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.
List of Tables and Figures ix Acknowledgments xi Preface xiii About the Authors xxv Introduction: A Social Justice Foundation 1 Part One: Foundational Concepts 9 1 A History of Disability in Higher Education 11 Deaf Education 13 Influence of War Veterans 23 Disability Activism 33 Conclusion 45 Discussion Questions 46 Appendix: Significant Moments in the History of Disability in the United States 46 2 Disability Models 54 Established Models 55 Critical Approaches to Disability 66 Social Justice (Ableist or Disability Oppression) Model 71 Emerging Models 76 Conclusion 78 Discussion Questions 80 Appendix: Summary of Disability Models 81 3 Disability, Law, and Education in the United States 91 Historical Overview 92 Legislative Implications 101 Pending and Future Legal Issues 110 Conclusion 120 Discussion Questions 120 4 Dimensions of Impairment and Disability 122 Creating Categories and Labels 123 Categorizing Impairment 125 Impairments Commonly and Increasingly Seen in College Populations 131 Conclusion 139 Discussion Questions 139 Part Two: Population-Specific Experiences 141 5 Disability Identity Development and Multiple Aspects of Identity 143 Multiple and Intersecting Social Identities 144 Disability Identity Development in College Students 145 Self-Identification as Disabled 155 Social Identities 157 Areas for Future Research 168 Implications for Higher Education 169 Conclusion 172 Discussion Questions 173 6 Student Populations 174 Adult Learners 176 Community College Students 177 Transfer Students 180 English Language Learners and English as an Additional Language 181 First-Generation Students 182 International Students 183 Parenting Students 184 Student Athletes 186 Students of Size 187 Undocumented Students 189 Veterans 191 Favorite Hobbies, Yappy Dogs, and Now What? 193 Conclusion 195 Discussion Questions 196 7 Faculty and Staff with Disabilities 197 Perspectives on Disabled Faculty and Staff 199 Barriers That Disabled Faculty and Staff Face in Higher Education 204 Experiences of Disabled Staff and Faculty 209 Creating an Inclusive Climate 214 Conclusion 220 Discussion Questions 221 Part Three: Environmental Issues 223 8 The Campus Environment 225 Physical Environment 226 Organizational Environment 227 The Human Aggregate 230 Social Construction of Disability 237 Creating Campus Environments That Support Students with Impairments 240 Creating a Socially Just Campus Environment 249 Conclusion 251 Discussion Questions 251 9 The Campus Climate 253 Definition of Climate 254 The Campus-Based Experiences of Impaired Students 255 The Impact of Climate on Disabled Students 260 Studying Campus Climate 263 Transforming the Campus Climate 268 Conclusion 272 Discussion Questions 273 10 Universal Design 274 Principles of Universal Design 275 The Evolution From Barrier-Free Design to Universal Design 277 Application of Universal Design in Higher Education 280 Universal Design in Instruction 284 Critiques of Universal Design and Universal Design for Learning 295 Universal Design and Social Justice 298 Resources for Additional Information 300 Conclusion 301 Discussion Questions 302 11 Assistive and Learning Technology 303 History of Assistive Technology 304 Accessible, Adaptive, and Universally Designed Technology 305 Guidelines for Accessible Design 308 Technology as an Accommodation 312 Barriers and Inaccessible Technology 313 Legal Requirements for Technology and Postsecondary Education 316 Eight Steps to Creating an Accessible Campus Technology Culture 319 Conclusion 322 Discussion Questions 323 12 Classroom Instructional Interventions 324 Current Practice 325 Effective Classroom Practices 331 Practices of Specific Academic Disciplines 337 Alternative Instructional Approaches 343 Conclusion 350 Discussion Questions 351 Part Four: Serving Students 353 13 Disability Resource Offices 355 Historical Overview of Disability Resources 356 Disability Resources Today 357 Core Activities of Disability Resource Offices 363 Considerations for the Future of Disability Resources 379 Conclusion 380 Discussion Questions 381 14 Student Affairs 382 Persistence, Retention, and Graduation of Students with Disabilities 383 Importance of Knowledge About Disability in Student Affairs 386 Universal Design in Student Affairs 388 Functional Areas in Student Affairs 390 Conclusion 410 Discussion Questions 410 15 Transitions and Student Affairs 411 Entering Postsecondary Education 412 Transitions During Postsecondary Education 425 Exiting Postsecondary Education 431 Conclusion 437 Discussion Questions 437 Conclusion: A Social Justice Approach to Disability in Higher Education: Strategies for Inclusion 438 Strategies for Creating More Socially Just Campuses 440 Conclusion 447 References 448 Index 501
Nancy J. Evans, is a professor in the School of Education and former coordinator of the master's program in student affairs at Iowa State University. She is the coauthor of Student Development in College, Second Edition??and??Foundations of Student Affairs Practice, both from Jossey-Bass. Ellen M. Broido, is an associate professor of higher education and student affairs at Bowling Green State University in Ohio. Kirsten R. Brown, is a student affairs professional at the University of Wisconsin-Madison and a part-time faculty member at Madison College. Autumn K. Wilke, is assistant dean of disability resources at Grinnell College, in Iowa.
