Disability Studies and Action Collaborative

Disability Culture, Scholarship, and Community

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2025 UnConference Resources and Local Guide

This page contains useful links participants, including suggestions for getting around by bus and car, as well as local information and suggested accommodations.

Archived: 2024 DSAC Annual UnConference

UnConference 2024

Our Annual Fall UnConference is Saturday & Sunday, October 19 – 20, 2024
Applications have closed, but you can join us for our Friday, October 18 Reception and Keynote in AW 204, which is free and open to all. 4:30 reception, 5:30 keynote.

Disability Studies & Action Collaborative UnConference

Saturday October 19 – Sunday October 20, 2024
Tentative time: 10:00 – 5:00 pm
Academic Instructional Center West
Western Washington University, Bellingham Campus

About the UnConference

The Western Washington University Institute for Critical Disability Studies is excited to to be hosting our fourth annual Disability Studies and Action Collaborative (DSAC) UnConference in October 2024.

The event will span two days, and it will provide a venue for scholars, students, nonprofit workers, advocates, activists, artists, and community members to gather to discuss issues of disability, access, and equity. Our main focus will be local to the needs, concerns, and opportunities of Bellingham, WA and the surrounding Pacific Northwest region.

Who is the UnConference For?

Everyone is welcome at the UnConference. All that is required is that you have a personal interest in disability issues. We are not asking anyone to be a “disability expert,” but we believe a wide range of people can contribute to our conversations at the UnConference, regardless of whether you work with disability issues professionally, you study critical disability studies as a student or academic, or you have lived experiences of disability. Everyone has something to contribute. 

This event is for everyone, regardless of your access needs. You are welcome to attend the UnConference in person on our Bellingham campus, or you may attend fully on Zoom. We will provide access supports to all attendees, including ASL interpretation, downloadable materials, and other accommodations participants request in the application form.

What happens at the UnConference?

Our UnConference is broken down into two days. Everyone is expected to attend both days of the event.

Day 1: The Workshops

Our first day focuses on a series of workshops. You work in a small group of people from different backgrounds to focus on a specific problem or opportunity related to disability. You have conversations about that topic, then identify an idea for solving the problem or seizing the opportunity. Every workshop group is different. You will be led by a facilitator who will guide the group through the process of deciding on an important topic and discovering a way to address it. 

Past workshop topics include creating an online network for and by BIPOC trauma survivors, developing a research study about disabled students’ personal narratives, and designing templates for identifying access problems on school campuses. 

Day 2: The Presentation Sessions

Our second day focuses on presentation sessions. Every UnConference participant will give a presentation of some kind. Some people might speak for five minutes as part of a roundtable on a topic of their choosing. Some may give longer, more formal presentations ranging from ten to fifteen minutes. The philosophy here is that everyone has a certain kind of expertise to share, whether that’s scholarly research or lived experience. Coaching will be available for those who want some support in developing their presentation. 

What are the themes of the UnConference?

The UnConference is user-driven, so we will focus on whatever aspects of disability culture and access that you are interested in. Here are some example themes that we have explored in the past:

Activism and Advocacy

  • Fair access to local community resources, networks, and spaces
  • Advocacy models from local community organizations
  • Current projects and unmet needs in disability activism

Community Building

  • Perspectives on local disability culture, community building, and solidarity work
  • Approaches to fighting disability stigma and fostering disability pride

Critical Disability Studies

  • Disability Studies scholarship from a variety of critical approaches and academic fields
  • Curriculum, program building, museum studies, and pedagogy informed by disability studies

Access and Equity

  • Access and equity in educational settings
  • Practices for barrier-free teaching and facilitation in higher education or other settings
  • Universal design in physical or digital settings

Arts and Culture

  • Disability and various creative arts, including dance, film, music, or visual arts
  • Disability and artistic practice

2024 UnConference Application

The 2024 UnConference Application

The following information will be updated to reflect 2024 information soon:

Not attending this year, but still interested in helping us conduct the UnConference this and future years? Donate to our Special Events fund!

Visit the Call for Participation and Application page to find out more information about the conference or contact the organizers by emailing icds.unconference@wwu2.onmicrosoft.com and icds@wwu.edu.

Parking, Wifi, Maps, and Local Guides

The DSAC UnConference Archives

2023 UnConference Archive
2022 UnConference Archive
2019 UnConference Archive

Supporting Neurodivergent Students in the Classroom

This workshop took place remotely, over Zoom. Access the edited recording and transcript here. It focused on ways to understand the needs of neurodivergent (ND) students. It covered a range of common teaching issues, such as assignment design, in-class activities, and less formal aspects such as email. 

We had three components. First, we began by defining ND as an umbrella term for a range of thinking and feeling styles that fall outside the expected norm of higher education. This category can include diagnoses such as autism, ADHD, bipolar disorder, and many more. Like many disabilities, neurodivergence can be understood either as a medical category describing a disorder or a matter of natural human variation. In this way, ND can be seen as a valuable source of identity and pride. Within this context, the objective in supporting ND students is to ensure the highest level of access through reasonable accommodation, while at the same time encouraging a positive self image for the student. 

 

The second component of the workshop focused on faculty perceptions of ND issues through an examination of the published literature from journals such as The Chronicle of Higher Education. This review showed that faculty are beginning to understand how specific elements of their teaching cause problems for ND students, particularly the way they deal with attendance, deadlines, and supporting student-teacher interaction. Some supported skills-based classes for ND students who opt in. Many faculty members are coming to understand ND as a matter of ADEI. 

 

Finally, the workshop offers a universal design for learning (UDL) approach to supporting ND students. UDL relies on a principle of redundancy and multiplicity across several levels of student engagement. For instance, students should be given multiple ways to take in class material, perhaps involving readings, lectures, and recorded videos. Likewise, students should have multiple ways to demonstrate their knowledge, including quizzes and discussions but also activities that may work for ND students better. There are other aspects of UDL that are mentioned in the workshop recording.

Bibliography

Accardo, Amy L. et al “Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff” Journal of diversity in higher education, 2024-04

Summary:
Accardo et al. (2024) examine how neurodivergent students, faculty, and staff experience university life, emphasizing the need for institutions to move beyond deficit-based models and embrace neurodiversity as a strength. The study identifies key barriers, including executive functioning challenges, sensory processing difficulties, stigma, and inadequate mental health support, while also highlighting the reluctance of many to disclose their neurodivergent identity. Participants stress the importance of faculty training, inclusive pedagogy, and Universal Design for Learning (UDL) in fostering more accessible academic environments. The authors recommend expanding mental health services, integrating neurodiversity into DEI initiatives, and providing structured support programs to improve campus inclusivity.

Keywords: Neurodiversity in Higher Education, Universal Design for Learning (UDL), Faculty Training

 

Bruce, Cynthia, and M. Lynn Aylward. “Accommodating Disability at University.” Disability Studies Quarterly, vol. 41, no. 2, 2021

Summary:

Bruce and Aylward examine how individualized academic accommodations for disabled students in Canadian universities shape their experiences and relationships with faculty. Their study, based on interviews with students and professors in Nova Scotia, highlights how current accommodation practices reinforce the marginalization of disabled students by placing the burden of access on them. While some faculty members actively support students and foster inclusive learning environments, others resist accommodations due to concerns about fairness, additional workload, or institutional norms favoring able-bodied students. The authors argue that shifting the focus from individual accommodations to systemic accessibility improvements would create a more equitable higher education experience.

Keywords: Canadian university, burden of access, systemic accessibility

Field, Kelly, “Making a home for students with autism.” The Chronicle of Higher Education, Oct 12 2022

Summary:
Kelly Field (2022) examines the growing presence of college programs designed to support autistic students, focusing on Western Kentucky University’s Kelly Autism Program (KAP). While the number of such programs has doubled in recent years, they remain limited, with many autistic students lacking access to specialized support. KAP provides academic, social, and emotional assistance, fostering independence and helping students navigate college life. The article highlights both the successes and ongoing challenges of integrating autistic students into higher education, emphasizing the need for broader institutional support and cultural shifts to make college accessibility the norm rather than the exception.

Keywords: Autism in Higher Education, College Autism Programs, Student Support Services

Irish, Bradley J. “How to Make Room for Neurodivergent Professors: Seventeen years into his career, a faculty member finds out he is autistic. It explains a lot, he says” Chronicle of Higher Education, Mar 2 2023

Summary:
Bradley J. Irish reflects on his late autism diagnosis just before his 40th birthday, which reshaped his understanding of himself and his academic career. He highlights how cultural stereotypes obscure the presence of autism in academia, especially for high-achieving individuals, women, and people of color. Irish advocates for integrating neurodiversity into DEI initiatives, recognizing the strengths of autistic professionals, and fostering institutional support for neurodivergent faculty and students. He concludes that embracing neurodiversity in academia benefits both individuals and the broader university community by promoting inclusion and valuing diverse cognitive perspectives.

Keywords: Neurodiversity in Academia, Autism Awareness, Inclusive Higher Education

Kafka, Alexander C. “Serving Neurodiverse Students: On Leadership: Peter Eden” Chronicle of Higher Education, Jan 3 2018

Summary:
Peter Eden, president of Landmark College, discusses the institution’s specialized approach to educating neurodiverse students, including those with dyslexia, ADHD, and autism. Landmark provides intensive support through small class sizes, executive-function coaching, and individualized advising while incorporating Universal Design for Learning (UDL) into its curriculum. The college is expanding into web-based learning and aims to extend its educational model nationwide while cautioning against overly romanticizing neurodiversity. Eden highlights the cultural shift toward greater acceptance of neurodiversity and emphasizes the need for accessible, high-quality education for all students.

Keywords: Landmark College, Universal Design for Learning (UDL), Neurodiversity in Higher Education

Pryal, Katie Rose Guest. “How to Teach Your (Many) Neurodivergent Students.” Chronicle of Higher Education Mar 29 2023

Summary:
The article emphasizes the importance of faculty recognizing and supporting neurodivergent (ND) students, even when their neurodivergence is not disclosed. The author, an autistic individual diagnosed after completing their education, argues that ND students’ academic struggles should not be mistaken for a lack of intellectual ability and critiques harmful stereotypes, such as the misconception that ADHD is overdiagnosed. To create a more accessible learning environment, the author recommends shifting from accommodations to proactive accessibility, incorporating best practices such as scaffolding assignments and readings, rethinking attention norms, and adjusting class discussions. By fostering accessibility in the classroom, educators can better support ND students and enhance learning for all.

Keywords: Accessibility in Education, Neurodivergent Students, Inclusive Teaching Practices

Pryal, Katie Rose Guest. “Neurodivergent Students Need Flexibility, Not Our Frustration.” Chronicle of Higher Education July 3 2023

Summary:
Katie Rose Guest Pryal argues that faculty should approach neurodivergent (ND) students’ flexibility accommodations with empathy and communication rather than frustration or suspicion. She highlights how the current system places the burden on students to negotiate accommodations, often in the face of faculty distrust and institutional shortcomings. Pryal urges faculty to seek guidance from disability services, improve communication with students, and reconsider course design to center accessibility rather than relying on accommodations as afterthoughts. By fostering collaboration and reducing stigma, educators can create a more inclusive learning environment that benefits all students.

Keywords: Accessibility in Higher Education, Flexibility Accommodations, Faculty-Student Communication

Tomlinson, Elizabeth; Sara Newman. (2017). “Valuing Writers from a Neurodiversity Perspective: Integrating New Research on Autism Spectrum Disorder into Composition Pedagogy”. Composition Studies 45.2, 91-112


Summary:
Tomlinson and Newman (2017) explore how individuals with autism spectrum disorder (ASD) engage with writing tasks, advocating for a neurodiversity perspective that values autism as a natural variation rather than a deficit. They critique the medical model’s focus on pathology and instead emphasize adaptive strategies that support autistic writers, such as structured writing techniques and clear instructional guidance. The study of 29 autistic adults highlights the importance of recognizing ASD writers’ unique strengths and challenges, particularly in translating thoughts into words and meeting audience expectations. By integrating approaches like Universal Design for Learning (UDL) and mētis into composition pedagogy, the authors propose a more inclusive framework for teaching writing.

Keywords: Neurodiversity, Adaptive Writing Strategies, Universal Design for Learning (UDL)

 

Minor in Critical Disability Studies

Declare the Minor
FAQ
Elective Approval
Learn more about our Minor

How to Apply – Declaring the Minor

Minor in Critical Disability Studies (WWU Registrar page)

Notice: The Registrar’s office provides a Minor Declaration and Change form to use with your WWU login. Please follow the steps below to apply for a Minor in Critical Disability Studies:

  1. Students and/or Academic Advisors: Fill in Section I of the new Student Academic Declaration & Change Form here (requires WWU login):
    • Select the “yes” radio button next to “Add and/or Drop a Minor”
    • Select “yes” from the drop-down menu for “Declare a Minor (Do not replace existing Minor)”
    • Fill in Critical Disability Studies Minor (code XY01) in the blank.
  2. After completing Section I of the form, route it to GIM (ICDS co-director) at mcgrewg2@wwu.edu by pasting the email address into the “Email to:” field at the end of the form and then clicking the “Submit” button
  3. ICDS co-directors will review the information and approve it to the Registrar’s Office.

Contact icds@wwu.edu with questions.

Minor declaration webform

FAQ

Can my previous coursework count for elective credit toward the Minor?

The minor in Critical Disability Studies requires 3 electives, separate from the core courses of DISA 330, 350, and 450. Taking DISA 350 for a second time ­– and many other courses ­– already count for elective credit! Check out a short list of pre-approved courses here.

There are also many courses that could count for elective credit that are not on that list, but we do need to approve them first. To have your prior coursework reviewed to be approved for Minor elective credit, please email the co-directors at icds@wwu.edu and tell us about the course. Important information to include are basic course details, such as the title, course number, and where and when the course was conducted, as well as course instructor. We also request that you include the official syllabus for that particular offering of the course, as well as any other relevant course information you have, such as the official description in the course catalogue.

The more information about your course in your message, the more effectively ICDS can properly evaluate the offering as an elective that could be used toward the Minor.

When will DISA coursework on [my favorite topic] be available?

Developing new curriculum and coursework is a gradual process.  Over the next several years, expect a number of new courses to be added to a growing list of classes in critical disability studies.  Many new classes begin as experimental courses (numbered X97 in the course catalogue), which are eventually transitioned to formally numbered DISA courses and elective courses under other designations as our program in Critical Disability Studies grows.

Students: If you would like certain classes to be developed, reach out to the co-directors at icds@wwu.edu and start a conversation!

Faculty: If you are interested in teaching or developing a course in disability studies either exclusively as a DISA course or crosslisted with a course that you teach in your home department, please contact the co-directors at icds@wwu.edu.

I took both ASLC 101 and ASLC 102 as electives, but was only one elective counted?

While our Minor counts any of the American Sign Language and Culture sequence ASLC 101, 102, or 103 as Electives in the Critical Disability Studies Minor, only one of these course may count as an elective for the Minor at one time.

That means if you took ASLC 101 and it counted for an elective, and then took 102, it would not increase the number of electives you have completed for our Minor.

I’m planning to enroll in a class at Western on specific disabilities, but it isn’t listed as an elective for the Minor. Can I still get elective credit for it?

Please email us at icds@wwu.edu if you think we’ve missed a class that should be counted as an elective for the Critical Disability Studies Minor. It’s possible we don’t know about it, since Western is a large institution, and there are many classes around Western constantly being developed by new and established faculty alike.

Not all courses focusing on disability will be accepted for the Minor, however. Some coursework that addresses disability may be more clinical or therapeutic in nature, and might not meet the aims for elective courses in our program. The Critical Disability Studies academic program is focused more on the academic study of disability as a social and cultural construct and lived experience, as well as intersectional social justice issues centered around disability.

Are there online courses available in the minor?

Yes, several of the courses in the CDS minor are available in online, hybrid, and face-to-face modalities. In particular, DISA 330 Critical Disability Studies and DISA 350 Topics in Critical Disability Studies are all routinely offered in mixed modalities. Several elective courses are also available in online and hybrid modalities. Check our course list for a full accounting of the courses and modalities being offered each quarter.

How to apply to have a non-DISA course counted for elective credit

If you’ve taken a disability-relevant course at Western or at another college, it might already be eligible to count for elective credit for our Minor! But we do need to approve it first. To have your prior coursework reviewed to be approved for Minor elective credit, please email the co-directors at icds@wwu.edu and tell us about the course. Important information to include are:

  • Basic course details: Where and when the course was conducted, as well as course number (and CRN if at Western)
  • The course instructor – Who taught the course matters, since approvals are instructor-specific!
  • Any relevant course information you have, such as the official description in the course catalogue
  • The official syllabus for that offering of the course

The more information about your course in your message, the more effectively ICDS can properly evaluate the offering as an elective that could be used toward the Minor.

Students: If you would like certain classes to be developed, reach out to the co-directors at icds@wwu.edu and start a conversation!

Faculty: If you are interested in teaching or developing a course in disability studies either exclusively as a DISA course or crosslisted with a course that you teach in your home department, please contact the co-directors at icds@wwu.edu.

Learn more about our Minor in Critical Disability Studies

The Institute for Critical Disability Studies proposed a new minor to launch in Fall 2023. Our program has grown significantly since then! Learn more about our program and highlights in our video.

Have questions or feedback for the ICDS? You are invited to use the form at the bottom of the page to tell us what you think.

Download the PowerPoint slides of this presentation, which includes the script, through this link.

If you want to find out more about the minor or the Institute for Critical Disability Studies, contact icds@wwu.edu

Click to join the Disability Studies and Action Collaborative Outlook group for email, newsletters, and events

ICDS Critical Disability Studies Minor Feedback Form

Feedback on the Minor Preview

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CDS Minor – Archived Pages

2024 UnConference Resources and Local Guide

This page contains useful links participants, including suggestions for getting around by bus and car, as well as local information and suggested accommodations.

Past Events Archive

This page contains recordings and descriptions of past invited speakers. For a list of current upcoming events, select the link for Events and Announcements on the top menu.

Dr. Pau Abustan (they/sia) – California State University, Los Angeles

Keynote Speaker, 2022 UnConference of the Disability Studies and Action Collaborative

Presentation title, “Comfy, Cozy, Community Centered Learning: A Queer, Crip, Philipinx Led Disability Justice Praxis”  (October 2022)

Dr. Pau Abustan is queer crip Lucbanin Kapampangan Pilipinx scholar activist educator who centers queer critical race feminist disability justice worldmaking found within youth learning spaces, popular culture animated storytelling, and coalitional activisms.

Dr. Sami Schalk — University of Wisconsin, Madison

Keynote Speaker, Scholars Week 2023

Presentation title, “Introduction to Disability Justice and Accessible Pedagogy” (May 2023)

Dr. Sami Schalk is an associated professor of Gender & Women’s Studies at the University of Wisconsin-Madison. She is the author of Bodyminds Remagined (Duke 2018) and Black Disability Politics (Duke 2022). Schalk’s research focuses on disability, race, & gender in contemporary American literature & culture. She identifies as a fat Black queer disabled femme & a pleasure activist.

This presentation was co-sponsored by the departments of English, Health and Human Development, Journalism, Philosophy, Anthropology, Sociology, Political Science, History, and the Women, Gender, and Sexuality Studies program.

 

Stefanie Lyn Kaufman Mthimkhulu (they/she) — Project LETS

Keynote Speaker, Scholars Week 2024

Presentation title, “No Incompletes In ‘Real Life’”: Surviving and Reimagining Ableist Institutions in Mad Times While Centering the Medicine of Disability Justice” (May 2024)

Stefanie Lyn Kaufman Mthimkhulu is the Founder and Director of Project LETS. As a multiply Disabled, Mad, psychiatric survivor, they are deeply committed to interrupting patterns of historical and present-day ableism that impact Disabled people and those perceived as/labeled with mental illness in medical, psychiatric, and academic systems. They have over a decade of experience as an anti-carceral crisis responder, care worker, perinatal doula, death worker, and peer supporter; and have supported multiply marginalized folks in a wide range of psychiatric and medical crises/transitions in community-based settings. They are the author of We Don’t Need Cops in Social Work and the Editor of Abolition Must Include Psychiatry. 

Heather Evans (she/her) — University of Washington

Keynote Speaker, 2024 UnConference of the Disability Studies and Action Collaborative

Presentation Title, “Leaning Into & On Disability Community“

Heather Evans in a cap and flannel shirt holding a large yellow leaf.

Dr. Evans will draw on findings from her research on disability identity and disclosure to examine the ways that her relationship to disability community has both shaped – and been impacted by – her disclosure decisions when on the job market, while piecing together work as an adjunct, and in managing her position as the Director of a program at a large, research university. 

Heather Evans earned a Ph.D. in Sociology at the University of Washington (UW). She is UW faculty and the Director of the Disability Studies Program. Heather is also the Research Director at the NW ADA Center and an Associate Director at the ADA National Network.

Archived 2023 DSAC Annual UnConference

This is an archived page for the UnConference that occurred on Saturday & Sunday, October 21 & 22, 2023.

Our Annual Fall UnConference is Saturday & Sunday, October 21 – 22, 2023
The application to register for the 2023 UnConference is now closed.

Parking, Wifi, Maps, and Local Guides
Last year’s 2022 UnConference Page

UnConference 2023

Disability Studies & Action Collaborative UnConferece

Saturday October 21 – Sunday October 22, 2023
10:00 – 5:00 pm
Academic Instructional Center West
Western Washington University, Bellingham Campus

  • UnConference 2023 Final Program –
  • Local Information and Guides
    • This page includes parking information, maps of the building and campus, and links to public transit information
  • Participant-only links – please use the password sent in your confirmation email
    1. Tentative Participants List (password required) – A list of Participants and their profiles
    2. Preliminary Program and Presentation Groupings (password required) – A tentative draft program of the UnConference and participant workshop, panel, and presentation groupings.
    3. Registration Part 2 (password required) – The follow-up Participant Information Form for confirmed UnConference participants. Participants: Please complete Part 2 Registration by Friday August 25 so that we can complete the event program.

Not attending this year, but still interested in helping us conduct the UnConference this and future years? Donate to our Special Events fund!

About the UnConference

The Western Washington University Institute for Critical Disability Studies is excited to to be hosting our third annual Disability Studies and Action Collaborative (DSAC) UnConference in October 2023.

The event will span two days, and it will provide a venue for scholars, students, nonprofit workers, advocates, activists, artists, and other community members can gather to discuss issues of disability, access, and equity. Our main focus will be local to the needs, concerns, and opportunities of Bellingham, WA and the surrounding Pacific Northwest region.

This event is planned in the ethos of Universal Design. All materials and activities will be designed to accommodate all participants through audio interpreters, downloadable documents, and other accommodations participants request in the application form.

What is an UnConference?

An UnConference is a collaborative event where “experts” of various kinds (broadly defined) get together to learn from one another and solve problems. So, while traditional conferences usually involve experts on a stage giving pre-written presentations, UnConferences focus more on workshops and problem-solving sessions, where participants work together to understand complex problems and devise new solutions.

How is the DSAC UnConference structured?

The DSAC UnConference has aspects of both traditional conferences and UnConferences. Everyone who participates in the event will be assigned to a working group based on their interests and skills. Participants in these working groups will identify a particular disability-related question, problem, project, or idea, and they will work together throughout the first day of the UnConference to find a way to solve that problem or push that idea forward.

The second day of the event follows a more traditional conference format. Every participant will give a presentation ranging from 5 to 30 minutes on topics related to disability studies, disability arts, public advocacy, or other subjects relevant to issues of disability, access, and equity.

Visit the Call for Participation and Application page to find out more information about the conference or contact the organizers at icds.unconference@wwu2.onmicrosoft.com.

2023 UnConference Application

The 2023 UnConference Application has closed.

The DSAC UnConference Archives

2022 UnConference Archive
2019 UnConference Archive

ICDS Graduate Teaching Assistantship positions

The Institute for Critical Disability Studies is hiring for two to three graduate teaching assistant (GTA) positions in Fall 2023, Winter 2024, Spring 2024, and/or the full 2023-24 academic year! Full-time (20 hr/wk) salaried, half-time (10 hr/wk) salaried, and hourly (5-9 hr/wk) nonsalaried positions available.

Learn more and review the GTA position information and application instructions here.

Institute for Critical Disability Studies Logo, with an abstract graphic on the left side in blue, dark blue, and green, implying letters I, C, D, and S. The Western Washington University logo is on the right side.
Institute for Critical Disability Studies logo

2023 UnConference Resources and Local Guide

This page contains useful links participants, including suggestions for getting around by bus and car, as well as local information and suggested accommodations.

2023 DSAC UnConference: Call for Participants & Application Form

Application Deadline: 11:59 pm, Friday August 04, 2023
Note: Applications received by Friday, July 21, 2023 will receive priority consideration and first choice in presentation time.

How to apply:

About the Disability Studies and Action Collaborative (DSAC) UnConference

Event details

  • Event dates: Saturday and Sunday, October 21 & 22, 2023, 10:00 am – 5:00 pm
  • Event location: Academic West Building, Western Washington University
    • hybrid remote options available
  • Application deadline: 11:59 pm, Friday August 04, 2023
  • Participation Fee: Sliding scale from $0 to $250

What happens at the UnConference?

The annual Disability Studies and Action Collaborative (DSAC) UnConference is one part traditional academic conference and one part collaborative, exploratory workshop. Our aim is to gather in one place, learn from one another’s skills and experiences, and identify avenues where we can productively collaborate across the borders of academia and the community.

This two-day-long event is designed to bring together people from Whatcom county and the surrounding Pacific Northwest region. We welcome participants with personal or professional interests in such topics as:

Activism and Advocacy

  • Fair access to local community resources, networks, and spaces
  • Advocacy models from local community organizations
  • Current projects and unmet needs in disability activism

Community Building

  • Perspectives on local disability culture, community building, and solidarity work
  • Approaches to fighting disability stigma and fostering disability pride

Critical Disability Studies

  • Disability Studies scholarship from a variety of critical approaches and academic fields
  • Curriculum, program building, museum studies, and pedagogy informed by disability studies

Access and Equity

  • Access and equity in educational settings
  • Practices for barrier-free teaching and facilitation in higher education or other settings
  • Universal design in physical or digital settings

Arts and Culture

  • Disability and various creative arts, including dance, film, music, or visual arts
  • Disability and artistic practice

Activities at the UnConference and beyond

The UnConference will be broken into two days. All participants will be expected to contribute to each day. Continued participation in follow-up activities after the two-day event is welcomed.

  • Saturday, October 21, 2023: The Workshop Day. Participants will be assigned into working groups based on their skills and interests. They will meet in several working sessions to address a problem or topic that everyone has an interest in. The goal is to come up with a collaborative project to address this problem or idea, which will be shared at the end of the day.
  • Sunday, October 22, 2023: The Presentation Day. Participants will be grouped into topics and present in panels with other speakers. Presentations will range from 5 to 30 minutes in a format of their choosing, including rapid roundtable discussions, pre-recorded videos, and formal talks.
  • After the UnConference Concludes: UnConference Follow-up Activities. Participants are invited to join in periodic meetings and events organized by the WWU Institute for Critical Disability Studies

Who can participate in the UnConference?

Everyone with an interest in disability is welcome to join the event. This may include, but is not limited to, faculty, students, university staff, disability service providers, librarians, nonprofit or public services professionals, activists, artists, performers, engineers, entrepreneurs, and interested community members. We expect those selected to participate as fully as they are able across the course of both days. Both virtual (Zoom) and in-person hybrid participation modes will be available.

Because space is limited, the Working Sessions and Seminar Sessions are only open to attendees who have been accepted to the UnConference. Preference will be given to those who identify as having a disability or other marginalized population traditionally excluded from professional or academic spaces. For those who would like to attend but who would need financial assistance to do so, please reach out to us at icds.unconference@wwu2.onmicrosoft.com.

How to Apply to Attend the DSAC UnConference

Every person who wishes to participate in the UnConference will complete an online application and submit a brief personal statement, an overview of your disability-related work, an interesting problem or challenge you would like to explore at the UnConference, and a list of skills and interests you are interested in contributing in the Working Sessions. To facilitate community building, participants will be invited to read one another’s materials before the start of the UnConference.

Applications received by Friday, July 21 2023 will receive priority consideration and first choice in presentation time. Final applications are due 11:59 pm, Friday August 04, 2023.

Apply online to participate in the 2023 UnConference (Google Forms)
Alternative UnConference Application (Word Doc)