Slide 1:
ADA Audio Conference Series
August 20, 2013
This session is scheduled to begin at 2:00pm Eastern Time
Real-Time Captioning and the PowerPoint Presentation are available through the Webinar Platform. Audio Connection is available through the webinar platform/telephone/Mobile App.

Slide 2:
Listening to the Session
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Slide 3:
Listening to the Webinar, continued
MOBILE Users (iPhone, iPad, or Android device (including Kindle Fire HD)) 
	Individuals may listen** to the session using the Blackboard Collaborate Mobile App (Available Free from the Apple Store, Google Play or Amazon )
  
Slide 4:
Captioning
*	Real-time captioning is provided during this session via the webinar platform.
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Slide 5:
Submitting Questions
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Please note: This webinar is being recorded and can be accessed on the ADA Audio Conference Series website at www.ada-audio.org within 24 hours after the conclusion of the session.   The edited written transcript will be posted at this same site within 7 business days following the conclusion of the session.

Slide 6:
Customize Your View
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Slide 7:
Customize Your View continued
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Slide 8:
Technical Assistance
*	If you experience any technical difficulties during today’s session:
•	In webinar platform:  Send a private chat message to the host by double clicking “Great Lakes ADA” in the participant list. A tab titled “Great Lakes ADA” will appear in the chat panel.  Type your comment in the text box and “enter” (Keyboard - F6, Arrow up or down to locate “Great Lakes ADA” and select to send a message ); or 
•	By Email webinars@ada-audio.org; or 
•	Call 877-232-1990 (V/TTY) 

Slide 9:
Athletic Opportunities for Students with Disabilities: Focus on Colleges and Universities

Presenters:
Ted Fay, PhD, Professor, State University of New York (SUNY) at Cortland
Linda Mastandrea, J.D., Athletics Equity Consulting
Anita M. Moorman, J.D., Professor, University of Louisville
Stephanie Wheeler, Women’s Wheelchair Basketball Coach, University of Illinois

Slide 10:
The Guidance
Five Key Principles

•	1. Generalizations/Stereotypes Not Permitted
•	2. Equal Opportunity & Access to Existing Programs
•	3. Inclusion Whenever Possible
•	4. Provide Needed Aids and Services
•	5. Expand/Create Opportunities

Slide 11:
Stereotypes
•	A college or university may not operate its athletics programs on the basis of generalizations, assumptions, prejudices, or stereotypes about disability generally, or specific disabilities in particular. 

•	A college or university also may not rely on generalizations about what students with a type of disability are capable of—one student with a certain type of disability may not be able to play a certain type of sport, but another student with the same disability may be able to play that sport.

Slide 12:
Equal Opportunity
•	A college or university operating intercollegiate, club, or intramural athletics must do so in such manner as is necessary to afford qualified students with disabilities an equal opportunity for participation. 

•	This means making reasonable modifications and providing those aids and services that are necessary to ensure an equal opportunity to participate, unless the C/U can show that doing so would be a fundamental alteration to its program.

Slide 13:
Inclusion
•	A college or university must afford qualified students with disabilities an equal opportunity for participation in intercollegiate, club, or intramural athletics in an integrated manner to the maximum extent appropriate to the needs of the student.

•	The provision of unnecessarily separate or different services is discriminatory.

•	Inclusion is the gold standard

•	Students must meet eligibility standards and performance standards.

Slide 14:
Aids and Services
•	A college or university must also provide a qualified student with a disability with needed aids and services, if the failure to do so would deny that student an equal opportunity for participation in intercollegiate, club, or intramural athletics in an integrated manner to the maximum extent appropriate to the needs of the student unless
•	Fundamental alteration
•	Undue Burden
•	Significant Difficulty or Expense

Slide 15:
Expand Opportunity
•	Students with disabilities who cannot participate in the college and university’s existing intercollegiate, club, or intramural athletics – even with reasonable modifications or aids and services – should still have an equal opportunity to receive the benefits of these activities.

•	When the interests and abilities of some students with disabilities cannot be as fully and effectively met by the college or university’s existing programs, the college or university should create additional opportunities for those students with disabilities. 

Slide 16:
Cost
•	Is this an “unfunded mandate?” – No – the law has been around since 1973; and clearly applied to colleges and universities institutionally not programmatically since 1987, due to Civil Rights Restoration Act.

•	Colleges and Universities subject to ADA since 1990.

•	 These are guidelines for how to implement an already existing law

Slide 17:
Summary
•	Clear Policy Statement applicable to Colleges and Universities
•	Confirms Primary Legal Responsibility for Compliance rests with College & University
•	Which supersedes athletic association rules or policies
•	Coverage extends to athletic associations either directly or indirectly (and via Title III of the ADA).
•	Adopts a Legal Framework/Roadmap for compliance
•	Equal Opportunity in Least Restrictive Environment
•	Individualize Inquiry
•	Necessary
•	Reasonable
•	fundamental alteration standard from PGA, Tour v. Martin (2001)

Slide 18:
New Guidance from the OCR: Implications for Higher Education 
and the Sport Opportunity Spectrum

Ted Fay, PhD, Professor and Former Chair of the Sport Management Department at the State University of New York (SUNY) at Cortland, Strategic Fellow – Institute for Human Centered Design - Inclusive Sports Initiative

Slide 19:
Description of Session
This segment of this ADA webinar will review the potential impacts for institutions of higher education and its governing structures relative to providing future opportunities for student with disabilities relative to the Sport Opportunity Spectrum at a varsity, club sport, intramural and fitness level of involvement.

Slide 20:
Objectives for Session
•	Educate audience on background and reasoning for recent guidance from the OCR. 
•	Explain impacts for students with disabilities.
•	Explain impacts for higher education institutions and its sport/recreation & fitness governing structures.
•	Discussion of next steps.

Slide 21:
Spectrum of Disabilities
From Education – impacting disabilities to mobility – impacting disabilities

Slide 22:
Social Dynamics of Inequality
Flow chart depicting social dynamics of Inequality. In the chart, social institutions (political, economic, educational, religious) are reinforced by Ideology which perpetuates prejudice and discrimination. Prejudice and discrimination are institutionalized by cultural practices (sport, music, art) which also are related to social institutions. 

Slide 23:
Organizational Continuum
Racism, Sexism, Ableism & Heterosexism
The Continuum begins with the concept of the exclusive organization spanning exclusive clubs, lip service to inclusion, tokenism, critical mass, tolerating/accepting diversity and finally valuing diversity on the other end of the spectrum representing an inclusive organization.
Slide 24:
From Exclusion to Inclusion
Stage 1 – 4		Access
Stage 5			Integrity & Respect
Stage 6			Power

Slide 25:
Inclusion – Stage VI
“Inclusion” has been defined in the context of CRPD as the final stage of integration of people with disabilities in sport competition or a sport organization in which they are involved, accepted and respected at all levels of the competition, and/or organization or governing body.
(Esty, et al, 1995, Fay, 1999, Nixon, 2007)

Slide 26:
Universal Design: Content and Framework of Assessment
1.	Built Environment (indoors and outdoors)
2.	Information Environment (print, way-finding/ navigation and signs)
3.	Communication Environment (e.g, telephone, television, web, multi-media)
4.	Policy Environment (evidence of policies that impact equality of experience)
5.	Attitudinal Environment (staff or administrative behavior or beliefs)

Slide 27:
Critical Context
Marginalization (Current Status Quo) vs. Legitimatization (New Inclusive Paradigm)

Slide 28:
Mandate for Higher Ed Institutions?
The Dear Colleague Letter focuses on the three key areas of 1) not acting on generalizations or stereotypes, 2) ensuring equal opportunity for participation, 3) offering separate or different athletic opportunities.  

Slide 29:
Sport Opportunity Spectrums
The pyramid of the sport opportunity spectrum begins with play and recreation at the base, followed by levels of youth sport, scholastic, intercollegiate, national and internation/pro at the top. Able-bodied individuals and persons with a disability start at the base of the pyramid and work their way up to the top.

Slide 30:
Operating Principles
Mainstream
Modified
Adapted
Slide 31:
Levels of Involvement
•	Varsity competition
•	Club sport competition
•	Intramural competition
•	Individual Fitness activities

Slide 32:
National Collegiate Athletic Association (NCAA)
•	Founded: 1906
•	Headquarters: Indianapolis, IN
•	400,000 Student-Athletes
•	1,300 Member Institutions 
•	89 Championships
•	23 Sports
•	3 Divisions
•	1 Association

Slide 33:
National Association of Intercollegiate Athletics (NAIA)
•	Founded: 1952
•	Headquarters: Kansas City, MO
•	60,000 Student-Athletes
•	258 Member Institutions
•	21 Member Conferences
•	23 Championships
•	13 Sports
•	1 Division
•	1 Association

Slide 34:
National Junior College Athletic Association (NJCAA)
•	Founded: 1938
•	Headquarters: Colorado Springs, CO
•	Over 120,000 Student-Athletes
•	525 Member Institutions
•	24 Regions
•	35 Member Conferences
•	47 Championships
•	17 Sports
•	3 Divisions
•	1 Association
Slide 35:
National Intramural - Recreational Sports Association (NIRSA)
•	Founded: 1950
•	Headquarters: Corvallis, OR
•	Over 2 million Student-Athletes in collegiate club sports
•	7,000 Members
•	Championships in over 58 Sports
•	3 Divisions
•	1 Umbrella Association with sub-sport governing bodies

Slide 36:
Some Overarching Issues
•	Understanding of guidance as a mandate to higher education institutions
•	Funding and resources
•	Compliance and eligibility
•	Athlete classification systems
•	Mainstream, modified or adapted solutions
•	Impact and relevance of Title IX to OCR guidance

Slide 37:
The Illinois Journey

Slide 38:
Main Themes
•	Overview of college division
o	Student athletes with disabilities have more in common with their able-bodied peers
o	Ease of implementation
o	Student athletes with disabilities offer a unique educational benefit that is different than that offered by able-bodied student athletes
Slide 39:
Overview of College Division
•	7 Universities field teams 
•	2 housed in Athletic Department
•	Others housed in various departments 
•	All have full time head coaches

Slide 40:
Description of the Illinois Athletic Program
•	Program for 64 years; first in the nation
•	4 teams
•	Men’s and women’s basketball
•	Men’s and women’s track and road racing
•	What our student-athletes do
•	Game schedule
•	Training schedule
•	Strength and conditioning
•	Mental training
•	Nutrition
•	Academic monitoring

Slide 41:
The History of the Illinois Program
•	Started in 1948 following WWII
–	Initially populated by returning veterans
•	Dr. Timothy Nugent saw past disability
–	Saw physical potential

Slide 42:
The History of The Illinois Program
•	Initially started and competed in National Wheelchair Basketball Association (NWBA)
•	Served as founders of the women’s division within the NWBA
•	Served as founders of the college division within the NWBA
•	Alumni participated in the founding of the junior division within the NWBA

Slide 43:
The History of the Illinois Program
•	Founding philosophies continue to be the priorities for our program today
•	Importance of education leading to employment
•	Community service
•	Leadership
•	Respecting difference while valuing all for what they can do

Slide 44:
The Present Opportunity
•	Large population of veterans returning from wars with disabilities not unlike WWII
•	Medical advances that are reframing disability
•	Increase in understanding of the importance of including all people in society
•	GAO recommendations will significantly increase the opportunity for students with disabilities to participate in scholastic athletics 

Slide 45:
Easily Said AND Done
•	Choose a guiding philosophy
•	Develop key partners
•	Example: Disabled student services, Vocational Rehabilitation, VA
•	Survey of assets and gaps
•	Establish initial budget
•	Determine facility needs
•	Recruit 

Slide 46:
What Are The Benefits?
•	Improved education, graduation, and employment for students with disabilities
•	Expanded research opportunities
•	Educational and social benefit for all students
•	Expanded donor base

Slide 47:
How Do We Connect Our Past, Our Present and Our Future?
•	Where we were
•	Where we are
•	Where we will go

Slide 48:
“Go as far as you can see and when you get there, you'll be surprised how much you've learned along the way and how much further you can see." -Dr. Timothy Nugent, Founder- Illinois Wheelchair Athletics program

Slide 49:
Contact Information 
Anita M. Moorman, J.D. 
Professor of Sport Administration
University of Louisville
amm@louisville.edu 
Linda Mastandrea, J.D.
Athletics Equity Consulting
lmastandrea@athleticsequityconsulting.com 
lmastand@gmail.com 
773.875.4674 

Slide 50:
Contact Information 
Ted Fay, PhD 
Professor
State University of New York (SUNY) at Cortland
Theodore.Fay@cortland.edu 
Stephanie Wheeler
Head Coach, USA Women’s Wheelchair Basketball National Team
Head Coach University of Illinois 
Women's Wheelchair Basketball
Women's Disability Wellness Specialist 
(217)333-4606 (Office)
slwheele@illinois.edu 
www.disability.illinois.edu/athletics 
Facebook: Illinois Wheelchair Athletics 

Slide 51:
Questions? You may type and submit questions in the Chat Area Text Box or press Control-M and enter text in the Chat Area. 
Slide 52:
Thank you for participating in today’s ADA-Audio Conference Session
The next scheduled session is: “Building Blocks for Accessible Health Care” 
September 17, 2013
Register at: www.ada-audio.org or call 877-232-1990 V/TTY