Student Affairs Trainings
- :
Overview of the Office of Student Accommodations and Testing (OSAT)
Isabel Medina Keiser M.A. / Director, Office of Student Accommodations and Testing, 黑洞社区
Who determines the accommodations that will be provided?
At 黑洞社区, the Office of Student Accommodations and Testing under Student Affairs sets the standards and determines the reasonable accommodations that may meet the needs of students with disabilities. The process requires professional documentation of the disability, description of the functional limitations of the student as a result of the disability and in the manner in which the disability issue will be addressed. The purpose of the accommodation is to provide equal access to programs and services while preserving academic standards.
Who is disabled under the Americans with Disabilities Act?
This civil rights legislation passed in 1990, along with the appropriate regulations and the 2010 amendments, provides the guidelines for determining who is disabled: an individual who has a physical or mental impairment that substantially limits a major life activity, has a record of such a disability or is regarded as having a disability. These life activities include, but are not limited to learning, working, walking, breathing, hearing, and seeing, in addition to many other physical and sensory functions. If an individual qualifies as being disabled, accommodations can be put in place to address his/her specific needs.
Learning
- Abstract Reasoning Disorder
- Auditory Processing Disorder
- Constructional Dyspraxia
- Dyscalculia
- Dysgraphia
- Dyslexia
- Language Processing Disorder
- Long-Term Memory
- Long-Term Retrieval Disorders
- Processing Speed Disorder
- Reasoning Disorder
- Short-Term Memory
- Short-Term Retrieval Disorders
- Spatial Organization Disorder
- Spelling Disorder
- Visual Processing Disorder
- Writing Disorder
Medical
- Arm and foot injuries (temporary)
- Asthma/Allergies
- Back Injuries
- Cancer/Lymphoma
- Carpal Tunnel
- Celiac Disease
- Cerebral Palsy
- Chronic Fatigue Syndrome
- Crohn's Disease, Lupus
- Cystic Fibrosis
- Diabetes
- Hand/Arm Amputee
- Migraines
- Multiple Sclerosis
- Muscular Dystrophy
- Osteoarthritis
- Quadriplegia
- Thyroid Disease
- Food Allergies
Psychological
- ADHD
- Alcohol/Drug Addiction
- Antisocial Disorder
- Anxiety Disorder
- Autism Spectrum Disorder
- Depression
- Obsessive Compulsive Disorder
- Paranoia
- Post Traumatic Stress Disorder
- Schizophrenia
- TBI (Traumatic Brain Injury)
Hearing, Speaking and Seeing
- Deaf and Hard of Hearing
- Speech Disorders
- Vision Disabilities
Differences Between K-12 and College
|
K-12 IDEA /K-12 504 PLAN |
COLLEGE |
|
K-12 IDEA /K-12 504 PLAN Student records are accessible to student and parents. |
Any enrolled college student's records are only accessible to the student. Information cannot be released to anyone, including the parent, without a written release by the student (FERPA) |
|
K-12 IDEA: Special consideration for behavior problems K-12 504 PLAN Students must follow high school behavior code. |
Students are held to the Student Code of Conduct; No special consideration. |
|
K-12 IDEA: District identifies disability K-12 504 PLAN Parent provides documentation of disability. |
Student is responsible to provide documentation of disability and make the request for reasonable accommodations. You must contact the disability service program at your college/university |
|
K-12 IDEA: Success is more of a right. K-12 504 PLAN: No guarantee for student success |
There is no guarantee for student academic success; student is responsible for own academic success. |
|
K-12 IDEA: Special education classes are provided.K-12 504 PLAN: Regular class curriculum with modification. |
No special education classes: disability support office's role is to accommodate student in college level classes. |
|
K-12 IDEA: Free evaluation of disability. K-12 504 PLAN: Parent is responsible for providing evaluation of disability |
Student is responsible for disability evaluation. |
|
K-12 IDEA: District develops Individual Education Plan (IEP) K-12 504 PLAN: Services determined by 504 Plan |
Student initiates request for reasonable accommodations. There are no IEPs or 504s in postsecondary education |
|
K-12 IDEA: District ensures that the IEP is implemented. K-12 504 PLAN: District/parent/student responsible. |
Student is responsible for own academic progress |
|
K-12 IDEA: Entitled services identified on the IEP. (IEP) K-12 504 PLAN: Services determined by 504 Plan. |
Providing reasonable accommodations is not an automatic process; each college determines eligibility and what reasonable accommodations will be provided based on the disability documentation provided. |
|
K-12 IDEA:. Fundamental modifications to program of study permitted as identified on IEP. K-12 504 PLAN: Fundamental modifications to program of study permitted as identified in 504 Plan. |
No fundamental modifications allowed: Accommodations may not result in a fundamental alteration to a course or academic program; nor impose an undue burden on an institution |
|
K-12 IDEA: Teacher can advocate for student K-12 504 PLAN: Parent/student advocate |
Student advocates for self |
|
K-12 IDEA: Personal services: e.g., transportation, personal attendant, nurse, in class aide. K-12 504 PLAN: No personal services provided. |
No personal services provided |
Registration
ACCESS OUR APPLICATION FOR ACCOMMODATIONS OR FOR CONTINUED SERVICES
/services/disability-services/
To Register for Formal Accommodations:
Step 1. Go to our website at /services/disability-services/ and click on .
Step 2. Fill out the application. The application will collect basic contact and demographic information along with a brief questionnaire designed to allow the student to provide a self-report about their disability/disabilities and potential accommodation needs.
Step 3. After submitting the initial application page, a second page will then allow you to upload any relevant supporting documentation (doctor鈥檚 letters, evaluation reports, previous accommodation plans, etc.
Step 4. Once you have finished step 2 and 3, one of our OSAT Access Coaches will contact you via email to set up an intake appointment to discuss accommodation options etc.
Step 5. After the intake, your Access Coach will then process your request and send accommodation letters to your professors. You will also receive a copy of the accommodation letter.
Step 6. After the accommodation letters are sent out, you will need to speak with your instructors during their office hours (as listed within the course syllabus) or follow up with your instructors via email regarding your accommodation. Discuss with your instructors any concerns related to your accommodations.
Continued Services for Consecutive Semesters
Each consecutive semester, students that are already registered with The Office of Student Accommodations and Testing (OSAT) will need to initiate the process to send Faculty Notification Letters (Continued Services/Accommodation Letters) to their course instructors if accommodations are needed.
Step 1. Click on listed on our website at /services/disability-services/.
Sept 2. Select which classes to send letters to.
Step 3. Verify which accommodations you are requesting.
Step 4. Submit your accommodation requests. Requests will be reviewed by OSAT staff and then emails will be sent out through AIM directly to the instructor of record for the course. The email will be addressed from your assigned Intake Specialist (Primary Advisor in AIM), and you will then receive a copy of each email when the notifications are sent.
Step 5. After the accommodation letters are sent out, you will need to speak with your instructors during their office hours (as listed within the course syllabus) or follow up with your instructors via email regarding your accommodation. Discuss with your instructors any concerns related to your accommodations. If you have any problems with the process, please contact OSAT at disability.services@wichita.edu
Confidential Information
Testing Accommodations
- Testing (extended time)
- Distraction-reduced testing environment
- Private testing environment
- Group testing environment
- Rest breaks during exams
- Use of a computer
- Use of a calculator
- Flexibility with exams and due dates
- Proctored/Accommodated testing is done through OSAT.
Schedule an Exam:
Proctored/Accommodated Testing
The student must schedule the proctored/accommodated test/exam at least three days before test/exam and up to two weeks before mid-term or final exams.
The student will need to go to our website Request Accommodations | Office of Student Accommodations & Testing | Wichita State University or use the QR code given earlier. The student will then click on Request Proctored Testing button at the bottom of the OSAT main page. They will then click on the Sign-up Online with RegisterBlast. Com/wsu button and fill out the form and click on the Add to Cart button There is not charge for the proctored/accommodated test if the student is registered with our office.
Classroom Accommodations
- Use of a Sign Language Interpreter
- Accessible Classroom (ADA Table)
- Ability to stand in class
- Note Taking
- Record class lectures and discussions
- Accessible Media
- Reserved Seating
- Lab Partner
- Flexibility with Attendance
- Diabetic Episodes (testing and classes)
- Ability to Leave Classroom (restroom)
- Seizures Episodes
- Dietary Accommodations
- Service Animal (classroom, testing, and housing)
- Accessible Text (braille, pdf etc.)
- Transcribing/Writing
- Emergency Evacuation Assistance (classroom)
Academic and Non-Academic Accommodations
Academic
- Priority class registration (medical issues)
- Reduced course load
- Substitution for foreign language requirement (need documentation)
Non-Academic
- Emergency evacuation assistance (Housing)
- Single room
- Assistance Animal (ESA) 鈥 Need legitimate documentation
Accommodations for Practicums/Internships/Clinical
Structuring the Environment
- Physical Environment
- Structuring the Workspace
- Structuring the Workday (Daily Schedule/Routine)
Communicating with the Student
- Verbal Communication Strategies
- Checking for Comprehension
- Giving Directions
Job Training & Supervision Methods
- Responsibility/Task Training
- Job Coaching
- Supervision
Workplace Accommodations
Job Accommodation Network
Gain Knowledge of How Your Disability Affects Your Academics and Your Day- to-Day Living
Self Advocacy
- 鈥淎dvocating for what you believe in is crucial - if you don't ask for it, people assume you don't need it!鈥 - Karen Deitemeyer
- 鈥淪ilence is the last thing the world will ever hear from me.鈥 鈥 Marlee Matlin
- 鈥淎cceptance doesn鈥檛 mean resignation; it means understanding that something is what it is and that there鈥檚 got to be a way through it.鈥 鈥 Michael J. Fox
- Courage doesn鈥檛 mean you don鈥檛 get afraid. Courage means you don鈥檛 let fear stop you.鈥 Bethany Hamilton
OSAT Contact Information
Office of Student Accommodations and Testing
Location: Grace Wilkie Hall room 203/RM 320 until middle of July 2024
New Location: After middle of July 2024, Shocker Success Center RM 118
Phone: 316-978-3309
Email: osat@wichita.edu
Safe Zone Training Participant Packet
Training Overview
- Introductions
- Group Norms
- First Impressions of LGBTQ
- Core Vocabulary
- Genderbread Person & LGBTQ Umbrella
- Privilege for Sale
- Questions Questions Questions
- Scenarios
- Wrap-up and Feedback
Group Norms
1. Be Smarter than Your Phone
No matter how good you are at multi鈥恡asking, we ask you to put away your phone, resist from texting and all that jazz. We will take a break and you can send a quick text, snap, tweet, insta, etc. at that point. If you are expecting a phone call you cannot miss we will not judge!
2. Questions, Questions, Questions
Please feel free to ask questions at any time throughout this training. Unless someone is mid鈥恠entence, it is always an appropriate time to ask questions. Even if it isn鈥檛 relevant to the topic, throw it out there 鈥 get it off your mind and onto ours.
3. Vegas Rule Slightly modified!
So during the training someone may share something really personal, may ask a question, may say something that they wouldn鈥檛 want attached to their name outside this space. So remember that what is said here stays here and what is learned here should leave here. You鈥檙e welcome to share anything that we say in this space with others and attach it to our name but we respectfully request that you take away the message from others鈥 shares and not their names.
4. LOL
We really appreciate it if, at some point, y鈥檃ll could laugh! This training is going to be fun, and we鈥檒l do our best to keep it upbeat, so just know鈥 it鈥檚 ok to laugh! Laughter indicates that you鈥檙e awake, that you鈥檙e paying attention, and that we haven鈥檛 killed your soul. So yeah鈥 go ahead and do that!
5. Share the Airtime
If you are someone who participates often and is really comfortable talking 鈥 awesome! Do it. Also we ask that you try to remain aware of your participation and after you鈥檝e shared a few times to leave space for other people to also put their ideas out there. If you usually wait to share鈥 jump in!
6. Reserve the Right to Change Your Mind I
f you say something and then later disagree with yourself, that is a鈥恛kay! This is a safe space to say something and then later feel differently and change your mind. We even encourage it. As a wise Safe Zone participant once said, 鈥淪top, rewind, I changed my mind.鈥
First Impressions of LGBTQ People
Answer the following questions to the best of your ability
- When鈥檚 the first time you can remember learning that some people are lesbian, gay, bisexual, or queer?
- Where did most of the influence of your initial impressions/understanding of lesbian, gay, bisexual, and queer people come from? (e.g., family, friends, television, books, news, church)
- When鈥檚 the first time you can remember learning that some people are transgender?
- Where did most of the influence of your initial impressions/understanding of transgender people come from? (e.g., family, friends, television, books, news, church)
- How have your impressions/understanding of LGBTQ (lesbian, gay, bisexual, transgender, and queer/questioning) people changed or evolved throughout your life?
Core Vocabulary
ally /鈥渁l鈥恖ie鈥/ 鈥 noun : a (typically straight and/or cisgender) person who supports and respects members of the LGBTQ community. We consider people to be active allies who take action on in support and respect.
asexual 鈥 adj. : experiencing little or no sexual attraction to others and/or a lack of interest in sexual relationships/behavior. Asexuality exists on a continuum from people who experience no sexual attraction or have any desire for sex, to those who experience low levels, or sexual attraction only under specific conditions, and many of these different places on the continuum have their own identity labels (see demisexual). Sometimes abbreviated to 鈥渁ce.鈥
biological sex 鈥 noun : a medical term used to refer to the chromosomal, hormonal and anatomical characteristics that are used to classify an individual as female or male or intersex. Often referred to as simply 鈥渟ex,鈥 鈥減hysical sex,鈥 鈥渁natomical sex,鈥 or specifically as 鈥渟ex assigned at birth.鈥
biphobia 鈥 noun : a range of negative attitudes (e.g., fear, anger, intolerance, invisibility, resentment, erasure, or discomfort) that one may have or express towards bisexual individuals. Biphobia can come from and be seen within the LGBTQ community as well as straight society.
Biphobic 鈥 adj. : a word used to describe an individual who harbors some elements of this range of negative attitudes towards bisexual people.
bisexual 鈥 adj. : 1 a person who is emotionally, physically, and/or sexually attracted to some males/men and females/women. 2 a person who is emotionally, physically, and/or sexually attracted to people of their gender and another gender. This attraction does not have to be equally split or indicate a level of interest that is the same across the genders or sexes an individual may be attracted to.
cisgender /鈥渟iss鈥恓endur鈥/ 鈥 adj. : a person whose sex assigned at birth and gender identity align (e.g., someone who was assigned male at birth and identifies as a man). A simple way to think about it is if a person is not transgender, they are cisgender. The word cisgender can also be shortened to 鈥渃is.鈥 coming out : 1 the process by which one accepts and/or comes to identify one鈥檚 own sexuality or gender identity (to 鈥渃ome out鈥 to oneself). 2 The process by which one shares one鈥檚 sexuality or gender identity with others (to 鈥渃ome out鈥 to friends, etc.).
gay 鈥 adj. : 1 individuals who are primarily emotionally, physically, and/or sexually attracted to members of the same sex and/or gender. Can be used to refer to men who are attracted to other men, and can be applied to women as well. 2 An umbrella term used to refer to the queer community as a whole, or as an individual identity label for anyone who does not identify as heterosexual.
gender expression 鈥 noun : the external display of one鈥檚 gender, through a combination of dress, demeanor, social behavior, and other factors, generally made sense of on scales of masculinity and femininity. Also referred to as 鈥済ender presentation.鈥
gender identity 鈥 noun : the internal perception of an one鈥檚 gender, and how they label themselves, based on how much they align or don鈥檛 align with what they understand their options for gender to be. Common identity labels include man, woman, genderqueer, trans*, and more. Often confused with biological sex, or sex assigned at birth.
genderqueer 鈥 adj. : 1 a gender identity label often used by people who do not identify with the binary of man/woman; 2 an umbrella term for many gender non鈥恈onforming or non鈥恇inary identities (e.g., agender, bigender, genderfluid). heteronormativity 鈥 noun : the assumption, in individuals and/or in institutions, that everyone is heterosexual and that heterosexuality is superior to all other sexualities. Leads to invisibility and stigmatizing of other sexualities: when learning a woman is married, asking her what her husband鈥檚 name is. Heteronormativity also leads us to assume that only masculine men and feminine women are straight. homophobia 鈥 noun : an umbrella term for a range of negative attitudes (e.g., fear, anger, intolerance, resentment, erasure, or discomfort) that one may have towards members of LGBTQ community. The term can also connote a fear, disgust, or dislike of being perceived as LGBTQ.
Homophobic 鈥 adj. : a word used to describe an individual who harbors some elements of this range of negative attitudes towards gay people.
homosexual 鈥 adj. & noun : a person primarily emotionally, physically, and/or sexually attracted to members of the same sex/gender. This [medical] term is considered stigmatizing (particularly as a noun) due to its history as a category of mental illness, and is discouraged for common use (use gay or lesbian instead).
intersex 鈥 adj. : term for a combination of chromosomes, gonads, hormones, internal sex organs, and genitals that differs from the two expected patterns of male or female. Formerly known as hermaphrodite (or hermaphroditic), but these terms are now outdated and derogatory.
lesbian 鈥 noun & adj. : women who are primarily attracted romantically, erotically, and/or emotionally to other women. LGBTQ; GSM; DSG 鈥 abbreviations : shorthand or umbrella terms for all folks who have a non鈥恘ormative (or queer) gender or sexuality, there are many different initialisms people prefer. LGBTQ is Lesbian Gay Bisexual Transgender and Queer and/or Questioning (sometimes people at a + at the end in an effort to be more inclusive); GSM is Gender and Sexual Minorities; DSG is Diverse Sexualities and Genders. Other options include the initialism GLBT or LGBT and the acronym QUILTBAG (Queer [or Questioning] Undecided Intersex Lesbian Trans* Bisexual Asexual [or Allied] and Gay [or Genderqueer]).
pansexual 鈥 adj. : a person who experiences sexual, romantic, physical, and/or spiritual attraction for members of all gender identities/expressions. Often shortened to 鈥減an.鈥
passing 鈥 adj. & verb : 1 trans* people being accepted as, or able to 鈥減ass for,鈥 a member of their self鈥恑dentified gender identity (regardless of sex assigned at birth) without being identified as trans*. 2 An LGB/queer individual who is believed to be or perceived as straight.
queer 鈥 adj. : used as an umbrella term to describe individuals who don鈥檛 identify as straight. Also used to describe people who have a non鈥恘ormative gender identity, or as a political affiliation. Due to its historical use as a derogatory term, it is not embraced or used by all members of the LGBTQ community. The term 鈥渜ueer鈥 can often be use interchangeably with LGBTQ (e.g., 鈥渜ueer folks鈥 instead of 鈥淟GBTQ folks鈥).
questioning 鈥 verb, adj. : an individual who or time when someone is unsure about or exploring their own sexual orientation or gender identity. romantic attraction 鈥 noun : a capacity that evokes the want to engage in romantic intimate behavior (e.g., dating, relationships, marriage), experienced in varying degrees (from little鈥恡o鈥恘one, to intense). Often conflated with sexual attraction, emotional attraction, and/or spiritual attraction.
sexual attraction 鈥 noun : a capacity that evokes the want to engage in physically intimate behavior (e.g., kissing, touching, intercourse), experienced in varying degrees (from little鈥恡o鈥恘one, to intense). Often conflated with romantic attraction, emotional attraction, and/or spiritual attraction.
sexual orientation 鈥 noun : the type of sexual, romantic, emotional/spiritual attraction one has the capacity to feel for some others, generally labeled based on the gender relationship between the person and the people they are attracted to. Often confused with sexual preference.
straight 鈥 adj. : a person primarily emotionally, physically, and/or sexually attracted to some people who are not their same sex/gender. A more colloquial term for the word heterosexual.
trans*/transgender 鈥 adj. : 1 An umbrella term covering a range of identities that transgress socially defined gender norms. 2 A person who lives as a member of a gender other than that assigned at birth based on anatomical sex. transphobia 鈥 noun : the fear of, discrimination against, or hatred of trans* people, the trans* community, or gender ambiguity. Transphobia can be seen within the queer community, as well as in general society.
Transphobic 鈥 adj. : a word used to describe an individual who harbors some elements of this range of negative attitudes, thoughts, intents, towards trans* people.
LGBTQ-INCLUSIVE LANGUAGE DOs and DON鈥橳s
AVOID SAYING... SAY INSTEAD... WHY? EXAMPLE "Hermaphrodite" "Intersex" Hermaphrodite is a stigmatizing, inaccurate word with a negative medical history. "What are the best practices for the medical care of intersex infants?" "Homosexual" "Gay" "Homosexual" often connotes a medical diagnosis, or a discomfort with gay/lesbian people. "We want to do a better job of being inclusive of our gay employees." "Born female" or "Born male" "Assigned female/male at birth" "Assigned" language accurately depicts the situation of what happens at birth "Max was assigned female at birth, then he transitioned in "Female-bodied" or high school." "Male-bodied" "-bodied" language is often interpreted as as pressure to medically transition, or invalidation of one's gender identity "A gay" or "a transgender" "A gay/transgender person" Gay and transgender are adjectives that describe a person/group "We had a transgender athlete in our league this year. " "Transgender people and normal people" "Transgender people and cisgender people" Saying "normal" implies "abnormal," which is a stigmatizing way to refer to a person. "This group is open to both transgender and cisgender people." "Both genders" or "Opposite sexes" "All genders" "Both" implies there are only two; "Opposite" reinforces antagonism amongst genders "Video games aren't just a boy thing -- kids of all genders play them." "Ladies and gentlemen" "Everyone," "Folks," "Honored guests," etc Moving away from binary language is more inclusive of people of all genders "Good morning everyone, next stop Picadilly Station." "Mailman," "魛儝reman," "policeman," etc. "Mail clerk," "Fire魛儝ghter," "Police o魛儠cer," etc. People of all genders do these jobs "I actually saw a 魛儝re魛儝ghter rescue a cat from a tree." "It" when referring to someone (e.g., when pronouns are unknown) "They" "It" is for referring to things, not people. "You know, I am not sure how they identify."
Privileges for Sale
Please read the following list of privileges. Each privilege costs $100 to purchase. As a group, you may purchase as many privileges as your money allows.
- Celebrating your marriage(s) with your family, friends, and coworkers.
- Paid leave from your job when grieving the death of your partner(s).
- Inheriting from your partner(s)/lover(s)/companion(s) automatically after their death.
- Having multiple positive TV role models.
- Sharing health insurance with your partner(s).
- Being able to find role models of the same sexual orientation.
- Being able to see your partner(s) immediately if in an accident or emergency.
- Not being subjected to scrutiny in your job and not being able to be promoted without your sexuality being questioned
- Adopting your children.
- Filing joint tax returns.
- Able to obtain child custody.
- Being able to complete forms and paperwork with the information you feel most clearly communicates who you are.
- Being able to feel unthreatened/safe in your interactions with authority figures/police officers.
- Kissing/hugging/being affectionate in public without threat or punishment.
- Being able to discuss and have access to multiple family planning options.
- Not questioning normalcy both sexually and culturally.
- Reading books or seeing movies about a relationship you wish you could have.
- Receiving discounted home鈥恛wner insurance rates with your recognized partner(s).
- Raising children without worrying about state intervention.
- Having others comfort and support you when a relationship ends.
- Being a foster parent.
- Using public restrooms without fear of threat or punishment.
- Being employed as a preschool or elementary school teacher without people assuming you will 鈥渃orrupt鈥 the children.
- Dating the person you desired in your teens.
- Raising children without worrying about people rejecting your children because your sexuality.
- Living openly with your partner(s).
- Receiving validation from your religious community.
- Being accepted by your neighbors, colleagues, and new friends.
- Being able to go to a doctor visit and have them understand your sexual orientation.
- Being able to call/access social services without fear of discrimination around your gender and/or sexual orientation.
- Sponsoring your partner(s) for citizenship.
- Being open and having your partner(s) accepted by your family.
12 Scenarios Questions for Staff, Faculty, Employees
- You鈥檝e noticed a fellow staff member making comments that are subtly homophobic and transphobic, which are making you and others uncomfortable. You鈥檙e unsure if this person realizes what they are saying is problematic or not. What might you do?
- You鈥檙e interacting with someone new, and they introduce themselves as Alex and they look very androgynous. You鈥檙e not really sure what pronouns to use 鈥 what should you do?
- You鈥檙e giving a tour to someone who are considering hiring and they ask is if the office is LGBTQ friendly. How might you respond?
- A student/participant you work with on a regular basis shares with you that they are gay and are nervous to tell others and worried about how this will affect their hireability in the future. How do you support this person?
- A staff member shares at a staff meeting that they are trans* and would like everyone to use a new name and the pronouns 鈥渢hey/them/theirs,鈥 while everyone at the staff meeting is very positive and affirming in the moment, afterward there is a lot of confusion and hesitancy about how to proceed. People aren鈥檛 sure how to let others know, what to do when they mess up pronouns/names, what other types of support this person may want/need. How might you proceed?
- You bring up the idea of your office/team doing a diversity/inclusion training. There is a lot of eye rolling and no one says anything affirming about the idea. Someone comments, 鈥渨e鈥檙e all really accepting here, I don鈥檛 think we need to do that sort of training.鈥 How might you respond?
Scenarios Questions for Students, Youth, & Peers
- You鈥檝e started to become closer friends with someone over the last 3 months. One day you鈥檙e hanging out and they seem really nervous and uncomfortable. You ask them what鈥檚 up and they tell you that they鈥檙e gay and worried you鈥檙e going to reject them and that everyone is going to reject them. What do you do?
- You鈥檙e working on a project with some people in class and the first time you meet someone says, 鈥淯gh this project is so gay right? What a stupid project.鈥 A few people look at each other awkwardly but don鈥檛 say anything. How might you respond?
- You鈥檙e helping out with a program when someone comes over and says, 鈥淗ey this is Alex, Alex is here to help us set鈥恥p.鈥 And then walks away leaving you with Alex. You鈥檝e never met before, Alex is very androgynous and you鈥檙e not really sure what pronouns to use with Alex. You鈥檙e going to be introducing them to others helping set up, so you want to know. What might you do?
- You鈥檙e part of an LGBTQ and ally group and one day you make the suggestion that the group might want to do and LGBTQ鈥恆wareness training. You鈥檝e noticed a lot of internalized homophobia as well as biphobia/transphobia within the group and you鈥檙e hoping that the training would be a good way to start getting at those things. There is a lot of discomfort and someone says, 鈥淚t鈥檚 straight people who need to be educated not us.鈥 What might you do?
- One of your teachers/mentors (who you know quite well) is talking about sexuality or gender in class. When the discussion goes quiet they turn to one student, who is out as gay on campus, and ask if you have anything additional to add. This makes you feel really uncomfortable, what do you do?
Resource Page
There are many organizations, news, and blog communities for you to continue to explore gender and sexuality. These are just a few of our favorite places to continue learning! Full List of Vocab Terms 鈥 bit.ly/SZP_Vocab
FULL Websites for Learning More About Gender, Sexuality, & Social Justice
- Asexual Visibility and Education Network 鈥 www.asexuality.org 鈥 "The world's largest online asexual community as well as a large archive of resources on asexuality."
- Bitch Magazine 鈥 www.bitchmagazine.org 鈥 "Provide and encourage an engaged, thoughtful feminist response to mainstream media and popular culture."
- Bisexual.org 鈥 www.bisexual.org 鈥 "A voice to the bisexual community, share accurate information, answer questions, and provide resources for further learning."
- Everyday Feminism 鈥 www.everydayfeminism.com 鈥 "Learn how to heal from and stand up to everyday violence, discrimination, and marginalization," with plenty of articles about class, gender, LGBTQIA issues, and race.
- Get Real 鈥 www.getrealeducation.org 鈥 "Comprehensive Sex Education That Works."
- It's Pronounced Metrosexual 鈥 www.itspronouncedmetrosexual.com 鈥 an online resource educating on issues of identity, sexuality, gender, privilege, and oppression, but in a fun, approachable way (by Safe Zone Project co鈥恈reator, Sam Killermann).
- Salacious 鈥 www.salaciousmagazine.com 鈥 "A Queer Feminist Sex Magazine"
- Soul Force 鈥 http://soulforce.org/ 鈥 Family that travels and does speaking events, have a ton of materials on their site, and do an 鈥渆quality ride鈥 (super cool), all from a Christian perspective
- TransWhat? 鈥 www.transwhat.org 鈥 "A Guide Towards [Trans] Allyship"
- We Are The Youth 鈥 www.wearetheyouth.org 鈥 "Sharing stories of LGBTQ youth in the United States."
- WikiQueer 鈥 www.wikiqueer.org 鈥 "The free encyclopedia and resource for the queer communities that you can edit.鈥 Organizations Doing Good Consider these orgs and projects to have the SZP鈥恈heck鈥恗ark鈥恛f鈥恆pproval. We strongly encourage you give them your support 鈥 whether that's in time, donations, or just spreading awareness.
- GLAAD 鈥 www.glaad.org 鈥 Gay & Lesbian Alliance Against Defamation. "GLAAD works with print, broadcast and online news sources to bring people powerful stories from the LGBT community that build support for equality."
- GLSEN 鈥 www.glsen.org 鈥 Gay, Lesbian, and Straight Education Network. "Every day GLSEN works to ensure that LGBT students are able to learn and grow in a school environment free from bullying and harassment."
- Family Acceptance Project 鈥 www.familyproject.sfsu.edu 鈥 "Research, intervention, education and policy initiative that works to prevent health and mental health risks for lesbian, gay, bisexual and transgender (LGBT) children and youth, including suicide, homelessness and HIV 鈥 in the context of their families."
- God Loves the Gays 鈥 http://godlovesthegays.org 鈥 a queer son of a pastor who writes and shares resources with the goal of making people feel okay being queer and Christian
- It Gets Better Project 鈥 www.itgetsbetter.org 鈥 "The It Gets Better Project's mission is to communicate to lesbian, gay, bisexual and transgender youth around the world that it gets better, and to create and inspire the changes needed to make it better for them."
- National Gay and Lesbian Task Force 鈥 http://www.thetaskforce.org/ 鈥 "The mission of the National Gay and Lesbian Task Force is to build the power of the lesbian, gay, bisexual and transgender (LGBT) community from the ground up." They also run Creating Change the "largest annual gathering of LGBTQ activists, organizers, and leaders within the LGBT movement" in the US.
- The 鈥淣ot All Like That鈥 (NALT) Project 鈥 http://notalllikethat.org 鈥 videos of (awesome) Christians (mostly families) explaining how they fully support LGBTQ people and that being Christian shouldn鈥檛 mean being anti鈥恎ay.
- The Religious Institute 鈥 http://www.religiousinstitute.org/ 鈥 Religious Institute is a multifaith organization dedicated to advocating for sexual health, education, and justice in faith communities and society.
- The Transcending Gender Project: http://www.transcendinggender.org
- PFLAG 鈥 www.pflag.org 鈥 "Parents, Families, Friends, and Allies United with LGBT People to Move Equality Forward."
- Transgender Law Center 鈥 www.transgenderlawcenter.org 鈥 "Transgender Law Center works to change law, policy, and attitudes so that all people can live safely, authentically, and free from discrimination regardless of their gender identity or expression."
- The Trevor Project 鈥 www.thetrevorproject.org 鈥 "Crisis intervention and suicide prevention for LGBTQ youth."
Want even more Resources? Head to www.thesafezoneproject.com/resources to find more!
Feedback Form
Please answer honestly :).
- What is one thing that you learned from the training today?
- What did you enjoy about today鈥檚 training?
- What could be improved for the next time this training is facilitated?
- How do you think this training could be improved? Who would you recommend this training to?
- What would you say to get them interested?
- Additional feedback for the facilitators? This could be in regards to material covered or the facilitation process.