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Disability at the University is written by those that have traversed the terrain and experienced higher education with a disability. It is in many ways a manifesto, a call for change, a call to action. It is a guide book, a blueprint, and a tool, for both students and universities
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
"This book reports on research projects aimed at improving the educational prospects of disabled people, through its discussion of three main themes--technology, transition and inclusivity"--Provided by publisher.
College success-put it within reach for students with mild to moderate, non-visible disabilities. This cutting-edge book balances current research with the most practical guidance available on making a smooth transition to college and ensuring the best ac
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.
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.
Explores the contested boundaries between disability, illness, and mental illness in higher education
How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment. Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard.
"A resource book for students, parents, and professionals"--Cover.
As wider access to higher education becomes a top priority for governments in the UK and around the world, this ground-breaking piece of work raises the challenging questions that policy-makers, vice-chancellors and government officials are reluctant to ask. A highly qualified team of authors have closely analyzed rates of participation and the experiences of disabled students in higher education over a two year period. They compare the responses of eight different universities to the new anti-discriminatory practice, contrasting their social profiles, academic missions, support systems for disabled students and approaches for the implementation of change. Change comes under particular scrutiny, with a close examination of each university’s interpretation of ‘reasonable adjustments’, and the extent to which they have modified their campuses and teaching accordingly. Student case studies are used throughout to illustrate the real impact of institutional responses to the legislation. Disabled Students in Higher Education will make fascinating reading for students of education, social policy, politics, and disability studies, and for those working towards accredited university teacher status.