OPWDD.

Although Saint Rose does have a “college experience program” it requires the I/DD individual to live on campus, be able to navigate completely independently, accepts only a few students each year and has a narrow age limit. Each student attends full-time and is enrolled in a pre-determined program. It is a formalized and specific program that only accepts those of the population that have higher executive functioning skills. Its primary focus is to create independent employable workers again, which only a very small percentage of the whole population in NYS is able to do. The program only accepts I/DD individuals with the highest executive functioning levels, leaving the vast majority of the NYS I/DD population with no “college experience” options in the capital district. The parameters of being accepted into the program are very narrow and include the following barriers (Saint Rose College Experience, 2023).

Parameters of Acceptance the St. Rose College Experience Program:   

·         Only accepts a few high executive functioning students each year.

·         Each new student must be interviewed by the administration.

·         Must be able to live and care for themselves completely independently.

·         Must be able to independently navigate busy main roads.

·         The only program option is a formalized and specific schedule that is designed by the college, based on their metric of what the I/DD student should do and not the students self-determination.

·         Must live on Campus in co-ed housing.

·         Eligible students must be between the ages of 18-24.

·         Fulltime two-year program (no part-time attendance or off campus living options).

Unfortunately, the “College Experience” program as of June 2024 will no longer be offering post-secondary educational experience for the intellectually and developmentally delayed as St. Rose has announced it will close its doors permanently in June of 2024. This decision was made due to unsolvable and unmanageable financial issues. This situation does increase the absolute need for additional local college experience educational/enrichment programs for the I/DD community. RPI now has a unique and extraordinary space to build an exceptional college experience program.

Expanding on the concept of the possible populations that would significantly benefit are single moms who dropped out of high school before they were able to graduate. Public schools in NYS ended their in-school GED (TASK) programs. NYS stopped funding them. NYS no longer funds “dropouts” in the public school. Having the opportunity to walk onto a college campus and continue their education to complete a GED could change the life of the mom and her child. By building self-esteem, worth and value she claims the possibly of transcending outside of her situation to a better life through the education process. Adult Basic Education/Enrichment classes build the foundation for obtaining a GED (TASK).

Before the continuing education classes started at SUNY ADK the one thing my son was most concerned about was being able to walk into the campus bookstore and buy a SUNY ADK sweatshirt and sweatpants. He looked at me and proudly exclaimed “Mom, I am in college!” He belonged and he knew it. Expand that focus out to a larger population of the underserved and underrepresented whose lives would be forever changed realizing “that they finally belong”.

RPI has a unique opportunity to create a post-secondary educational and enrichment community deliverable that directly addresses societal ableism. By taking a strong community, academic and leadership role, RPI will be able to become a post-secondary educational model and roadmap of what inclusion, diversity, accessibility, and equity truly looks like.

Citations

Anzalone, K. (2021). A brief history of ableism in the United States. The Lamron. Geneseo’s Student Newspaper. A brief history of ableism in the United States — The Lamron

Blakemore, E. (2023). Poorhouses Were Designed to Punish People for Their Poverty. HISTORY. Poorhouses Were Designed to Punish People for Their Poverty | HISTORY

Cherney, J. (2012). The Rhetoric Of Ableism. Disability Studies Quarterly, the first journal in the field of disability studies. Wayne State University. The Rhetoric of Ableism | Cherney | Disability Studies Quarterly (wayne.edu)

Campbell, F. (2013). Ableism: A Theory of Everything? International Conference on “Linking Concepts of Critical Ableism and Racism Studies with Research Conflicts and Participation”, Griffith University. Ableism_A_Theory_of_Everything_Keynote_f.pdf (disabilitystudies.nl)

College of Saint Rose. (2023). The College Experience Program. The College Experience Program | The College of Saint Rose (strose.edu)

Emery, D. (2017). Did Some Cities in the United States Have “Ugly Laws” to Keep Disabled People Out of Sight? Snopes. Did Some Cities in the United States Have 'Ugly Laws' to Keep Disabled People Out of Sight? | Snopes.com

Ginsburg, F., Rapp, R. (2013). Disability Worlds, Annual Review of Anthropology, Annual Reviews, 42(53-68). JSTOR https://www.jstor.org/stable/4349290

Lechuga, M. (2020) An anticolonial future: reassembling the way we do rhetoric. Communication and Critical/Cultural Studies (17)4 p. 378-374 An anticolonial future: reassembling the way we do rhetoric | Request PDF (researchgate.net) DOI:10.1080/14791420.2020.1829659

Lyons, B. (2022). Day Program Closures Forcing Some Parents To Quit Jobs. Disability Scoop. Times Union. Disability program staffing crisis forcing some parents to quit jobs (timesunion.com)

Martinez, D., Conroy, J., Cerreto, M. (2012). Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education. Journal of Policy and Practice in Intellectual Disabilities. Wiley.onlinelibrary Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education - Martinez - 2012 - Journal of Policy and Practice in Intellectual Disabilities - Wiley Online Library

Manoukian, M. (2023). The Untold History Of Ugly Laws. Grunge. The Untold History Of Ugly Laws (grunge.com)

McKerrow, R. (1989). Critical Rhetoric: Theory and Praxis, Communication Monographs, (56)2 Chapter 10. Critical rhetoric: Theory and praxis: Communication Monographs: Vol 56, No 2 (tandfonline.com)

Museum of disability. (2023). New York State Timeline Exhibit. New York State Timeline Exhibit - Museum of disABILITY History

NOLO. (2023). Wheelchair Ramps: Legal Requirements of Commercial Property Owners. Wheelchair Ramps: Legal Requirements of Commercial Property Owners | Nolo

Ono, K. (2020). The Future of Communication and Critical/Cultural Studies. Communication and Critical And Critical/Cultural Studies. Routledge, Taylor & Francis Group, 17, 56-61.The future of Communication and Critical/Cultural Studies: Communication and Critical/Cultural Studies: Vol 17, No 1 (tandfonline.com)

Resnick, A., (2023). Ableism: What It Means, History, Types, Examples, How It’s Harmful. Ableism: What It Means, History, Types, Examples, How It's Harmful (verywellmind.com)

Schweik, S. & Wilson, R. (2019). Ugly Laws. Eugenics Archives. Ugly Laws • Encyclopedia • Eugenics Archive

Serres, C. (2022). People With Disabilities Feel Left Behind Amid Caregiver Shortage. Disability Scoop. Star Tribune. People With Disabilities Feel Left Behind Amid Caregiver Shortage - Disability Scoop

Sullivan, D. (2021). What is ableism, and what is its impact? MedicalNewsToday. Verywellmind. Ableism: Types, examples, impact, and anti-ableism (medicalnewstoday.com)

SUNY Adirondack. (2023). Personal Enrichment Continuing Education. Personal Enrichment | SUNY Adirondack Academic Catalog (sunyacc.edu)