Disability in higher education: a social justice approach

Disability in Higher Education: A Social Justice Approach by Nancy J. Evans etal. (review)

pp. 174-176 Resee
DISABILITY IN HIGHER EDUCATION: A SOCIAL JUSTICE APPROACH Nancy J. Evans, Ellen M. Broiperform, Kirsten R. Brvery own, and Autumn K. Wilke San Francisco, CA: Jossey-Bass, 2017, 515 peras $45.00 (hardcover) $6.99 (ebook)
The passage of the Americans with Disabilities Act (ADA) in 1990 marked a new chapter in ease of access for students via disabilities in this county to seek higher education. Although earlier foundational groundoccupational was lassist via the enactment of Section 504 of the Rehabilitation Act of 1973, the ADA provided extra measures to protect individuals via disabilities from discrimicountry in the workplace, as well as institutions, and also other settings. These legal mandays have empowered an increasing variety of students via disabilities to attfinish college. According to information provided in Disability in Higher Education: A Social Justice Approach, the number and also portion of college students who shown to their college that they have actually a discapacity has actually almost doubled given that the mid-1990s. Authors Evans, Broiexecute, Brvery own, and Wilke cite 2011 data from the National Center for Educational Statistics which revealed that 11.1% of college students currently determined themselves as having actually a discapability.

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Although significant federal regulation opened the doors for students via disabilities to attend colleges and universities, very few resources existed to help student affairs specialists with the implementation of student-centered programs. While even more study has actually been done recently, tright here is still a paucity of sources in particular locations of discapacity support in greater education. According to the authors, this book was created to assist attend to that require. Their main purpose in writing the book is to help colleges in systematically identifying and also eliminating institutional and social obstacles which affect the success of people through disabilities on their very own campuses. The authors present a social justice technique to tackle the challenging institutional obstacles that proccasion the complete inclusion of students via disabilities in higher education. While the main audience is student affairs practitioners and also graduate students studying disability solutions, the book consists of crucial indevelopment that deserve to also aid academic affairs administrators and also faculty in viewing students via disabilities and also discapacity services workplaces via a social justice lens.

Discussion concerns at the end of each chapter, in addition to the "student voice" found throughout the book, provide student affairs professionals with a richer knowledge of the obstacles that students with disabilities enrespond to once entering better education organizations. The authors begin their book with an explacountry of why a social justice technique is paramount for higher education administrators to understand. According to the authors, inherent in this technique is the assumption that people"s abilities and also legal rights to contribute to and advantage from greater education and learning are not dependent on their bodies or psyches to conform to dominant norms. This approach is in contrast to those that watch disabilities as a deficit, limitation, or inability. In addition, the preconfront offers each author"s story as an individual that identifies with having one or even more disabilities. Their stories make this book a distinct resource for others who have a disability to learn exactly how to effectively navigate greater education. This is a critical recommendation which has actually been missing in the area. The book is split into four components through each one dealing with a various location of emphasis.

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Part 1: Foundational Concepts

For those simply entering the field of discapability services, either as a practitioner or a graduate student, the initially four chapters are a must-read. The authors information the essential foundational ideas concerning the right to equal accessibility in better education and learning for students via disabilities. Their summary of three important disability rights movements carry out the reader via an expertise of the resilience of the students who thrived despite being regarded by society as not welcome. Chapter 3 discusses the essential idea that providing accommodations for students via disabilities is not just the job of the Disability Resource Office. In order for all students to feel embraced, universal design have to start with eincredibly department on campus. Chapter 4 addresses the stigma of labels and also the obstacles that they reason.

Part 2: Population-specific Experiences

In Part 2, the authors...

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