{"product_id":"disability-in-higher-education-isbn-9781118018224","title":"Disability in Higher Education","description":"\u003cb\u003eCreate campuses inclusive and supportive of disabled students, staff, and faculty\u003c\/b\u003e \u003cp\u003e\u003ci\u003eDisability in Higher Education: A Social Justice Approach\u003c\/i\u003e 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. \u003c\/p\u003e\u003cp\u003eThe 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 \u003ci\u003eentire\u003c\/i\u003e college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. \u003c\/p\u003e\u003cp\u003eThe book will help readers: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eConsider issues in addition to access and accommodation\u003c\/li\u003e \u003cli\u003eUse principles of universal design to benefit students and employees in academic, cocurricular, and employment settings\u003c\/li\u003e \u003cli\u003eUnderstand how disability interacts with multiple aspects of identity and experience.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eDespite 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. \u003c\/p\u003e\u003cp\u003eList of Tables and Figures ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAbout the Authors xxv\u003c\/p\u003e \u003cp\u003eIntroduction: A Social Justice Foundation 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: \u003c\/b\u003e\u003cb\u003eFoundational Concepts 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 A History of Disability in Higher Education 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeaf Education 13\u003c\/p\u003e \u003cp\u003eInfluence of War Veterans 23\u003c\/p\u003e \u003cp\u003eDisability Activism 33\u003c\/p\u003e \u003cp\u003eConclusion 45\u003c\/p\u003e \u003cp\u003eDiscussion Questions 46\u003c\/p\u003e \u003cp\u003eAppendix: Significant Moments in the History of Disability in the United States 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Disability Models 54\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEstablished Models 55\u003c\/p\u003e \u003cp\u003eCritical Approaches to Disability 66\u003c\/p\u003e \u003cp\u003eSocial Justice (Ableist or Disability Oppression) Model 71\u003c\/p\u003e \u003cp\u003eEmerging Models 76\u003c\/p\u003e \u003cp\u003eConclusion 78\u003c\/p\u003e \u003cp\u003eDiscussion Questions 80\u003c\/p\u003e \u003cp\u003eAppendix: Summary of Disability Models 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Disability, Law, and Education in the United States 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistorical Overview 92\u003c\/p\u003e \u003cp\u003eLegislative Implications 101\u003c\/p\u003e \u003cp\u003ePending and Future Legal Issues 110\u003c\/p\u003e \u003cp\u003eConclusion 120\u003c\/p\u003e \u003cp\u003eDiscussion Questions 120\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Dimensions of Impairment and Disability 122\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCreating Categories and Labels 123\u003c\/p\u003e \u003cp\u003eCategorizing Impairment 125\u003c\/p\u003e \u003cp\u003eImpairments Commonly and Increasingly Seen in College Populations 131\u003c\/p\u003e \u003cp\u003eConclusion 139\u003c\/p\u003e \u003cp\u003eDiscussion Questions 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: \u003c\/b\u003e\u003cb\u003ePopulation-Specific Experiences 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Disability Identity Development and Multiple Aspects of Identity 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple and Intersecting Social Identities 144\u003c\/p\u003e \u003cp\u003eDisability Identity Development in College Students 145\u003c\/p\u003e \u003cp\u003eSelf-Identification as Disabled 155\u003c\/p\u003e \u003cp\u003eSocial Identities 157\u003c\/p\u003e \u003cp\u003eAreas for Future Research 168\u003c\/p\u003e \u003cp\u003eImplications for Higher Education 169\u003c\/p\u003e \u003cp\u003eConclusion 172\u003c\/p\u003e \u003cp\u003eDiscussion Questions 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Student Populations 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdult Learners 176\u003c\/p\u003e \u003cp\u003eCommunity College Students 177\u003c\/p\u003e \u003cp\u003eTransfer Students 180\u003c\/p\u003e \u003cp\u003eEnglish Language Learners and English as an Additional Language 181\u003c\/p\u003e \u003cp\u003eFirst-Generation Students 182\u003c\/p\u003e \u003cp\u003eInternational Students 183\u003c\/p\u003e \u003cp\u003eParenting Students 184\u003c\/p\u003e \u003cp\u003eStudent Athletes 186\u003c\/p\u003e \u003cp\u003eStudents of Size 187\u003c\/p\u003e \u003cp\u003eUndocumented Students 189\u003c\/p\u003e \u003cp\u003eVeterans 191\u003c\/p\u003e \u003cp\u003eFavorite Hobbies, Yappy Dogs, and Now What? 193\u003c\/p\u003e \u003cp\u003eConclusion 195\u003c\/p\u003e \u003cp\u003eDiscussion Questions 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Faculty and Staff with Disabilities 197\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePerspectives on Disabled Faculty and Staff 199\u003c\/p\u003e \u003cp\u003eBarriers That Disabled Faculty and Staff Face in Higher Education 204\u003c\/p\u003e \u003cp\u003eExperiences of Disabled Staff and Faculty 209\u003c\/p\u003e \u003cp\u003eCreating an Inclusive Climate 214\u003c\/p\u003e \u003cp\u003eConclusion 220\u003c\/p\u003e \u003cp\u003eDiscussion Questions 221\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: \u003c\/b\u003e\u003cb\u003eEnvironmental Issues 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 The Campus Environment 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysical Environment 226\u003c\/p\u003e \u003cp\u003eOrganizational Environment 227\u003c\/p\u003e \u003cp\u003eThe Human Aggregate 230\u003c\/p\u003e \u003cp\u003eSocial Construction of Disability 237\u003c\/p\u003e \u003cp\u003eCreating Campus Environments That Support Students with Impairments 240\u003c\/p\u003e \u003cp\u003eCreating a Socially Just Campus Environment 249\u003c\/p\u003e \u003cp\u003eConclusion 251\u003c\/p\u003e \u003cp\u003eDiscussion Questions 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 The Campus Climate 253\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinition of \u003ci\u003eClimate \u003c\/i\u003e254\u003c\/p\u003e \u003cp\u003eThe Campus-Based Experiences of Impaired Students 255\u003c\/p\u003e \u003cp\u003eThe Impact of Climate on Disabled Students 260\u003c\/p\u003e \u003cp\u003eStudying Campus Climate 263\u003c\/p\u003e \u003cp\u003eTransforming the Campus Climate 268\u003c\/p\u003e \u003cp\u003eConclusion 272\u003c\/p\u003e \u003cp\u003eDiscussion Questions 273\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Universal Design 274\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrinciples of Universal Design 275\u003c\/p\u003e \u003cp\u003eThe Evolution From Barrier-Free Design to Universal Design 277\u003c\/p\u003e \u003cp\u003eApplication of Universal Design in Higher Education 280\u003c\/p\u003e \u003cp\u003eUniversal Design in Instruction 284\u003c\/p\u003e \u003cp\u003eCritiques of Universal Design and Universal Design for Learning 295\u003c\/p\u003e \u003cp\u003eUniversal Design and Social Justice 298\u003c\/p\u003e \u003cp\u003eResources for Additional Information 300\u003c\/p\u003e \u003cp\u003eConclusion 301\u003c\/p\u003e \u003cp\u003eDiscussion Questions 302\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Assistive and Learning Technology 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistory of Assistive Technology 304\u003c\/p\u003e \u003cp\u003eAccessible, Adaptive, and Universally Designed Technology 305\u003c\/p\u003e \u003cp\u003eGuidelines for Accessible Design 308\u003c\/p\u003e \u003cp\u003eTechnology as an Accommodation 312\u003c\/p\u003e \u003cp\u003eBarriers and Inaccessible Technology 313\u003c\/p\u003e \u003cp\u003eLegal Requirements for Technology and Postsecondary Education 316\u003c\/p\u003e \u003cp\u003eEight Steps to Creating an Accessible Campus Technology Culture 319\u003c\/p\u003e \u003cp\u003eConclusion 322\u003c\/p\u003e \u003cp\u003eDiscussion Questions 323\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Classroom Instructional Interventions 324\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurrent Practice 325\u003c\/p\u003e \u003cp\u003eEffective Classroom Practices 331\u003c\/p\u003e \u003cp\u003ePractices of Specific Academic Disciplines 337\u003c\/p\u003e \u003cp\u003eAlternative Instructional Approaches 343\u003c\/p\u003e \u003cp\u003eConclusion 350\u003c\/p\u003e \u003cp\u003eDiscussion Questions 351\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four: \u003c\/b\u003e\u003cb\u003eServing Students 353\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Disability Resource Offices 355\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistorical Overview of Disability Resources 356\u003c\/p\u003e \u003cp\u003eDisability Resources Today 357\u003c\/p\u003e \u003cp\u003eCore Activities of Disability Resource Offices 363\u003c\/p\u003e \u003cp\u003eConsiderations for the Future of Disability Resources 379\u003c\/p\u003e \u003cp\u003eConclusion 380\u003c\/p\u003e \u003cp\u003eDiscussion Questions 381\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Student Affairs 382\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersistence, Retention, and Graduation of Students with Disabilities 383\u003c\/p\u003e \u003cp\u003eImportance of Knowledge About Disability in Student Affairs 386\u003c\/p\u003e \u003cp\u003eUniversal Design in Student Affairs 388\u003c\/p\u003e \u003cp\u003eFunctional Areas in Student Affairs 390\u003c\/p\u003e \u003cp\u003eConclusion 410\u003c\/p\u003e \u003cp\u003eDiscussion Questions 410\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Transitions and Student Affairs 411\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEntering Postsecondary Education 412\u003c\/p\u003e \u003cp\u003eTransitions During Postsecondary Education 425\u003c\/p\u003e \u003cp\u003eExiting Postsecondary Education 431\u003c\/p\u003e \u003cp\u003eConclusion 437\u003c\/p\u003e \u003cp\u003eDiscussion Questions 437\u003c\/p\u003e \u003cp\u003e\u003cb\u003eConclusion: A Social Justice Approach to Disability in Higher Education: Strategies for Inclusion 438\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStrategies for Creating More Socially Just Campuses 440\u003c\/p\u003e \u003cp\u003eConclusion 447\u003c\/p\u003e \u003cp\u003eReferences 448\u003c\/p\u003e \u003cp\u003eIndex 501\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eNancy J. Evans,\u003c\/b\u003e 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 \u003ci\u003eStudent Development in College, Second Edition\u003c\/i\u003e??and??\u003ci\u003eFoundations of Student Affairs Practice,\u003c\/i\u003e both from Jossey-Bass. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eEllen M. Broido,\u003c\/b\u003e is an associate professor of higher education and student affairs at Bowling Green State University in Ohio. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eKirsten R. Brown,\u003c\/b\u003e is a student affairs professional at the University of Wisconsin-Madison and a part-time faculty member at Madison College. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAutumn K. Wilke,\u003c\/b\u003e is assistant dean of disability resources at Grinnell College, in Iowa.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA Revolutionary Approach to Conceptualizing Disability and Creating Campuses that are Inclusive and Supportive of Disabled Students, Staff, and Faculty\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\"This book should be on the shelf or in the virtual library of every DSS provider in the country. If you put this book in a time capsule, in 100 years the core issues of equity, equality and social justice would be as clear in the future as they are now. This is by far the most spot-on book I have EVER read in this field.\" \u003cb\u003e—Maria Peña,\u003c\/b\u003e associate director of the Disability Resource Center, University of Nevada Las Vegas \u003c\/p\u003e\u003cp\u003e\"I am overall thrilled to see this book being published. The writing is clear and crisp, and the content is timely, relevant, and organized. Framing disability as a social justice issue and demonstrating how that could\/should be applied in a higher education environment is really what sets this book apart from others. A great book and one I will definitely use.\" \u003cb\u003e—Sue Kroeger,\u003c\/b\u003e associate professor of Practice, Dept. of Disability \u0026amp; Psychoeducational Studies, former   Director of Disability Resources, University of Arizona \u003c\/p\u003e\u003cp\u003e\"This book could positively add to the promotion of social justice for people with disabilities in higher education. The explicit examples and quotations from students were meaningful and emphasized the approaches that are best practices. The book also includes a comprehensive literature review and clear information regarding legal compliance that was straightforward and apolitical.\" \u003cb\u003e—Stephanie A. Gaddy,\u003c\/b\u003e Special Education Contributing Faculty, Walden University, The School of   Education and Professional Licensure, Richard W. Riley College of Education and Leadership \u003c\/p\u003e\u003cp\u003eMost books on disability in institutional settings approach the subject from a highly theoretical perspective, or they focus narrowly on legal issues. Drawing upon multiple theoretical frameworks, scholarly research, and direct experience, the authors develop a unique, social-justice-based framework that takes into consideration the lived experiences of students, faculty, and staff with disabilities. They offer proven strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989071904997,"sku":"NP9781118018224","price":45.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118018224.jpg?v=1761782679","url":"https:\/\/k12savings.com\/es\/products\/disability-in-higher-education-isbn-9781118018224","provider":"K12savings","version":"1.0","type":"link"}