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Academic ableism: Disability and higher education by
Call Number: ebook
Publication Date: 2017
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.
Being seen: One deafblind woman's fight to end ableism by
Publication Date: 2021
As a Deafblind woman with partial vision in one eye and bilateral hearing aids, Elsa Sjunneson lives at the crossroads of blindness and sight, hearing and deafness--much to the confusion of the world around her. While she cannot see well enough to operate without a guide dog or cane, she can see enough to know when someone is reacting to the visible signs of her blindness and can hear when they're whispering behind her back. And she certainly knows how wrong our one-size-fits-all definitions of disability can be. As a media studies professor, she's also seen the full range of blind and deaf portrayals on film, and here she deconstructs their impact, following common tropes through horror, romance, and everything in between. Part memoir, part cultural criticism, part history of the Deafblind experience, Being Seen explores how our cultural concept of disability is more myth than fact, and the damage it does to us all.
Claiming disability: Knowledge and identity by
Publication Date: 1998
From public transportation and education to adequate access to buildings, the social impact of disability has been felt everywhere since the passage of the Americans with Disabilities Act in 1990. And a remarkable groundswell of activism and critical literature has followed in this wake. Claiming Disability is the first comprehensive examination of Disability Studies as a field of inquiry. Disability Studies is not simply about the variations that exist in human behavior, appearance, functioning, sensory acuity, and cognitive processing but the meaning we make of those variations. With vivid imagery and numerous examples, Simi Linton explores the divisions society creates--the normal versus the pathological, the competent citizen versus the ward of the state.
Disability visibility: First-person stories from the twenty-first century by
Call Number: ebook
Publication Date: 2020
One in five people in the United States lives with a disability. Some disabilities are visible, others less apparent--but all are underrepresented in media and popular culture. Now, just in time for the thirtieth anniversary of the Americans with Disabilities Act, activist Alice Wong brings together this urgent, galvanizing collection of contemporary essays by disabled people.
Disabling characters: Representations of disability in young adult literature by
Call Number: MAIN PN56.5 .H35 D86 2015
Publication Date: 2015
Disabling Characters provides detailed analyses of selected young adult (YA) novels and short stories. It looks at the relative agency of the disabled character, the behavior of the other characters, the environment in which the character must live, the assumptions that seem to be underlying certain scenes, and the extent to which the book challenges or perpetuates an unsatisfactory status quo. Class discussions about disability-themed literature, however well intentioned, have the potential to reinforce harmful myths or stereotypes about disability. In contrast, discussions informed by a critical disability studies perspective can help readers develop more sophisticated views of disability and contribute to a more just and inclusive society. The book examines discussion questions, lesson plans, study guides, and other supplemental materials aimed at students studying these texts, and it suggests more critical questions to pose about these texts and the positive and/or negative work they do, perhaps subliminally, in our culture.
E-Learning and disability in higher education: Accessibility research and practice by
Publication Date: 2013
Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensable insight into their relationship with technologies and the institutions in which they study.
Mad at school: rhetorics of mental disability and academic life by
Publication Date: 2011
Mad at School explores the contested boundaries between disability, illness, and mental illness in the setting of U.S. higher education. Much of the research and teaching within disability studies assumes a disabled body but a rational and energetic (an "agile") mind. In Mad at School, scholar and disabilities activist Margaret Price asks: How might our education practices change if we understood disability to incorporate the disabled mind?
Narrative prosthesis: Disability and the dependencies of discourse by
Call Number: MAIN PN56.5.H35 M58 2000
Publication Date: 2000
Narrative Prosthesis: Disability and the Dependencies of Discourse develops a narrative theory of the pervasive use of disability as a device of characterization in literature and film. It argues that, while other marginalized identities have suffered cultural exclusion due to a dearth of images reflecting their experience, the marginality of disabled people has occurred in the midst of the perpetual circulation of images of disability in print and visual media.
Nothing about us without us: Disability oppression and empowerment by
Call Number: MAIN HV1568 .C37 1998
Publication Date: 1998
James Charlton has produced a ringing indictment of disability oppression, which, he says, is rooted in degradation, dependency, and powerlessness and is experienced in some form by five hundred million persons throughout the world who have physical, sensory, cognitive, or developmental disabilities. Nothing About Us Without Us is the first book in the literature on disability to provide a theoretical overview of disability oppression that shows its similarities to, and differences from, racism, sexism, and colonialism. Charlton's analysis is illuminated by interviews he conducted over a ten-year period with disability rights activists across the world.
Universal design in higher education: From principles to practice by
Publication Date: 2015
This second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.
The accessibility of administrative processes: Assessing the impacts on students in higher education
Coughlan, T., & Lister, K. (2018). The accessibility of administrative processes: Assessing the impacts on students in higher education. Proceedings of the 15th International Web for All Conference, 1–10. https://doi.org/10.1145/3192714.3192820
Autism and rhetoric
Heilker, P., & Yergeau, M. (2011). Autism and rhetoric. College English, 73(5), 485–497.
Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education
Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2022). Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education. Autism in Adulthood. https://doi.org/10.1089/aut.2021.0042
Circle wars: Reshaping the typical autism essay
Yergeau, M. (2010). Circle wars: Reshaping the typical autism essay. Disability Studies Quarterly, 30(1), Article 1. https://doi.org/10.18061/dsq.v30i1.1063
Disability and narrative
Bérubé, M. (2005). Disability and narrative. PMLA, 120(2), 568–576.
Documenting hidden disabilities in higher education: Analysis of recent guidance from the Association on Higher Education and Disability (AHEAD)
Lovett, B. J., Nelson, J. M., & Lindstrom, W. (2015). Documenting hidden disabilities in higher education: Analysis of recent guidance from the Association on Higher Education and Disability (AHEAD). Journal of Disability Policy Studies, 26(1), 44–53. https://doi.org/10.1177/1044207314533383
The impact of fiction on perceptions of disability
Menchetti, B., Plattos, G., & Carroll, P. S. (2011). The impact of fiction on perceptions of disability. The ALAN Review, 39(1), 56–66. https://doi.org/10.21061/alan.v39i1.a.7
Introduction: Disability studies in the undergraduate classroom
Vidali, A., Price, M., & Lewiecki-Wilson, C. (2008). Introduction: Disability studies in the undergraduate classroom. Disability Studies Quarterly, 28(4), Article 4. https://doi.org/10.18061/dsq.v28i4.137
The power of models of disability
Smart, J. F. (2009). The power of models of disability. Journal of Rehabilitation, 75(2), 3–11.
The social model of disability: Thirty years on
Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024–1026. https://doi.org/10.1080/09687599.2013.818773
Universal design: Barrier free environments for everyone
Mace, R. (1985). Universal design: Barrier free environments for everyone. Designers West, 33(1), 147-152.
Universal design for learning
Rose, D. H., Gravel, J. W., & Gordon, D. T. (2014). Universal design for learning. In The SAGE Handbook of Special Education (Second Edition, Vol. 1–2, pp. 475–489). SAGE Publications Ltd. https://doi.org/10.4135/9781446282236
Universal design: Places to start
Dolmage, J. (2015). Universal design: Places to start. Disability Studies Quarterly, 35(2), Article 2. https://doi.org/10.18061/dsq.v35i2.4632
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