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.

Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone

Disability Services and Disability Studies in Higher Education considers how the two fields of disability studies and disability services in institutions of higher education impact each other. Disability Studies is centered in the classroom, an interdisciplinary field that teaches about the social contexts of disability, while Disability Services works outside the classroom, making sure students with disabilities are able to access classroom spaces and educational material. Oslund explores the effect of the services on the larger societies in which they are located, students who encounter the respective fields, and those who self-identify as disabled or have an identity of disability posited on them by the society in which they live.

Prepare your institution for a new generation of disability services that embraces the growing student, as well as staff and faculty population with disabilities. Legal compliance, reasonable accommodations, classroom instruction issues, strategies to improve the campus climate and more--this volume examines what disability services may have to offer, and have cmapuses and disability service professionals may need to collaborate or expand traditional notions of disability and disability services. Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, and Joseph W. Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disability services. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disability services for staff and faculty. The volume concludes with a broad view of disability itself and how its role as a part of campus diversity. This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

First published in 1998, this volume compares disability services and strategies along with students with disabilities across various countries around the world. Its publication followed a series of conferences held at different international locations. These papers have been brought together with the aim to better inform our understanding of approaches to disabled students and their experiences. Focusing on topics such as the Australian Disability Discrimination Act (1992), disability policy and supporting students with disabilities in higher education, this volume will be of use to students, lecturers, researchers and policymakers, whether able-bodied, neurotypical or disabled.

Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.

Disability Services and Disability Studies in Higher Education considers how the two fields of disability studies and disability services in institutions of higher education impact each other. Disability Studies is centered in the classroom, an interdisciplinary field that teaches about the social contexts of disability, while Disability Services works outside the classroom, making sure students with disabilities are able to access classroom spaces and educational material. Oslund explores the effect of the services on the larger societies in which they are located, students who encounter the respective fields, and those who self-identify as disabled or have an identity of disability posited on them by the society in which they live.