Allies for Inclusion E-Book

Karen A. Myers

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ASHE-ERIC Report Series (AEHE)
• Sprache: Englisch

Seitenzahl: 217

Veröffentlichungsjahr: 2014

Beschreibung

Here is an overview of students with disabilities inpostsecondary institutions and the importance of allies in theirlives. It is a call to action for faculty, staff, andadministrators in all facets of higher education, and emphasizesthe shared responsibility toward students with disabilities andtoward creating meaningful change. This monograph begins with a look into the future of disabilityeducation. How will students create their own identities? Willthere be a need for disability accommodations or will a universallydesigned world eliminate that current necessity? It also looks atthe past, with discussions of disability legislation such as theADA of 1990, the impact of Supreme Court decisions, descriptions ofcollege students with disabilities, and the paradigm shift from themedical "deficit" model of disability to one thatfocuses on the individual's lived experience as a socialconstruct. Drawing on theoretical frameworks in multiple disciplines,disability identity development is explained, ally development isdefined, and disability services are explored. The monograph endswith a discussion of where disability education is now and howfaculty, staff, and administrators will continue to be allies ofinclusion for students in the years to come. This is the 5th issue of the 39th volume of the Jossey-Bassseries ASHE Higher Education Report. Each monograph is thedefinitive analysis of a tough higher education issue, based onthorough research of pertinent literature and institutionalexperiences. Topics are identified by a national survey. Notedpractitioners and scholars are then commissioned to write thereports, with experts providing critical reviews of each manuscriptbefore publication.

Leseprobe

Contents

Cover

Title Page

Copyright

Advisory Board

Executive Summary

Where Disability Is Going

Where Disability Has Been

Where Disability Is Now

Foreword

Acknowledgments

The Future of Equity and Inclusion: Creating Meaningful Change

Disability Defined: What Does It Mean?

Overview of the Monograph

A Historical Overview of the Disability Movement

Key Definitions and Early Policies

Groundbreaking Legislation: The Rehabilitation Act and ADA

Discussion of Key Court Cases

Conclusion

Disability of College Campuses: An Overview

Disability in Higher Education: What Is It?

College Students With Disabilities: Who Are They?

College Students With Disabilities: What Are They Saying?

Perceptions and Preferences of Students and Employees With Disabilities

Disability Services in Higher Education: What Is Provided?

Students With Disabilities: A Shared Responsibility

Conclusion

Understanding Campus Complexity: Problems, Challenges, and Marginalization

Models of Disability

Major Student Development Theories Related to Disability

Attitudes Toward Disability

Disability Services on Campus

Student Veterans With Disabilities

Conclusion

Increasing Awareness: Allies, Advocacy, and the Campus Community

Defining Ally

Membership

Allies From Majority Identities

Allies Within Community

Theories of Ally Development

Praxis

Community of Allies

Allies for Disability: A Paradigm for Support

Conclusion

Increasing Awareness: Language, Communication Strategies, and Universally Designed Environments

Language of Disability

Communication Strategies

Communication Tips

Universally Designed Environments

Universal Design

Universal Instructional Design

Universal Design for Student Development

Conclusion

The New Movement in Disability Education and Advocacy

A New Vision for Disability

Education Curriculum

Inclusion Initiatives

The New Look of Disability

A Personal Call to Action

A Global Call to Action

References

Advert

Name Index

Subject Index

About the Authors

About the ASHE Higher Education Report Series

Call for Proposals

Allies for Inclusion: Disability and Equity in Higher EducationKaren A. Myers, Jaci Jenkins Lindburg, Danielle M. Nied ASHE Higher Education Report: Volume 39, Number 5 Kelly Ward, Lisa E. Wolf-Wendel, Series Editors

Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. Reproduction or translation of any part of this work beyond that permitted by Section 107 or 108 of the 1976 United States Copyright Act without permission of the copyright owner is unlawful. Requests for permission or further information should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

Cover image by © desuza communications/iStockphoto. Correction: There was an error in the cover image credit line for 39:4. The cover should have been attributed to © Ela Kwasniewski/iStockphoto.

ISSN 1551-6970 electronic ISSN 1554-6306 ISBN 978-1-1188-0275-5

The ASHE Higher Education Report is part of the Jossey-Bass Higher and Adult Education Series and is published six times a year by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, California 94104-4594.

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CALL FOR PROPOSALS: Prospective authors are strongly encouraged to contact Kelly Ward ([email protected]) or Lisa E. Wolf-Wendel ([email protected]). See “About the ASHE Higher Education Report Series” in the back of this volume.

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The ASHE Higher Education Report is indexed in CIJE: Current Index to Journals in Education (ERIC), Education Index/Abstracts (H.W. Wilson), ERIC Database (Education Resources Information Center), Higher Education Abstracts (Claremont Graduate University), IBR & IBZ: International Bibliographies of Periodical Literature (K.G. Saur), and Resources in Education (ERIC).

Advisory Board

The ASHE Higher Education Report Series is sponsored by the Association for the Study of Higher Education (ASHE), which provides an editorial advisory board of ASHE members.

Ben Baez

Florida International University

Amy Bergerson

University of Utah

Edna Chun

University of North Carolina Greensboro

Susan K. Gardner

University of Maine

MaryBeth Gasman

University of Pennsylvania

Karri Holley

University of Alabama

Adrianna Kezar

University of Southern California

Kevin Kinser

SUNY – Albany

Dina Maramba

Binghamton University

Robert Palmer

Binghamton University

Barbara Tobolowsky

University of Texas at Arlington

Susan Twombly

University of Kansas

Marybeth Walpole

Rowan University

Rachelle Winkle-Wagner

University of Nebraska – Lincoln

Executive Summary

This monograph about disability and equity in higher education was designed to provide an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. With the growth in enrollment of students with diagnosed disabilities, including those who have not disclosed their disabilities to college and university officials, it is imperative for everyone in higher education to know who the students are and how higher education professionals can create welcoming environments for them. Whether students with disabilities are physically on campuses, at satellite campuses, or enrolled in online classes, it is their responsibility to self‐advocate. At the same time, it is a shared responsibility to provide equitable experiences, which potentially lead to their success. Every member of the higher education community is their ally for inclusion.

Where Disability Is Going

This monograph is a call to action for faculty, staff, and administrators in all facets of higher education. It emphasizes a shared responsibility toward students with disabilities and toward creating meaningful change. The monograph begins with a look into the future of disability education. As Massey (Enterprise Media, 2006) reiterates, we only know where we are going if we know where we have been. Equity, access, inclusion, and awareness are essential components to the success of students and institutions, and they are challenges that must be faced head‐on. Shifting the paradigm from viewing disability as a medical condition that needs to be “fixed” to focusing on the lived experience of the individual with a disability through a social, political, and economic lens will move society forward. Through universally designed curriculum, programs, and services, access is provided to all people, erasing the need for specific accommodations and last‐minute adjustments. Universal design, universal instructional design, and universal design for student development lead to a future of inclusive practices. Disability studies, an interdisciplinary academic field, allows people to see disability as a social construct rather than a medical deficiency. Globally, countries throughout the world support the United Nations (UN, 2006) Convention on the Rights of Persons with Disabilities, endorsing equal opportunity and a right to education for all people. The UN (2006) Convention, which emphasizes spoken and signed language, inclusive communication, reasonable accommodations, and universal design of products, environments, programs, and services, requires faculty and staff training in these areas, and such professional development is an ongoing endeavor.

Where Disability Has Been

Section 504 of the Rehabilitation Act of 1973 prohibiting discrimination of people with disabilities in federally funded institutions, the Americans with Disabilities Act (ADA) of 1990 prohibiting discrimination of people with disabilities in public and private settings including state and local government, the Americans with Disabilities Act Amendments Act (ADAAA) of 2008 broadening the definition of disability, and the 21st Century Communications and Video Accessibility Act (CCVA) of 2010 ensuring internet accessibility are pieces of disability legislation requiring us to comply with the letter of the law. A multitude of Office of Civil Rights (OCR) complaints and legal cases emerged that called into question discrimination practices, such as Jenkins v. National Board of Medical Examiners (2009) regarding a medical student with a learning disability, and Supreme Court cases such as Southeastern Community College v. Davis (the first case under Section 504 of the Rehabilitation Act; 1979), regarding a nursing student with a hearing disability, and University of Alabama v. Garrett (2001), in which two employees sued the state for discrimination based on their disabilities, resulting in a ruling of state sovereignty in a federal court, are but a few of the cases that set precedence for defining disability and discrimination within higher education. Drawing on theoretical frameworks in multiple disciplines, a central purpose of this monograph is to highlight the status of people with disabilities in United States colleges and universities, and the importance of allies in their lives. Theories such as Gibson's Disability Identity Model; Transition Theory by Schlossberg, Waters, and Goodman; Schlossberg's Theory of Marginality and Mattering; and the Broido Model of Social Justice Ally Development inform practice in higher education.

Where Disability Is Now

In the present day, it is fair to say that disability education and advocacy has come a long way. However, exclusion, albeit often unintentional, is still common for people with disabilities. When and how will higher education get to a place where universal design and proactive accessibility become the norm and accommodation and adjustment become less frequent? The 2013 Daytona 500 was a classic example of where society is today regarding difference in historically believed truths. As Actor James Franco started the race, he knew he could not use the standard phrase “gentlemen, start your engines” since Danica Patrick, a female, was not only a participant but also the lead driver in the race. However, in his last‐minute adjustment, he said, “Drivers, and Danica, start your engines.” There it was, on a national stage, the very thing that people with disabilities live on a daily basis—an afterthought to inclusion.

Through messages like this monograph, and through increasing outreach and exposure to disability through venues like Allies for Inclusion: The Ability Exhibit, people may better understand disability, and at the same time, understand why disability truly is a social construct. In addition, these messages should be delivered through the continued development of allies—the people who “see themselves as equal to those with and without disabilities [and who are] committed to eliminating negative attitudes, stereotypes, and oppressive behaviors” (Casey‐Powell & Souma, 2009, p. 162).

Foreword

College students bring with them to educational experiences a composite of who they are in terms of physical wellness, mental well‐being, emotional readiness, cultural and family background, as well as different aspects of identity. Students with disabilities are an important part of the higher educational landscape and meeting their needs is vital to the growth and development of students with disability as well as the campuses where they work and study. In their monograph , Karen A. Myers, Jaci Jenkins Lindburg, and Danielle M. Nied do a laudable job of providing much needed foundational information related to all aspects of disability education. The authors embed the topic of students with disability in the larger milieu of student development and diversity including discussions of power, privilege, and difference.