Location: 100 General Services Building
Phone: (970) 491-6385 (V/TDD)
RDS provides support for students with both permanent and temporary limitations and chronic illness/health conditions (physical and mental health). Limitations include, but are not limited to, mobility, hearing, seeing, and learning. Chronic illness/health conditions include, but are not limited to, depression, diabetes, epilepsy, celiac, and concussion.
Here is the schedule for our program, Disability Dialogues. This program offers an opportunity to discuss various intersectional aspects of disability. All are welcome to join in!
This semester's topics are:
Defining Disability (January 30, 2017, 4:00 pm, LSC 226-28)
Disability and Politics (February 13, 2017, 4:00 pm, LSC 226-28)
Disability and Mental Health (February 27, 2017, 4:00 pm, LSC 226-28)
Disability Misconceptions (March 20, 2017, 4:00 pm, LSC 226-28)
Disability and Gender (April 3, 2017, 4:00 pm, LSC 226-28)
Disability and Sexuality (April 17, 2017, 4:00 pm, LSC 226-28)
Intersectional Identity (May 1, 2017, 4:00 pm, LSC 226-8)
Last semester, ASCSU, your student government body, voted to establish Senate seats for the offices included in the Student Diversity Student Programs group. That means students with disabilities now have a voice in student government. Your senator, Cerridwyn Nordstrom, will have office hours in RDS Express (satellite office in LSC). She is also looking for an associate senator to be available when she is not able to attend senate meetings. For more information, please contact Cerridwyn at Cerridwyn.Nordstrom@rams.colostate.edu.
RDS is going through a rebranding process. Students will soon be receiving a survey that will hopefully contribute to that process. Students will be asked to help select a potential new name but the survey will also ask for more information to help us know more about what we are doing for students. Please participate. Student voices are important to us! (See what our current name means at the end of this page.)
Rhondda Walker, one of the specialists, left RDS to move on to other employment. RDS is in the process of finding her replacement. Interviews with potential candidate will be happening soon. Students who have used RDS resources will be notified to be invited to help in the interviewing process. Have a say on who you think will be a good addition to the RDS office!
The Institute for Learning and Teaching (TILT) offers a variety of workshops and seminars to improve your academic success. Check often at the TILT website for resources that may help you become the student you were meant to be! Tutoring, academic coaching, and critical thinking are only a few of the supports and skills you may wish to improve or enhance.
ASCSU developed a program to provide more support for students with chronic physical/mental health conditions. The support is in the form of a peer mentor who can help in the process of managing the effects of a chronic health condition. If you are a student who would like to be paired with one, please contact ASCSU to see what is available.
RDS Express (satellite) will be staffed during normal business hours, generally from 9:00 am to 4:00 pm. However, the lounge area will remain open to students until 7:00 pm, even if the lights are out.
Remember, students are encouraged to stop in, have a cup of coffee or hot chocolate, check in with a specialist or other staff member, or simply take a break and relax. The lounge area offers television so you might be able to catch your favorite daytime show. Or you may simply want a quiet place to contemplate life or maybe even study after staff have gone! RDS Express is primarily a place for students so we hope you use it!
The Delta Alpha Pi Honor Society will once again be soliciting applications for membership this spring semester. Be on the look out for the invitation to apply.
Five new members were inducted on January 25, 2017: Mikaela Elder, Michelle Brokaw, Lindsay Brooksheir, Christine Flahive, and Jamie Keary. Congratulations for your strong academic achievements and your commitment to issues related to disability.
For more information on Delta Alpha Pi Honor Society, contact Rose Kreston, advisor. Rose.Kreston@colostate.edu.
Billie Crouse knows what it is like to have a learning disability, and is determined to help others who are struggling to earn their college degree. At age five, Billie contracted Scarlett fever and remembers this event as a pivotal time in her life. Surrounded by other children who had polio, she told her mother that she wanted to be a social worker someday. By the time she was in third grade, however, she could not read very well and school was difficult. She had dyslexia but it wasn’t something that was diagnosed in those days.
In high school, not only was Billie running with a crowd her mother disapproved of, she was also considered by school counselor not to be college material. Her mother did not agree and sent her to live with her father in England where she eventually attended an American school established for American military and government civilians. Upon returning to the US, Billie then attended an all-girl college prep school. But she had to repeat her junior year as the school said they could not make her college material in one year. With diligence, she made it through high school and when it came time for college, she picked Colorado State University.
Originally majoring in home economics, Billie switched to English as a junior due to her love of literature and creative writing. School was still a struggle; she failed German and Chemistry and consequently had to increase her credit load several quarters to make them up. Even without tutorial help, she was able to graduate on time and received her BA in English plus a teaching certificate in 1962.
She went on to get her Master’s in Special Education from the University of Illinois Urbana and another Master’s in Human Services and Counseling at DePaul University in Chicago. She met her husband, Dean, while teaching English in Chicago. After moving to New Mexico, she and Dean established Acacia Counseling.
When Billie’s niece Tambralyn, whom also had learning disabilities, shared with her the struggles she had while earning her degree at CSU, it solidified Billie and Dean’s to create The Billie and Dean Crouse Acacia Scholarship Fund to provide financial and tutorial support for struggling students. The scholarship is $1,000.
Announcement of this scholarship will go out to students who utilized RDS during Fall semester, 2016 and continue to use accommodations this Spring (2017) semester.
Committee for Disabled Students Accessibility is always seeking new members. Contact Rose Kreston, CDSA advisor for more details (Rose.Kreston@colostate.edu)
The Ability Club is another opportunity for students to get to know one another. Those who are interested in Sign Language might find the Sign Club of interest. Please call the office at 491-6385 for more information about these two other opportunities.
Delta Alpha Pi Honor Society invites all students with disabilities to seek membership. If you attain a GPA of 3.1 or better, you may be invited to join! For more information, contact RDS.
For information on the Opportunities for Postsecondary Success (OPS), a program that works individually with students with autism spectrum disorders (autism, asperger's, etc) and/or tramatic brain injury (TBI), please visit the OPS website.
For information concerning computer technology access, please visit the website of the Assistive Technology Resource Center (ATRC). Assessments for assistive technology are generated by a referral from RDS.
For information on Universal Design for the classroom, please visit the Access Project website.
RDS is now on Facebook! Look for us and stay connected!
Visit our Disability Awareness page to increase your knowledge about disability. Check out the websites!
RDS operates under the philosophy that 'disability' is part of the human condition. People have different strengths and limitations, different talents and challenges. When the limitations or challenges stem from a physical, emotional, and/or cognitive difference, due either to a temporary or permanent condition, the person may experience a disabling effect when attempting to function in expected, or normative, ways. In particular, when a student's limitations are more challenging in this academic environment, the student may be eligible for accommodations according to non-discriminatory mandates based on disability. A student becomes 'disabled' in an environment that was not designed to be inclusive of human characteristics that result from physical, emotional and/or cognitive differences. Accommodations become one way by which we attempt to modify the environment to ensure a student is able to participate and/or benefit from this educational environment
RDS recognizes the stigma associated with the term 'disabled'. However, in our context, the term is merely a descriptor of the group of students who work with us. Much like the category of African American, or Native American, the word is used as a signifier, and not as a label, and reinforces the political nature of the focus of what we do (civil rights). We do not require a student identify as a 'disabled' person, but when accommodations are needed, a student will need to identify as HAVING a 'disability' which is defined broadly to include a range of conditions that affect a person's ability, including chronic mental/other health conditions. The philosophy we follow is rooted in what Disability Studies scholars refer to as the 'social' model of disability.' The concepts of this model are the underpinnings of the disability rights movement and the independent living philosophy, both of which emphasize dignity of the person and choice in terms of how to live. Disability, or physical, cognitive, or mental impairment, is viewed as simply part of life. The environment (or society) can create barriers that further 'disables' a person and the focus is to eliminate those barriers to ensure individuals with impairments are able to live their lives fully.
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