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Disability in Higher Education: A Social Justice Approach 1st Edition

4.7 4.7 out of 5 stars 32 ratings

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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.

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Editorial Reviews

From the Inside Flap

A Revolutionary Approach to Conceptualizing Disability and Creating Campuses that are Inclusive and Supportive of Disabled Students, Staff, and Faculty

"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."
—Maria Peña, associate director of the Disability Resource Center, University of Nevada Las Vegas

"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."
—Sue Kroeger, associate professor of Practice, Dept. of Disability & Psychoeducational Studies, former Director of Disability Resources, University of Arizona

"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."
—Stephanie A. Gaddy, Special Education Contributing Faculty, Walden University, The School of Education and Professional Licensure, Richard W. Riley College of Education and Leadership

Most 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.

From the Back Cover

A Revolutionary Approach to Conceptualizing Disability and Creating Campuses that are Inclusive and Supportive of Disabled Students, Staff, and Faculty

"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."
Maria Peña, associate director of the Disability Resource Center, University of Nevada Las Vegas

"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."
Sue Kroeger, associate professor of Practice, Dept. of Disability & Psychoeducational Studies, former Director of Disability Resources, University of Arizona

"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."
Stephanie A. Gaddy, Special Education Contributing Faculty, Walden University, The School of Education and Professional Licensure, Richard W. Riley College of Education and Leadership

Most 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.

Product details

  • ASIN ‏ : ‎ 1118018222
  • Publisher ‏ : ‎ Jossey-Bass; 1st edition (March 6, 2017)
  • Language ‏ : ‎ English
  • Hardcover ‏ : ‎ 544 pages
  • ISBN-10 ‏ : ‎ 9781118018224
  • ISBN-13 ‏ : ‎ 978-1118018224
  • Item Weight ‏ : ‎ 1.95 pounds
  • Dimensions ‏ : ‎ 7.1 x 1.7 x 9.4 inches
  • Customer Reviews:
    4.7 4.7 out of 5 stars 32 ratings

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4.7 out of 5 stars
32 global ratings

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Top reviews from the United States

  • Reviewed in the United States on March 18, 2023
    This book is basically a course in Diversity, Equity, and Inclusion. Topics in the Table of Contents, the recommendations for maximizing your effectiveness, and ideas for continued education are overflowing in this text.
    The Table of Contents is as follows:
    Part 1: Foundational Concepts
    (Chapter 1: History of Disability in Higher Education; Chapter 2: Disability Models; Chapter 3: Disability, Law, and Education in the United States; & Chapter 4: Dimensions of Impairment and Disability),
    Part 2: Population-Specific Experiences
    (Chapter 5: Disability Identity Development and Multiple Aspects of Identity, Chapter 6: Student Populations, Chapter 7: Faculty and Staff with Disabilities),
    Part 3: Environmental Issues
    (Chapter 8: The Campus Environment, Chapter 9: The Campus Climate, Chapter 10: Universal Design, Chapter 11: Assistive and Learning Technology, Chapter 12: Classroom Instructional Interventions),
    Part 4: Serving Students
    (Chapter 13: Disability Resource Office, Chapter 14: Student Affairs, Chapter 15: Transitions and Student Affairs).
  • Reviewed in the United States on January 10, 2020
    Anyone who works in higher ed disabilities should read this book! I have shared portions with faculty to educate them on social justice aspect of non-discrimination. Ageism, sexism, racism all get so much more press, but ableism is even more subtle and pervasive in our society because even educated and enlightened people participate in it unknowingly.
    One person found this helpful
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  • Reviewed in the United States on April 4, 2021
    This is phenomenal resource!! The work, time, dedication, and experience to write a much needed resource - I commend all the authors!
  • Reviewed in the United States on July 21, 2017
    A very useful resource for thinking about issues related to helping differently abled students. As a faculty member, I found it useful not just for working better with disability resources, but also for thinking about issues of Universal Design for Learning and, more generally, about ways to make my teaching more inclusive.
    One person found this helpful
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  • Reviewed in the United States on May 24, 2020
    In excellent condition, good price and dash shipping
  • Reviewed in the United States on September 27, 2017
    This book is incredibly interesting and a perfect match for my needs. As Vocational Rehabilitation Counselor, I need to stay up to date on the best way to serve transition clients.
  • Reviewed in the United States on October 20, 2017
    Must must read for any student affairs practitioner! This shows how thinking about disability in higher ed as a social justice issue is evolving.
    One person found this helpful
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  • Reviewed in the United States on December 1, 2017
    Great book!