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Author: Nancy J. Evans
Publisher: John Wiley & Sons
ISBN: 1118018222
Category : Education
Languages : en
Pages : 544
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Book Description
Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.
Author: Nancy J. Evans
Publisher: John Wiley & Sons
ISBN: 1118018222
Category : Education
Languages : en
Pages : 544
Get Book Here
Book Description
Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.
Author: Jay Dolmage
Publisher: University of Michigan Press
ISBN: 047205371X
Category : Education
Languages : en
Pages : 255
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Book Description
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
Author: Eunyoung Kim
Publisher: Routledge
ISBN: 1317287703
Category : Education
Languages : en
Pages : 401
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Book Description
Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.
Author: Alphin, Jr., Henry C.
Publisher: IGI Global
ISBN: 1522526668
Category : Education
Languages : en
Pages : 372
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Book Description
Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.
Author: Stephanie L. Kerschbaum
Publisher: University of Michigan Press
ISBN: 0472123394
Category : Social Science
Languages : en
Pages : 401
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Book Description
Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.
Author: Jane K. Seale
Publisher: Routledge
ISBN: 1136216510
Category : Education
Languages : en
Pages : 279
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Book Description
Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensible insight into their relationship with technologies and the institutions in which they study. Examining the social, educational, and political background behind making online learning accessible in higher and further education, E-Learning and Disability in Higher Education considers the roles and perspectives of the key stake-holders involved in e-learning: lecturers, professors, instructional designers, learning technologists, student support services, staff developers, and senior managers and administrators.
Author: Michael Gordon (Ph. D.)
Publisher: Guilford Press
ISBN: 9781572303232
Category : Education
Languages : en
Pages : 260
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Book Description
This practical manual offers essential information and guidance for anyone involved with ADA issues in higher education settings. Fundamental principles and actual clinical and administrative procedures are outlined for evaluating, documenting, and accommodating a wide range of mental and physical impairments. Contributors draw upon extensive hands-on experience with managing ADA issues to supply helpful diagnostic roadmaps, sample reports, and resource listings. Cutting through the morass of confusion surrounding current disability mandates, this book fills a vital need for mental health clinicians, learning disabilities and rehabilitation specialists, administrators in postsecondary institutions and testing organizations, and legal professionals.
Author: Sheryl E. Burgstahler
Publisher: Harvard Education Press
ISBN: 1612500935
Category : Education
Languages : en
Pages : 369
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Book Description
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Author: Alan Hurst
Publisher: Routledge
ISBN: 0429844433
Category : Education
Languages : en
Pages : 227
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Book Description
First published in 1998, this volume compares disability services and strategies along with students with disabilities across various countries around the world. Its publication followed a series of conferences held at different international locations. These papers have been brought together with the aim to better inform our understanding of approaches to disabled students and their experiences. Focusing on topics such as the Australian Disability Discrimination Act (1992), disability policy and supporting students with disabilities in higher education, this volume will be of use to students, lecturers, researchers and policymakers, whether able-bodied, neurotypical or disabled.
Author: Karen A. Myers
Publisher: John Wiley & Sons
ISBN: 1118846036
Category : Education
Languages : en
Pages : 135
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Book Description
Here is an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. It is a call to action for faculty, staff, and administrators in all facets of higher education, and emphasizes the shared responsibility toward students with disabilities and toward creating meaningful change. This monograph begins with a look into the future of disability education. How will students create their own identities? Will there be a need for disability accommodations or will a universally designed world eliminate that current necessity? It also looks at the past, with discussions of disability legislation such as the ADA of 1990, the impact of Supreme Court decisions, descriptions of college students with disabilities, and the paradigm shift from the medical “deficit” model of disability to one that focuses on the individual’s lived experience as a social construct. Drawing on theoretical frameworks in multiple disciplines, disability identity development is explained, ally development is defined, and disability services are explored. The monograph ends with a discussion of where disability education is now and how faculty, staff, and administrators will continue to be allies of inclusion for students in the years to come. This is the 5th issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
