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1
Menu
This curricula is intended to provide information
to assist faculty in working successfully with a
diverse student body.
Introduction
Disability, Multiculturalism and Diversity
Multiculturalism
 Cultural Diversity
Colored handprints
Colored handprints
Theoretical Perspectives About Disability
Postsecondary Education
References
2
Introduction
While there is increasing attention at many
universities to cultural diversity in general,
disability is often overlooked. Many students
with disabilities have multiple cultural
identities. The combination of disability and
multiple cultural identities can impact success
in postsecondary education.
A smiling globe sitting on a wheelchair
Diversity in postsecondary education has expanded
over the past two decades creating a need for
colleges and universities to reassess traditional
instructional strategies to better meet the needs
of all students.
A girl with Down syndrome working on a computer
(Newby, 2005 Scott, McGuire, Shaw, 2003). As
reported in the Chronicle of Higher Education
(2008).
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Goals
To discuss disability culture.
To explore the interconnection between cultural
diversity and disability.
To provide examples of multicultural
perspectives.
To offer insight for facilitating postsecondary
success for students from diverse backgrounds
both with and without disabilities.
To share information about cultural diversity,
multiculturalism, and disability in postsecondary
education.
To provide tools and exercises for exploring
cultural perspectives, ideas and viewpoints.
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Objectives
To discover how culture is key to the concepts of
multiculturalism and diversity.
To recognize how disability is a part of cultural
diversity.
To understand culture and cultural components.
To understand multiculturalism as it relates to
students with disabilities in postsecondary
education.
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Evaluation

You can evaluate this module by clicking on the
following link Click Here
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Fast Facts
Statistics About Postsecondary Participation
Students of minority status
Many students with disabilities have multiple
cultural identities.
35.35
Students reporting a disability
The combination of disability and multiple
cultural identities can impact success in
postsecondary education.
11.3
Students attending part-time
45.3
Students aged 25 to 34
21.5
Students over the age of 34
18.4
Graphic of a colored pie chart.
The Chronicle of Higher Education. (2008).
Almanac, 2008-9, 1, 3-35
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Multicultural-Awareness Quiz
Take this quiz to test yourself on your awareness
of multiculturalism. http//portal.coe.hawaii.ed
u/survey.php?survey775
Click Here
Graphic of a man looking at a test
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Menu
This curricula is intended to provide information
to assist faculty in working successfully with a
diverse student body.
Disability, Multiculturalism and Diversity
Introduction
Multiculturalism
 Cultural Diversity
Colored handprints
Colored handprints
Theoretical Perspectives About Disability
Postsecondary Education
References
9
What is Multiculturalism?
To introduce the concept of cultural diversity
and multiculturalism
To share different components, functions and
purposes of culture
To learn how multiple cultural identities create
multiculturalism 
To understand diverse cultural dynamics
Learning Objectives
Goals
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Definitions
Diversity
Multiculturalism
More than one identity based on different
cultural groups of which one may be a member.
The fact or quality of being diverse.
http//dictionary.reference.com/browse/diversity
Systems
Values
"A system of knowledge, of standards for
perceiving, believing, evaluating and acting 
that serve to relate human communities to their
environmental settings (Allaire and Firsirotu
1984). Retrieved from National Defense
University http//www.au.af.mil/au/awc/awcgate/ndu
/strat-ldr-dm/pt4ch16.html
"A person's principles or standards of behavior
one's judgment of what is important in
life.  http//www.oxforddictionaries.com/definiti
on/value
Cultural Diversity
The coexistence of different ethnic, gender,
racial, disability and socioeconomic groups
within one social unit. http//dictionary.referen
ce.com/browse/CulturalDiversity
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Definitions
Integrated Patterns
Normative Codes
Ways of behaving such as food practices,
religious practices, child-rearing
practices Sotnik, P., Jezewski, M. A. (2005).
Culture and Disability Services. In J. H. Stone
(Ed.), Culture and disability Providing
culturally competent services (p. 21). Thousand
Oaks, CA Sage Publications
Culture as an integrated pattern of human
behavior that includes thoughts, communications,
languages, practices, beliefs, values, customs,
courtesies, rituals, manners of interacting and
roles, relationships and expected behaviors of a
racial, ethnic, religious or social group and
the ability to transmit the above to succeeding
generations. Goode, T., Sockalingam, S.,
Bronheim, S., Brown, M., and Jones, W. (2000). A
planner's guide Infusing principles, content and
themes related to cultural and linguistic
competence into meetings and conferences.
Washington, DC National Center for Cultural
Competence. Retrieved March 14, 2011, from
http//www.nclrc.org/essentials/culture/cuindex.ht
m
Scripts
Behavioral scripts are a sequence of expected
behaviors for a given setting (such as in
business, in a classroom, or in a
restaurant). Behavioral scripts. In Wikipedia.
Retrieved March14,2011. from http//en.wikipedia.o
rg/wiki/Behavioral_script
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What Is Multiple Oppression?
A person can feel racially or culturally
oppressed in society, an individual can feel
oppressed by how they are treated because of a
disability. Multicultural individuals with
disabilities may feel oppressed by social views
of their culture and of their disability.
Disability and cultural displacement can be
oppressive forces.
Picture of a man using a wheelchair next to a
mud hut in a rural area
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Understanding Your Own Cultural Perspective

• The cultural values one holds and the way an
  individual sees themselves affects how they
  develop their cultural identity.
• Western societies tend to view the world from a
  more individualistic perspective, while Eastern
  societies view the world from a more
  collectivistic perspective.
• However, most societies do not completely fit the
  Eastern or Western identity paradigms, and most
  cultures are a complex mix of collectivistic and
  individualistic values.

To understand how cultural characteristics impact
others a person must understand their own
cultural perspective.
This picture is divided in half. The left shows
a figure by himself and the other half shows six
figures holding each other hands
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Multicultural Perspectives
Continuum of Values
Collectivistic (Eastern)
Individualistic (Western)
Independence
Interdependence
Individual Rights
Obligation to others
Self-sufficiency
Rely on groups
True to own values and beliefs
Adhere to traditional values
Continually improve practices
Maintain traditional practices
Leake. (2009, January). Overview of Western vs.
Non-Western Conceptions. A lecture at DIS 681.
University of Hawaii at Manoa. Honolulu, HI
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Multicultural Perspectives
Continuum of Values Cont.
Collectivistic (Eastern)
Individualistic (Western)
Pursue individual goals/interests
Fulfill roles within groups
Individual achievement
Group achievement
Competition between individuals
Competition between groups
Self determination/individual choice
Group/hierarchical decision making
Shame/guilt due to individual failure
Shame/guilt due to failing group
Leake. (2009, January). Overview of Western vs.
Non-Western Conceptions. A lecture at DIS 681.
University of Hawaii at Manoa. Honolulu, HI
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Example
Cultural Identity Bubble Map Example
People have many identities or distinguishing
characteristics such as a person with a
disability, Native Hawaiian, or gay/
lesbian. Some people may identify with one
characteristic more than another.
Mother/ Daughter/ Sister
The Cultural Identity Bubble Map Example is an
example of an Identity Map, followed by a Blank
Cultural Map Template for you to create your own
Cultural Identity Bubble Map.
Disabled/Student/ Widow
Melissa Sweet
Black/ America/ Creole/ Southern
The map places the person, you in this case, in
the bubble at the center, with bubbles listing
various aspects of your identity radiating to the
center. Go to next page for activity.
Business Owner/ Christian/ Spiritual
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Creating Your Own Cultural Identity Bubble Map
Here is a template for you to create your own
Cultural Identity Bubble Map.
You are in the bubble at the center, with
bubbles listing various aspects of your identity
radiating to the center.
YOU
Children from different cultures wearing
different colors
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Discussion 1
1. What are three components of Culture I
learned? 2. What did I learn about myself from
completing the Bubble Map? 3. What other cultures
am I aware of that havent been mentioned
yet? 4. Do I consider myself to be
Multicultural? Why or why not? 5. Reflecting
on the table Continuum of Values, would I
consider myself more individualistic or
collectivist? How can I explain this?
Girl sitting and thinking with her head in her
hand.
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Menu
This curricula is intended to provide information
to assist faculty in working successfully with a
diverse student body.
Disability, Multiculturalism and Diversity
Introduction
Multiculturalism
 Cultural Diversity
Colored handprints
Colored handprints
Theoretical Perspectives About Disability
Postsecondary Education
References
20
Disability, Multiculturalism, and Diversity
The multicultural perspective seeks to provide a
conceptual framework that recognizes the complex
diversity of a plural society while, at the same
time, suggesting bridges of shared concern that
bind culturally different persons to one
another. (Pedersen, 1991, p. 7)
To explore different ways people acquire identity.
To discuss how disability plays a role in
identity construction.
To see how different agents transmit culture and
sources of cultural identity.
To understand how disability fits into
multiculturalism and diversity.
Objectives
Goals
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Did You Ever Consider the Fact?
People may identify with multiple cultures.
Characteristics identified with a culture, such
as food, language, or religion often contribute
to a persons identity. Disability may be one
component of a persons cultural identity.
Fact 1
Disability often unites individuals into a
cultural group even though members of the group
may not share similar racial or linguistic
backgrounds. Labeling oneself as disabled, or
being labeled disabled can be part of identity
along with other identifiable characteristics
like ethnic or religious identity.
Fact 2
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Facts Continued
When disability is perceived as part of cultural
identity it can become a cultural component,
which expands diversity and becomes a part of
multiculturalism.
Fact 3
Disability is likely not to be someones sole
identity, but it might be a stronger cultural
identity than other individual cultural
components. At the same time, because many
cultures devalue disability, other individuals
may not identify having a disability as part of
their overall identity.
Fact 4
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Socializing Agents

Socializing agents, may strongly influence
individual identity. For some people, for
instance, religion plays the biggest role, for
others their position within the family may have
a huge impact. Since we are all different, we all
respond differently to various socializing agents.
School
Family
Church
Technology
The Individual
Community
Workplace
Print Media
Neighborhood
The Arts
Peer Group
Electronic Media
Sports
A circle with the individual at the center and
socializing agents, such as family, church,
sports radiating out.
Cushner, McClelland, Safford (1996), Human
Diversity in Education An Integrative Approach,
p. 66
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Sources of Cultural Identity
Race
Ability/ Disability
Ethnicity/ Nationality
Language
Social Class
The Individual
Sex/ Gender
Social Status
Health
Religion
Age
Sexuality
Geographic Region
Multiple circles that indicate twelve sources of
cultural identity
Cushner, McClelland, Safford (1996), Human
Diversity in Education An Integrative Approach,
p. 75.
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Discussion 2

• Name three socializing agents that transmit
  culture.
• What are three sources of your cultural identity.
  Which of the three has the most influence on your
  individual identity?
• What is your personal definition of disability?
• How was it developed?
• Do you believe ability/ disability is a part of
• your identity? Why or why not?

Girl sitting and thinking with her head in her
hand.
26
Menu
This curricula is intended to provide information
to assist faculty in working successfully with a
diverse student body.
Disability, Multiculturalism and Diversity
Introduction
Multiculturalism
 Cultural Diversity
Colored handprints
Colored handprints
Theoretical Perspectives About Disability
Postsecondary Education
References
27
Theoretical Perspectives About Disability
Considering cultural diversity and
multiculturalism includes multiple ways of
looking at disabilities. Various cultures,
religions, and generations view disabilities in
unique ways. Several models that have been used
to describe people with disabilities and their
place in society are presented in this section.
To examine three of the different theories of
disability.
To consider that there are different ways of
approaching disability.
To understand differences in the ways that people
look at disability and its impact on disability
policy and practice.
To understand differences in the ways that people
with disabilities look at themselves and its
impact on policy and practice.
Objectives
Goals
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Three Models That Impact How People View
Disability
Social
Disability Culture Pride
Medical
Models
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The Medical Model
Three Models That Impact How People View
Disability
Social
Social
Disability Culture Pride
Medical
Models
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Medical
Models
The individual is the Problem
A child holding his head in his hands
Disability expertise is primarily controlled
through the medical profession
A doctor in her lab coat with the stethoscope
around her shoulder
and professionals working in specialized fields.
Two Professionals writing notes
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Medical
Models
The medical model has served the purpose of
identifying and assisting persons with
disabilities, and has created a network of
policies and services that protect and support
people with disabilities.
Models
The Medical Models focus on a cure is seen by
many people with disabilities as harmful because
it ignores the social, physical, educational, and
employment barriers faced on a daily basis by
most people with disabilities.
A picture of a doctor with a stethoscope
As individuals with disabilities have rebelled
against the medical model, other models have been
developed, often by individuals with disabilities.
A picture of a wheelchair racer
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The Social Model
Three Models That Impact How People View
Disability
Social
Disability Culture Pride
Medical
Models
Models
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Social
Models
Models
Two professionals shaking hands
The Social Model of disability suggests that
society and the environment contribute to and
define disability.
Different technology devices connected to the
globe
A person who is blind using Braille.
A picture of stairs
Two people talking to each other
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Social
Models
Many buildings are not accessible to people who
use wheelchairs. Thus it is poor building design,
and not the individual who uses a wheelchair,
that disables wheelchair-users.
The Social model presumes that since the
problem of disability lies with society and the
environment, so society and the environment must
change to accommodate the needs of individuals
with disabilities.
A graphic of stairs
In schools, many print texts are not accessible
to those with visual or learning disabilities,
even though alternative formats to print such as
Braille and auditory recordings are readily
available.
Eye glasses on top of pile of old books
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Disability Culture Pride Model
Three Models That Impact How People View
Disability
Social
Social
Disability Culture Pride
Medical
Models
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Disability Culture Pride
Models
Overview
In response to the political, cultural and
historical experiences that have led
to discrimination against people with
disabilities, disability rights advocates in the
late twentieth century developed the Disability
Culture Pride Model. This model emphasizes
pride and a positive disability identity.
Dance performance with three women raising their
hands and radiating out from a woman using a
wheelchair.
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Disability Culture Pride
Models
What Is Disability Culture?
People with disabilities have forged a group
identity. We share a common history of oppression
and a common bond of resilience. We generate art,
music, literature, and other expressions of our
lives and our culture, infused from our
experience of disability. Most importantly, we
are proud of ourselves as people with
disabilities. We claim our disabilities with
pride as part of our identity. We are who we
are we are people with disabilities.
Dance performance where a man using a wheelchair
is holding a woman in a gymnastics movement.
Brown, S. E. (2003). Movie stars and sensuous
scars Essays on the journey from disability
shame to disability pride. pp. 80-81. Lincoln,
NE iUniverse, Inc.
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Discussion 3

• Which of these models of Disability is most
  practical to you? Which model is most appealing?
• Which of these models of Disability do you think
  is most widely used? Why?
• Is there another model you would
• add? If so, what would it be and how would
  you explain it?

Girl sitting and thinking with her head in her
hand.
39
Menu
This curricula is intended to provide information
to assist faculty in working successfully with a
diverse student body.
Disability, Multiculturalism and Diversity
Introduction
Multiculturalism
 Cultural Diversity
Colored handprints
Colored handprints
Theoretical Perspectives About Disability
Postsecondary Education
References
40
Students with Disabilities in Postsecondary
Education
To discuss postsecondary education and students
with disabilities.
To learn more about disability rights laws such
as the Individuals with Disabilities Education
Act (IDEA), Section 504 of the Rehabilitation
Act, and the Americans with Disabilities Act
(ADA).
To learn more about barriers and supports in the
university system for students with disabilities.
To explore the significance of colleges and
universities on the lives of students with
disabilities.
Goals
Objectives
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Common Questions About Postsecondary Students
with Disabilities
1. How are accommodations in college different
from the services provided to students with
disabilities in high school?
The law that governs access to primary and
secondary education for children with
disabilities, the Individuals with Disabilities
Education Improvement Act of 2004 (formerly the
Individuals with Disabilities Education Act or
IDEA, which is still used to describe this Act)
requires that educational institutions identify
students with disabilities and provide them with
specific services and modifications.
This differs from the civil rights laws that
govern access to postsecondary education for
adults with disabilities, Section 504 of the
Rehabilitation Act and the Americans with
Disabilities Act (ADA), which require students to
self-identify as having a disability and
negotiate their individual accommodations.
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Common Questions About Postsecondary Students
with Disabilities
2. Who is responsible for identifying whether or
not a student has a disability?
In order to receive supports and accommodations
in the postsecondary classroom, a student with a
disability has to become a strong self-advocate
who must first choose whether they want to
disclose their disability. The process of
identification and accommodation negotiation can
be extremely difficult and intimidating,
especially if a student does not have prior
experience advocating for themselves or is not
aware of the postsecondary support provision
process.
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Common Questions About Postsecondary Students
with Disabilities
3. Why would a student choose not to disclose
their disability?
Many college students choose not to disclose
their disability or ask for accommodations
because they want to try and make it own their
own or because they fear that disclosure of a
disability will cause faculty to view them as
incompetent.
4. Who can disclose a students disability?
Despite the difficulty that self-disclosure
sometimes presents, neither representatives of
the postsecondary institution nor faculty members
can legally ask a student if they have a
disability. This is considered confidential
information that is treated with the same caution
as medical information.   
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Common Questions About Postsecondary Students
with Disabilities
5. What is a hidden disability?
A hidden or invisible disability is one that
typically cannot be seen by the casual observer,
such as Learning Disabilities (LD), emotional and
psychiatric disabilities, or Attention Deficit
Disorder/Attention Deficit Hyperactivity Disorder
(ADD/ADHD).
Some examples of disabilities that are often
hidden or invisible are below
Chronic Fatigue Syndrome
Diabetes
Autism Spectrum Disorder
Epilepsy
Multiple Chemical Sensitivities/Environmental
Illness
AIDS
Hypertension
Learning Disabilities
Lupus
Cancer
Psychiatric Disability
Attention Deficit Disorder/Attention Deficit
Hyperactivity Disorder (ADD/ADHD)
Traumatic Brain Injury (TBI)
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Common Questions About Postsecondary Students
with Disabilities
6. What is a documented disability?
Students attending postsecondary institutions who
seek services from a Disability Student Services
office must provide some kind of proof of their
disability. This is referred to as documenting
your disability. Documentation often requires
the student to seek verification from a medical
doctor or other professional at their own
expense.
A stethoscope on a medical report
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Discussion 4

1. What are the principle differences between IDEA
   and ADA?
2. Is it legal or appropriate to ask a student about
   their disability?
3. What can you do to assist a student with a
   disability to succeed? Would you do anything
   differently for a multicultural student with a
   disability?

Girl sitting and thinking with her head in her
hand.
47
Evaluation

You can evaluate this module by clicking on the
following link Click Here
A figure holding a sheet
48
Menu
This curricula is intended to provide information
to assist faculty in working successfully with a
diverse student body.
Disability, Multiculturalism and Diversity
Introduction
Multiculturalism
 Cultural Diversity
Colored handprints
Colored handprints
Theoretical Perspectives About Disability
Postsecondary Education
References
49
References

• Americans with Disabilities Act of 1990, as
  amended. Retrieved from http//www.ada.gov/pubs/
  adastatute08.htm
• Behavioral scripts (n.d.). In Wikipedia.
  Retrieved March14,2011. from http//en.wikipedia.
  org/wiki/Behavioral_script
• Brown, S. E. (2003). Movie stars and sensuous
  scars Essays on the journey from disability
  shame to disability pride. Lincoln, NE
  iUniverse, Inc.
• Center on Disability Studies. (2007-2008) Hidden
  disabilities. Retrieved from http//www.ist.hawai
  i.edu/training/hiddendisabilities/
• Cushner, K., McClelland, A., and Safford, P.
  (1996). Human diversity in education An
  integrative approach. New York McGraw-Hill

50
References

• Goode, T., Sockalingam, S., Bronheim, S., Brown,
  M., and Jones, W. (2000). A planner's guide
  Infusing principles, content and themes related
  to cultural and linguistic competence into
  meetings and conferences. Washington, DC
  National Center for Cultural Competence.
  Retrieved from http//www.nclrc.org/essentials/cu
  lture/cuindex.htm
• Individuals with Disabilities Education
  Improvement Act of 2004. Public Law 108-446.
  Retrieved from
• http//frwebgate.access.gpo.gov/cgibin/getdoc.cgi?
  dbname108_cong_public_lawsdocidfpubl446.108
• Leake, D. (2009, January). Overview of Western
  vs. Non-Western Conceptions. A lecture at DIS
  681. University of Hawaii at Manoa. Honolulu. HI
  
• Newby, W. (2005). Voices from the classroom.
  Publications of the Modern Language Association
  of America, 120, 598-602.

51
References

• Pedersen, D. B. (1991). Multiculturalism as a
  generic approach to counseling. Journal of
  Counseling and Development, 70, 6-11.
• Scott, S., McGuire, J., Shaw, S. (2003).
  Universal design for instruction A new paradigm
  for adult instruction in postsecondary education.
  Remedial and Special Education, 24, 369-379.
• Stonik, P. and Jezewski, M. (2005). Culture and
  the disability services. In J. Stone (Ed),
  Culture and disability providing culturally
  competent services (p.21). California SAGE
• The Chronicle of Higher Education. (2008).
  Almanac, 2008-9, 1, 3-35.
• Values. (2011). Oxford Dictionaries. Retrieved
  March 14, 2011, from  http//www.oxforddictionari
  es.com/definition/value

52
For More Information, Contact
Project Coordinators Steven E. Brown,
Ph.D. sebrown_at_hawaii.edu Megan Conway,
Ph.D. mconway_at_hawaii.edu Project
Coordinators Teaching all Students, Reaching all
Learners Website address www.ist.hawaii.edu
A picture of Dr. Steven Brown
A picture of Dr. Megan Conway
End