Create campuses inclusive and supportive of disabled students, staff, and facultyDisability 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…mehr
Create campuses inclusive and supportive of disabled students, staff, and facultyDisability 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.
Stephen Evans is an American playwright, philosopher, and author. His works include A Transcendental Journey, Painting Sunsets, The Island of Always, and Funny Thing Is: A Guide to Understanding Comedy.
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List of Tables and Figures ixAcknowledgments xiPreface xiiiAbout the Authors xxvIntroduction: A Social Justice Foundation 1Part One: Foundational Concepts 91 A History of Disability in Higher Education 11Deaf Education 13Influence of War Veterans 23Disability Activism 33Conclusion 45Discussion Questions 46Appendix: Significant Moments in the History of Disability in the United States 462 Disability Models 54Established Models 55Critical Approaches to Disability 66Social Justice (Ableist or Disability Oppression) Model 71Emerging Models 76Conclusion 78Discussion Questions 80Appendix: Summary of Disability Models 813 Disability, Law, and Education in the United States 91Historical Overview 92Legislative Implications 101Pending and Future Legal Issues 110Conclusion 120Discussion Questions 1204 Dimensions of Impairment and Disability 122Creating Categories and Labels 123Categorizing Impairment 125Impairments Commonly and Increasingly Seen in College Populations 131Conclusion 139Discussion Questions 139Part Two: Population-Specific Experiences 1415 Disability Identity Development and Multiple Aspects of Identity 143Multiple and Intersecting Social Identities 144Disability Identity Development in College Students 145Self-Identification as Disabled 155Social Identities 157Areas for Future Research 168Implications for Higher Education 169Conclusion 172Discussion Questions 1736 Student Populations 174Adult Learners 176Community College Students 177Transfer Students 180English Language Learners and English as an Additional Language 181First-Generation Students 182International Students 183Parenting Students 184Student Athletes 186Students of Size 187Undocumented Students 189Veterans 191Favorite Hobbies, Yappy Dogs, and Now What? 193Conclusion 195Discussion Questions 1967 Faculty and Staff with Disabilities 197Perspectives on Disabled Faculty and Staff 199Barriers That Disabled Faculty and Staff Face in Higher Education 204Experiences of Disabled Staff and Faculty 209Creating an Inclusive Climate 214Conclusion 220Discussion Questions 221Part Three: Environmental Issues 2238 The Campus Environment 225Physical Environment 226Organizational Environment 227The Human Aggregate 230Social Construction of Disability 237Creating Campus Environments That Support Students With Impairments 240Creating a Socially Just Campus Environment 249Conclusion 251Discussion Questions 2519 The Campus Climate 253Definition of Climate 254The Campus-Based Experiences of Impaired Students 255The Impact of Climate on Disabled Students 260Studying Campus Climate 263Transforming the Campus Climate 268Conclusion 272Discussion Questions 27310 Universal Design 274Principles of Universal Design 275The Evolution From Barrier-Free Design to Universal Design 277Application of Universal Design in Higher Education 280Universal Design in Instruction 284Critiques of Universal Design and Universal Design for Learning 295Universal Design and Social Justice 298Resources for Additional Information 300Conclusion 301Discussion Questions 30211 Assistive and Learning Technology 303History of Assistive Technology 304Accessible, Adaptive, and Universally Designed Technology 305Guidelines for Accessible Design 308Technology as an Accommodation 312Barriers and Inaccessible Technology 313Legal Requirements for Technology and Postsecondary Education 316Eight Steps to Creating an Accessible Campus Technology Culture 319Conclusion 322Discussion Questions 32312 Classroom Instructional Interventions 324Current Practice 325Effective Classroom Practices 331Practices of Specific Academic Disciplines 337Alternative Instructional Approaches 343Conclusion 350Discussion Questions 351Part Four: Serving Students 35313 Disability Resource Offices 355Historical Overview of Disability Resources 356Disability Resources Today 357Core Activities of Disability Resource Offices 363Considerations for the Future of Disability Resources 379Conclusion 380Discussion Questions 38114 Student Affairs 382Persistence, Retention, and Graduation of Students With Disabilities 383Importance of Knowledge About Disability in Student Affairs 386Universal Design in Student Affairs 388Functional Areas in Student Affairs 390Conclusion 410Discussion Questions 41015 Transitions and Student Affairs 411Entering Postsecondary Education 412Transitions During Postsecondary Education 425Exiting Postsecondary Education 431Conclusion 437Discussion Questions 437Conclusion: A Social Justice Approach to Disability in Higher Education: Strategies for Inclusion 438Strategies for Creating More Socially Just Campuses 440Conclusion 447References 448Index 501
List of Tables and Figures ixAcknowledgments xiPreface xiiiAbout the Authors xxvIntroduction: A Social Justice Foundation 1Part One: Foundational Concepts 91 A History of Disability in Higher Education 11Deaf Education 13Influence of War Veterans 23Disability Activism 33Conclusion 45Discussion Questions 46Appendix: Significant Moments in the History of Disability in the United States 462 Disability Models 54Established Models 55Critical Approaches to Disability 66Social Justice (Ableist or Disability Oppression) Model 71Emerging Models 76Conclusion 78Discussion Questions 80Appendix: Summary of Disability Models 813 Disability, Law, and Education in the United States 91Historical Overview 92Legislative Implications 101Pending and Future Legal Issues 110Conclusion 120Discussion Questions 1204 Dimensions of Impairment and Disability 122Creating Categories and Labels 123Categorizing Impairment 125Impairments Commonly and Increasingly Seen in College Populations 131Conclusion 139Discussion Questions 139Part Two: Population-Specific Experiences 1415 Disability Identity Development and Multiple Aspects of Identity 143Multiple and Intersecting Social Identities 144Disability Identity Development in College Students 145Self-Identification as Disabled 155Social Identities 157Areas for Future Research 168Implications for Higher Education 169Conclusion 172Discussion Questions 1736 Student Populations 174Adult Learners 176Community College Students 177Transfer Students 180English Language Learners and English as an Additional Language 181First-Generation Students 182International Students 183Parenting Students 184Student Athletes 186Students of Size 187Undocumented Students 189Veterans 191Favorite Hobbies, Yappy Dogs, and Now What? 193Conclusion 195Discussion Questions 1967 Faculty and Staff with Disabilities 197Perspectives on Disabled Faculty and Staff 199Barriers That Disabled Faculty and Staff Face in Higher Education 204Experiences of Disabled Staff and Faculty 209Creating an Inclusive Climate 214Conclusion 220Discussion Questions 221Part Three: Environmental Issues 2238 The Campus Environment 225Physical Environment 226Organizational Environment 227The Human Aggregate 230Social Construction of Disability 237Creating Campus Environments That Support Students With Impairments 240Creating a Socially Just Campus Environment 249Conclusion 251Discussion Questions 2519 The Campus Climate 253Definition of Climate 254The Campus-Based Experiences of Impaired Students 255The Impact of Climate on Disabled Students 260Studying Campus Climate 263Transforming the Campus Climate 268Conclusion 272Discussion Questions 27310 Universal Design 274Principles of Universal Design 275The Evolution From Barrier-Free Design to Universal Design 277Application of Universal Design in Higher Education 280Universal Design in Instruction 284Critiques of Universal Design and Universal Design for Learning 295Universal Design and Social Justice 298Resources for Additional Information 300Conclusion 301Discussion Questions 30211 Assistive and Learning Technology 303History of Assistive Technology 304Accessible, Adaptive, and Universally Designed Technology 305Guidelines for Accessible Design 308Technology as an Accommodation 312Barriers and Inaccessible Technology 313Legal Requirements for Technology and Postsecondary Education 316Eight Steps to Creating an Accessible Campus Technology Culture 319Conclusion 322Discussion Questions 32312 Classroom Instructional Interventions 324Current Practice 325Effective Classroom Practices 331Practices of Specific Academic Disciplines 337Alternative Instructional Approaches 343Conclusion 350Discussion Questions 351Part Four: Serving Students 35313 Disability Resource Offices 355Historical Overview of Disability Resources 356Disability Resources Today 357Core Activities of Disability Resource Offices 363Considerations for the Future of Disability Resources 379Conclusion 380Discussion Questions 38114 Student Affairs 382Persistence, Retention, and Graduation of Students With Disabilities 383Importance of Knowledge About Disability in Student Affairs 386Universal Design in Student Affairs 388Functional Areas in Student Affairs 390Conclusion 410Discussion Questions 41015 Transitions and Student Affairs 411Entering Postsecondary Education 412Transitions During Postsecondary Education 425Exiting Postsecondary Education 431Conclusion 437Discussion Questions 437Conclusion: A Social Justice Approach to Disability in Higher Education: Strategies for Inclusion 438Strategies for Creating More Socially Just Campuses 440Conclusion 447References 448Index 501
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