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Author: Eunyoung Kim
Publisher: Routledge
ISBN: 1317287703
Category : Education
Languages : en
Pages : 244
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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: Eunyoung Kim
Publisher: Routledge
ISBN: 1317287703
Category : Education
Languages : en
Pages : 244
Get Book
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: 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: Jay T. Dolmage
Publisher: University of Michigan Press
ISBN: 0472123416
Category : Education
Languages : en
Pages : 255
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Book Description
Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.
Author: Lynne C. Shea
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072309
Category : Education
Languages : en
Pages : 144
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Book Description
Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.
Author: Lisa M. Meeks
Publisher: Springer Nature
ISBN: 3030461874
Category : Medical
Languages : en
Pages : 318
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Book Description
Administrators and faculty in medical, nursing and health science programs are witnessing a substantial increase in the number of students with disabilities entering their programs. Concurrently, the benefits of diversity in healthcare are becoming increasingly apparent and important. Provider-patient concordance is a known mechanism for reducing health care disparities. By developing a workforce that mirrors the patient population, we can appropriately inform disability care, reducing health care disparities while embracing the tenets of the Americans With Disabilities Act (ADA), namely equal opportunity, full participation, independent living, and economic self-sufficiency for qualified individuals with disabilities. One in five individuals will experience disability at some point in their lives, making this the largest minority in the US. A commitment to disability inclusion for qualified students should be a high-level goal of nursing, medical, and other health science programs. To support this goal, leaders in these areas must develop robust programs and an understanding of the best practices for inclusion. This first-of-its-kind title is designed to help deans, program directors, faculty, student affairs personnel and disability resource professionals thoughtfully plan for the growing population of health-care professionals with disabilities. The content helps stakeholders contextualize disability inclusion in health-care education as a function of social justice and a mechanism of reducing health care disparities for patients. It offers pragmatic advice, grounded in research, best practice, and case law to address the highly nuanced approach to determining and implementing accommodations in a high-stakes clinical environment. Disability as Diversity connects the moving parts necessary to ensure equal access for qualified students and provides a blueprint for crafting policy, proactive messaging, improving climate, adhering to accreditation standards, addressing licensing and board exams, responding to student failure, all while remaining compliant with the Americans with Disabilities Act (ADA), and applicable Federal regulations. This text provides educators with the perspectives and skills they need to bring disability inclusion to the forefront of health education.
Author: Alphin, Jr., Henry C.
Publisher: IGI Global
ISBN: 1522526668
Category : Education
Languages : en
Pages : 349
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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 : 400
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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: Nicole Brown
Publisher: UCL Press
ISBN: 1787355004
Category : Social Science
Languages : en
Pages : 312
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Book Description
Rather than embracing difference as a reflection of wider society, academic ecosystems seek to normalise and homogenise ways of working and of being a researcher. As a consequence, ableism in academia is endemic. However, to date no attempt has been made to theorise experiences of ableism in academia. Ableism in Academia provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside the stereotypical norm. The volume brings together a range of perspectives, including feminism, post-structuralism, such as Derridean and Foucauldian theory, crip theory and disability theory, and draw on the width and breadth of a number of related disciplines. Contributors use technicism, leadership, social justice theories and theories of embodiment to raise awareness and increase understanding of the marginalised; that is those academics who are not perfect. These theories are placed in the context of neoliberal academia, which is distant from the privileged and romanticised versions that exist in the public and internalised imaginations of academics, and used to interrogate aspects of identity, aspects of how disability is performed, and to argue that ableism is not just a disability issue. This timely collection of chapters will be of interest to researchers in Disability Studies, Higher Education Studies and Sociology, and to those researching the relationship between theory and personal experience across the Social Sciences.
Author: Danielle M. Nied
Publisher: John Wiley & Sons
ISBN: 1118846036
Category : Education
Languages : en
Pages : 116
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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.
Author: Wendy S. Harbour
Publisher: John Wiley & Sons
ISBN: 1118158784
Category : Education
Languages : en
Pages : 118
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Book Description
Prepare your institution for a new generation of disability services that embraces the growing student, as well as staff and faculty population with disabilities. Legal compliance, reasonable accommodations, classroom instruction issues, strategies to improve the campus climate and more--this volume examines what disability services may have to offer, and have cmapuses and disability service professionals may need to collaborate or expand traditional notions of disability and disability services. Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, and Joseph W. Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disability services. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disability services for staff and faculty. The volume concludes with a broad view of disability itself and how its role as a part of campus diversity. This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
