The document discusses how ableism negatively impacts students with disabilities in higher education. It does this through limiting accessibility in both social and physical university settings. Specifically, it analyzes how ableism reinforces ability ideology, physical/object privilege, issues with retrofitting and universal design, social privilege, and a lack of allyship development. The document is a literature review that examines existing research on this topic.
Susan Wendell's book examines how disability is socially constructed and argues that feminist theories of embodiment have not fully considered the experience of bodily suffering and limitation. She discusses the social stigma of disability and analyzes how Western medicine shapes perceptions and treatment of the body. Wendell also argues that feminist ethics should incorporate the insights of disability experiences and that people with disabilities have knowledge that can deepen feminist understandings of topics like autonomy, care ethics, and healthcare reform.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
Nurs 710 student characterstics and learning theoriesNsarr
This document discusses student characteristics and learning theories relevant to nursing education. It describes the profile of contemporary nursing students, including that most are younger than 30, from Generations Y and X, and predominantly female. It also outlines characteristics like ethnicity, disabilities, substance abuse, and mental health issues. The document then explains several learning theories used in education, including behavioral, social/cognitive, cognitive, constructivist, adult, and humanistic learning theories. Educators often draw from multiple theories to design effective teaching strategies tailored to learners, content, and environments.
This qualitative multiple case study describes the academic experiences of Catholic sisters, or women religious, serving as faculty at public universities in the South. The study highlights issues related to gender, religious identity, environment, relationships, and experiences and perceptions of others as they pertain to the academic experiences of Catholic women religious. The theoretical framework that guided this study included feminist theory and the transformative paradigm. This study addresses the lack of scholarly attention focused on educational contributions of Catholic women religious educators and expands the knowledge base for subsequent research in the areas of Catholic women religious faculty members in higher education and religious identity of faculty members in higher education.
Privileged irresponsibility presentation for Meaningful life in just society ...Vivienne Bozalek
This is the presentation I will be giving at the conference 'A meaningful life in a just society' at the University of Humanities, Utrecht in January 2014. The title of the presentation is 'Privileged irresponsibility as a barrier to achieving a meaningful life and a just society in South African higher education'
Democratization of Coverage: University of VenusMary Churchill
Presentation a at the Worldviews Conference on Media and Higher Education in Toronto, Canada, June 16, 2011 as part of Social Media from the University and College Perspective. What are the implications? panel.
The experiences of college students have been researched for decades. Many scholars have looked at a variety of issues, such as what benefits a college education brings, how and in what ways students develop and mature in college, which kinds of college experiences tend to be positive or negative, and what leads to a person dropping out or leaving college, to name a few. Many theories have emerged over the years that illuminate various aspects of the college experience. Each of them contributes to an overall understanding of a student’s experience in college. Five in particular are very useful in exploring the first-year experience: Chickering’s Seven Vectors of College Student Development, Perry’s Nine Positions of Cognitive Development, Tinto’s Model of Institutional Departure, Kohlberg’s Six Stages of Moral Development, and Schlossberg’s Transition Theory. These five theories, in combination, provide a well-rounded understanding of the general college experience.
Susan Wendell's book examines how disability is socially constructed and argues that feminist theories of embodiment have not fully considered the experience of bodily suffering and limitation. She discusses the social stigma of disability and analyzes how Western medicine shapes perceptions and treatment of the body. Wendell also argues that feminist ethics should incorporate the insights of disability experiences and that people with disabilities have knowledge that can deepen feminist understandings of topics like autonomy, care ethics, and healthcare reform.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
Nurs 710 student characterstics and learning theoriesNsarr
This document discusses student characteristics and learning theories relevant to nursing education. It describes the profile of contemporary nursing students, including that most are younger than 30, from Generations Y and X, and predominantly female. It also outlines characteristics like ethnicity, disabilities, substance abuse, and mental health issues. The document then explains several learning theories used in education, including behavioral, social/cognitive, cognitive, constructivist, adult, and humanistic learning theories. Educators often draw from multiple theories to design effective teaching strategies tailored to learners, content, and environments.
This qualitative multiple case study describes the academic experiences of Catholic sisters, or women religious, serving as faculty at public universities in the South. The study highlights issues related to gender, religious identity, environment, relationships, and experiences and perceptions of others as they pertain to the academic experiences of Catholic women religious. The theoretical framework that guided this study included feminist theory and the transformative paradigm. This study addresses the lack of scholarly attention focused on educational contributions of Catholic women religious educators and expands the knowledge base for subsequent research in the areas of Catholic women religious faculty members in higher education and religious identity of faculty members in higher education.
Privileged irresponsibility presentation for Meaningful life in just society ...Vivienne Bozalek
This is the presentation I will be giving at the conference 'A meaningful life in a just society' at the University of Humanities, Utrecht in January 2014. The title of the presentation is 'Privileged irresponsibility as a barrier to achieving a meaningful life and a just society in South African higher education'
Democratization of Coverage: University of VenusMary Churchill
Presentation a at the Worldviews Conference on Media and Higher Education in Toronto, Canada, June 16, 2011 as part of Social Media from the University and College Perspective. What are the implications? panel.
The experiences of college students have been researched for decades. Many scholars have looked at a variety of issues, such as what benefits a college education brings, how and in what ways students develop and mature in college, which kinds of college experiences tend to be positive or negative, and what leads to a person dropping out or leaving college, to name a few. Many theories have emerged over the years that illuminate various aspects of the college experience. Each of them contributes to an overall understanding of a student’s experience in college. Five in particular are very useful in exploring the first-year experience: Chickering’s Seven Vectors of College Student Development, Perry’s Nine Positions of Cognitive Development, Tinto’s Model of Institutional Departure, Kohlberg’s Six Stages of Moral Development, and Schlossberg’s Transition Theory. These five theories, in combination, provide a well-rounded understanding of the general college experience.
This document summarizes research on factors that contribute to women's underrepresentation in STEM fields. It discusses how a lack of sense of belonging and lower self-efficacy among women in STEM can influence their persistence. Stereotypes and a lack of mentors also impact women's experiences. The document proposes that interstitial communities that provide support, networking, and training in assertiveness can help buffer these issues and improve retention of women in STEM.
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
This document discusses first-generation college students and the challenges they face. It notes that roughly 30% of entering college freshmen in the US are first-generation students, with 24% being both first-generation and low-income. Nationally, 89% of low-income first-generation students do not complete college within six years. The document outlines some of the academic, cultural, social, and financial barriers first-generation students face, as well as strategies institutions can employ to help first-generation students, such as providing intensive support services and fostering relationships between students and faculty.
This document discusses the need for leadership development programs designed specifically for women in higher education. It summarizes that while women now earn over half of college degrees, they hold significantly fewer top administrative positions than men. Gender-specific leadership programs can help advance more women by addressing barriers like unconscious biases, lack of mentors and networks, and challenges balancing career and family responsibilities. The document examines differences in typical leadership styles between men and women, and argues leadership training should consider reinforcing women's tendency toward transformational leadership styles.
1) Power relates to the status level of individuals in a communication exchange and can influence behavior. Status is indicated by factors like education, income, background.
2) Cultural considerations include diverse ethnicities, race, religion, socioeconomic status, gender identity, and experiences of non-dominant groups.
3) Understanding different cultural norms is important for effective communication through interpreters and providing culturally competent healthcare.
Models of disability, models of learning, accessibility (calrg2014)Martyn Cooper
Presentation for the CALRG Conference 2014 at the Open University in the UK. It considers how our models of disability impact attitudes and solutions to accessibility. It argues that although limited theories of learning help in the design of learning activities. Integrating the two promotes accessibility in e-learning. This approach is exemplified by considering remote labs and learning analytics.
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
AABHE Dissertation Honorable Mention Dr. Jerry WallaceDr. Jerry Wallace
This document provides information about an event hosted by the American Association of Blacks in Higher Education and details about an honorable mention recipient, Jerry Wallace. It then summarizes Wallace's dissertation from Lamar University titled "A PHENOMENOLOGICIAL NARRATIVE STUDY OF AFRICAN AMERICAN MALE COMMUNITY COLLEGE INSTRUCTORS." The dissertation explored the habits and influences of African American male community college instructors through interviews with 5 participants. Key findings included a need for more support of African American male instructors and a reflection of student populations on campus. Recommendations focused on improving recruitment, training and retention of qualified African American male instructors.
This article critiques the lack of inclusion of disability perspectives in art education research. It argues that most research about disability in art education journals has been conducted by non-disabled researchers without including the perspectives of disabled people themselves. The few articles that do address disability often uncritically adopt the medical model of disability or problematic terminology from special education. The field has failed to adequately address issues of importance to disabled people and the emerging field of disability studies. It calls for art education research to be more inclusive of the perspectives of disabled students, artists, and educators in order to better serve disabled learners.
El documento habla sobre los sistemas de computo. Explica que un sistema de computo es un conjunto de elementos electrónicos (hardware) que interactúan para procesar y almacenar información siguiendo instrucciones de software. Define hardware como los componentes físicos como el teclado, monitor y software como el equipo lógico como sistemas operativos y aplicaciones que permiten usar el hardware.
COMPARTO ESTA INFORMACIÓN ACERCA DE LAS BASES DE DATOS, SUS CARACTERÍSTICAS Y LAS MÁS POPULARES. ESTAS NOS PERMITEN GUARDAR CUALQUIER CANTIDAD DE INFORMACIÓN. REALMENTE ES UN GRAN APOYO EN LA ACTUALIDAD.
Este manual de procedimientos describe los procesos administrativos y financieros del Consejo de la Judicatura de Chiapas. Incluye procedimientos para el registro y control de ingresos y egresos, nóminas, compras, construcción de inmuebles, sistemas de información, transparencia y comunicación social. El objetivo es estandarizar los procesos administrativos para un manejo eficiente de los recursos y cumplimiento de la normatividad aplicable.
La gerencia del conocimiento es un proceso sistemático para coordinar la adquisición, creación, almacenamiento y comunicación del conocimiento tácito y explícito entre individuos y grupos para mejorar el rendimiento y cumplir los objetivos de la organización. Este proceso incluye identificar, recoger y organizar el conocimiento existente, facilitar la creación de nuevos conocimientos y aumentar la innovación a través del apoyo a los trabajadores. La gerencia del conocimiento es importante porque permite que las empresas sean más efectivas, productivas e innovador
Nicholas A. Adams is applying for a career opportunity and is submitting his resume for consideration. He has 10 years of experience as a foreman for a landscaping company and over 8 years of experience in operations, logistics, and management roles. He takes pride in his work and is committed to excellence. He will follow up with a phone call in three business days.
This document proposes replacing existing lighting with LED lights to save energy. It estimates 65-75% energy savings and a 50,000 hour life expectancy for the LED lights. The project scope involves assessing the existing lights, counting types, and installing LED panel, linear, tube, downlight, wall pack and street lights both indoors and outdoors. Charts show the existing and proposed future annual energy consumption and cost savings from the retrofit. Locations suggested for the retrofit are also included.
Engineering Revisions and Engineering Change Orders (ECO)Rootstock Software
ERP 101 Webinar 3 discussed:
1.Controlling changes made to components and products.
2. The similarities and differences between Revisions and Engineering Change Orders
3.How changes are communicated to the departments and the MRP system planning supplies and demand
Jimmy Vesuna has over 12 years of experience in accounting roles in various industries including classification societies, shipping, telecommunications, and pharmaceuticals. He currently works as an Assistant Accountant at Seqirus (NZ) Ltd, where he is responsible for monthly financial reporting and accounting tasks like accounts payable, accounts receivable, payroll processing, and statutory reporting. Prior to his current role, he worked as a Corporate Credit Controller at Telecom New Zealand and had accounting responsibilities including monthly financial reporting and accounts receivable tasks while working at Det Norske Veritas.
ERP 101 Series: Engineering Revisions and Engineering Change Order (ECO) Rootstock Software
ERP 101 Webinar 3 discussed:
1.Controlling changes made to components and products.
2. The similarities and differences between Revisions and Engineering Change Orders
3.How changes are communicated to the departments and the MRP system planning supplies and demand
ERP 101- Introduction to ERP for Manufacturing & DistributionRootstock Software
This is the first webinar of ERP 101 series.
Key topics discussed in the webinar:
The special needs of Manufacturing and Distribution organizations.
Key terms - Bill of Materials, MRP, and ERP.
The evolution of ERP over the last four decades.
The differences between MRP and ERP, and how they fit in with other business systems.
This document summarizes research on factors that contribute to women's underrepresentation in STEM fields. It discusses how a lack of sense of belonging and lower self-efficacy among women in STEM can influence their persistence. Stereotypes and a lack of mentors also impact women's experiences. The document proposes that interstitial communities that provide support, networking, and training in assertiveness can help buffer these issues and improve retention of women in STEM.
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
This document discusses first-generation college students and the challenges they face. It notes that roughly 30% of entering college freshmen in the US are first-generation students, with 24% being both first-generation and low-income. Nationally, 89% of low-income first-generation students do not complete college within six years. The document outlines some of the academic, cultural, social, and financial barriers first-generation students face, as well as strategies institutions can employ to help first-generation students, such as providing intensive support services and fostering relationships between students and faculty.
This document discusses the need for leadership development programs designed specifically for women in higher education. It summarizes that while women now earn over half of college degrees, they hold significantly fewer top administrative positions than men. Gender-specific leadership programs can help advance more women by addressing barriers like unconscious biases, lack of mentors and networks, and challenges balancing career and family responsibilities. The document examines differences in typical leadership styles between men and women, and argues leadership training should consider reinforcing women's tendency toward transformational leadership styles.
1) Power relates to the status level of individuals in a communication exchange and can influence behavior. Status is indicated by factors like education, income, background.
2) Cultural considerations include diverse ethnicities, race, religion, socioeconomic status, gender identity, and experiences of non-dominant groups.
3) Understanding different cultural norms is important for effective communication through interpreters and providing culturally competent healthcare.
Models of disability, models of learning, accessibility (calrg2014)Martyn Cooper
Presentation for the CALRG Conference 2014 at the Open University in the UK. It considers how our models of disability impact attitudes and solutions to accessibility. It argues that although limited theories of learning help in the design of learning activities. Integrating the two promotes accessibility in e-learning. This approach is exemplified by considering remote labs and learning analytics.
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
Social Adjustment of Widows in Rivers State of NigeriaWilliam Kritsonis
Social Adjustment of Widows in Rivers State of Nigeria by Drs. Kritsonis, Osho, Eremie, Kennedy
National Forum Journal of Counseling and Addiction - NATIONAL FORUM JOURNALS - www.nationalforum.com
AABHE Dissertation Honorable Mention Dr. Jerry WallaceDr. Jerry Wallace
This document provides information about an event hosted by the American Association of Blacks in Higher Education and details about an honorable mention recipient, Jerry Wallace. It then summarizes Wallace's dissertation from Lamar University titled "A PHENOMENOLOGICIAL NARRATIVE STUDY OF AFRICAN AMERICAN MALE COMMUNITY COLLEGE INSTRUCTORS." The dissertation explored the habits and influences of African American male community college instructors through interviews with 5 participants. Key findings included a need for more support of African American male instructors and a reflection of student populations on campus. Recommendations focused on improving recruitment, training and retention of qualified African American male instructors.
This article critiques the lack of inclusion of disability perspectives in art education research. It argues that most research about disability in art education journals has been conducted by non-disabled researchers without including the perspectives of disabled people themselves. The few articles that do address disability often uncritically adopt the medical model of disability or problematic terminology from special education. The field has failed to adequately address issues of importance to disabled people and the emerging field of disability studies. It calls for art education research to be more inclusive of the perspectives of disabled students, artists, and educators in order to better serve disabled learners.
El documento habla sobre los sistemas de computo. Explica que un sistema de computo es un conjunto de elementos electrónicos (hardware) que interactúan para procesar y almacenar información siguiendo instrucciones de software. Define hardware como los componentes físicos como el teclado, monitor y software como el equipo lógico como sistemas operativos y aplicaciones que permiten usar el hardware.
COMPARTO ESTA INFORMACIÓN ACERCA DE LAS BASES DE DATOS, SUS CARACTERÍSTICAS Y LAS MÁS POPULARES. ESTAS NOS PERMITEN GUARDAR CUALQUIER CANTIDAD DE INFORMACIÓN. REALMENTE ES UN GRAN APOYO EN LA ACTUALIDAD.
Este manual de procedimientos describe los procesos administrativos y financieros del Consejo de la Judicatura de Chiapas. Incluye procedimientos para el registro y control de ingresos y egresos, nóminas, compras, construcción de inmuebles, sistemas de información, transparencia y comunicación social. El objetivo es estandarizar los procesos administrativos para un manejo eficiente de los recursos y cumplimiento de la normatividad aplicable.
La gerencia del conocimiento es un proceso sistemático para coordinar la adquisición, creación, almacenamiento y comunicación del conocimiento tácito y explícito entre individuos y grupos para mejorar el rendimiento y cumplir los objetivos de la organización. Este proceso incluye identificar, recoger y organizar el conocimiento existente, facilitar la creación de nuevos conocimientos y aumentar la innovación a través del apoyo a los trabajadores. La gerencia del conocimiento es importante porque permite que las empresas sean más efectivas, productivas e innovador
Nicholas A. Adams is applying for a career opportunity and is submitting his resume for consideration. He has 10 years of experience as a foreman for a landscaping company and over 8 years of experience in operations, logistics, and management roles. He takes pride in his work and is committed to excellence. He will follow up with a phone call in three business days.
This document proposes replacing existing lighting with LED lights to save energy. It estimates 65-75% energy savings and a 50,000 hour life expectancy for the LED lights. The project scope involves assessing the existing lights, counting types, and installing LED panel, linear, tube, downlight, wall pack and street lights both indoors and outdoors. Charts show the existing and proposed future annual energy consumption and cost savings from the retrofit. Locations suggested for the retrofit are also included.
Engineering Revisions and Engineering Change Orders (ECO)Rootstock Software
ERP 101 Webinar 3 discussed:
1.Controlling changes made to components and products.
2. The similarities and differences between Revisions and Engineering Change Orders
3.How changes are communicated to the departments and the MRP system planning supplies and demand
Jimmy Vesuna has over 12 years of experience in accounting roles in various industries including classification societies, shipping, telecommunications, and pharmaceuticals. He currently works as an Assistant Accountant at Seqirus (NZ) Ltd, where he is responsible for monthly financial reporting and accounting tasks like accounts payable, accounts receivable, payroll processing, and statutory reporting. Prior to his current role, he worked as a Corporate Credit Controller at Telecom New Zealand and had accounting responsibilities including monthly financial reporting and accounts receivable tasks while working at Det Norske Veritas.
ERP 101 Series: Engineering Revisions and Engineering Change Order (ECO) Rootstock Software
ERP 101 Webinar 3 discussed:
1.Controlling changes made to components and products.
2. The similarities and differences between Revisions and Engineering Change Orders
3.How changes are communicated to the departments and the MRP system planning supplies and demand
ERP 101- Introduction to ERP for Manufacturing & DistributionRootstock Software
This is the first webinar of ERP 101 series.
Key topics discussed in the webinar:
The special needs of Manufacturing and Distribution organizations.
Key terms - Bill of Materials, MRP, and ERP.
The evolution of ERP over the last four decades.
The differences between MRP and ERP, and how they fit in with other business systems.
ERP 101 Series: Engineering Basics - The Importance of Part Master Records an...Rootstock Software
ERP 101 series, 'Engineering Basics - The Importance of Part Numbers and Bills of Material' will help you understand the importance of part numbers and how to link those part numbers together into meaningful bills of material.
You'll learn:
1.The importance of part number structure (intelligent vs. unintelligent numbers)
2. How to deal with different types of parts
3. The structure bills of material to support MRP
Critical Issues in Disability; Final Reflection Paper Gruenhut.docxAudreyGruenhut
This paper showcases the knowledge learned throughout the semester about issues within the disability community and society. Students were to link course content to their own experiences, reflect on their past actions, and discuss actionable ways to improve these issues in the future.
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model teaches the whole child through both cognitive and affective methods. It aims to develop students' self-confidence, vision, discipline, empathy, and ability to work with others. The model trains teachers, parents and communities to nurture students' cognitive and emotional development and facilitate integrating the two to produce balanced, well-rounded students. Its goal is closing achievement gaps by addressing students' self-concepts and developing their emotional intelligence.
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model takes a holistic, whole-child approach integrating cognitive and affective learning. It aims to develop students' self-confidence, vision, discipline, empathy, and ability to work with others. The model involves training teachers to nurture students' cognitive and emotional development and integrate these areas. It also emphasizes the role of parents and community in supporting students' growth. The goal is for students to overcome challenges and achieve positive academic and life outcomes.
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model addresses the whole child through interventions to develop self-confidence, empower students to see beyond present circumstances, and improve academic performance and relationships. It identifies historical oppression, suppression and repression of minority groups as creating deficiencies like lack of vision, discipline, empathy and unity. The proposed holistic model combines cognitive and affective learning to help redefine education's purpose of raising understanding across diverse societies.
This document is a response to a comprehensive exam question about adolescent education and high school curriculum. It discusses the normative and empirical elements of adolescent education in the United States regarding outcomes of self-efficacy, civic participation, and dissent. The response draws on scholars like Durkheim, Dewey, Brighouse, and others to argue that while schools aim to socialize students, they also limit authenticity and diversity of thought. It asserts that explicitly teaching about dissent could increase students' self-efficacy and willingness to question dominant views, thereby better preparing them for civic participation and economic productivity as adults.
The document discusses the concepts of equality, equity, social justice, privilege, and universal access to education. It argues that inequality is the status quo, and that reducing inequality through empowering marginalized groups and examining root causes is morally right and pragmatically necessary. It also emphasizes the importance of student-centered and transformative education that provides equal opportunities and takes life experiences into account.
This document outlines the research plan for a study that aims to understand the lived experiences of physically disabled students at Cebuano National High School. It will use a qualitative phenomenological approach and interview 3 physically disabled students to understand how their conditions influence their daily lives and interactions. The theoretical framework is the biopsychosocial model, which considers the biological, psychological, and social factors affecting learners with disabilities. The document discusses the research design, data collection through in-depth interviews, narrative analysis approach, and ethical considerations for interviewing participants.
The document discusses how social relationships are an important but overlooked factor in research on higher education for students with disabilities. It notes that having strong social support from mentors, friends, and family is critical for college success but that students with disabilities tend to have smaller social networks. The document calls for more research that examines the links between social relationships and academic outcomes for students with disabilities.
The document provides recommendations from a team of multidisciplinary experts on meeting the needs of students with specific learning disabilities, emotional/behavioral disabilities, and autism at Senn High School. It recommends promoting student self-advocacy, providing wrap-around services, implementing programs like positive behavioral support and buddy programs for autism, using curriculum planning and partnership strategies for specific learning disabilities, and employing classwide peer tutoring for emotional/behavioral disorders. Physical therapy, social work, and ensuring necessary resources are in place are also emphasized.
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
Article proposal for the tf cje special issue about the capability approach m...Marta Zientek
Manager)
“Women are less ambitious than men.” (Man, 38, IT Project Manager)
“Women are less capable of making difficult decisions.” (Woman, 32, Web Designer)
“Women are too emotional to be effective leaders.” (Man, 42, Software Engineer)
“Women are not tough enough to succeed in today's competitive business world.”
(Woman, 29, Graphic Designer)
“Women are not assertive enough to be successful managers.” (Man, 35, IT Specialist)
“Women are too soft and kind to be successful in tough business environments.”
(Woman, 28, Web Designer)
“Women are
The document discusses efforts at the University of Washington Tacoma to increase educational access and equity in its local community. It highlights programs through the new Pathways to Promise network that aim to create a college-going culture and address barriers like poverty and lack of access. These programs build on years of work by faculty and the university to partner with the community and listen to its needs. The goal is to increase the percentage of local residents earning bachelor's degrees and make the path more clear and supported for underrepresented, first-generation, military, and non-traditional students.
The document provides information about definitions, types, and models of disability. It defines disability according to the UN and WHO as long-term physical, mental, or sensory impairments that interact with barriers in society. Types of disabilities discussed include physical, intellectual, sensory, and psychological. Models of disability explained are the medical model which views it as a disease, social model which sees it as socially constructed, and human rights model which frames it as a human rights issue. The preferred models for inclusive education are the social and human rights models.
This document summarizes an interview with Jacob Okumu about his research on the experiences of emancipated foster youth transitioning to college. Some key points:
1) Emancipated foster youth face significant challenges transitioning to college like isolation and lack of family support. Their needs often differ from traditional students in needing financial and housing assistance.
2) Effective strategies for supporting these students include identifying policies that make them feel isolated, providing mentorship programs, and tailored advising that helps them develop holistically.
3) Implementing programs to help emancipated foster youth transition successfully is important for achieving diversity and ensuring this population can enroll and persist in college. Okumu's research is informing new mentoring
This document discusses concepts of inclusion in education. Some key points:
1. Inclusion refers to providing quality education and services to all students while respecting diversity and individual needs. It aims to eliminate discrimination and increase participation for all.
2. Important principles of inclusion are that all people should learn together when possible, regardless of differences. Inclusion considers factors beyond disabilities like gender, poverty, language.
3. Rationale for inclusion includes educational, social, legal, and economic benefits. Inclusive education improves academic and social outcomes, uses resources efficiently, and prepares students for integrated community living.
Dr. Joe Kincheloe advocated for a critical perspective in education that views schools and practices as inherently political. He believed teachers should act as social activists to understand power relations, empower students, and decrease exclusionary practices. This framework supports the path of adapted PE professionals as social activists advocating for disability rights and inclusion. However, inclusive and adaptive PE may be in jeopardy without strong legal protections for students with disabilities and improvements in teacher attitudes and preparation for inclusion.
Dr. Clement Glenn, Featured Author, NATIONAL FORUM JOURNALSWilliam Kritsonis
Dr. Clement Glenn, Featured Author, NATIONAL FORUM JOURNALS
www.nationalforum.com. NATIONAL FORUM JOURNALS, Founded in 1983 - over 5,000 professors published. Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, Houston, TEXAS
This document discusses the pros and cons of inclusion, which is the mainstreaming of disabled students into regular classrooms. It notes that inclusion became mandated by law in the US in 1975. Among the pros listed are social and emotional benefits for both special needs and general education students. However, the cons discussed include a lack of training for general education teachers and lack of resources, which can disrupt learning for all students. The document also examines arguments against inclusion and for providing a continuum of services and placements tailored to individual student needs.
Maximizing the economic efficiency of children with exceptionality through qu...Alexander Decker
1. The document discusses maximizing the economic efficiency of children with exceptionalities through qualitative and functional education.
2. It examines how result-oriented education programs can enhance the economic efficiency of exceptional children and minimize street begging by developing their innate talents and abilities.
3. The document recommends that exceptional children be provided vocational education and training in useful skills to empower them economically and reduce their dependence on begging. This would allow them to make meaningful contributions to society.
Similar to D Jerkan Final Senior Project Paper (20)
Maximizing the economic efficiency of children with exceptionality through qu...
D Jerkan Final Senior Project Paper
1. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
Abelism in Higher Education: The Impacts of Accessibility
on Students with Disabilities
Danijela Jerkan
Antioch College
Author Note
I would like to thank my advisor Dr. Deanne Bell for guiding me throughout my
exploration of the research, providing me with the insight I needed to keep moving
forward, and for believing in me when I did not believe in myself. I would also like to
thank Ryann Patrus for cheering me on during this project and for helping me to find
some amazing resources that have benefitted the depth of my research. I would like to
thank Dr. Dean Snyder for helping me to challenge and push myself throughout my
exploration of the research and to do my best. Last but not least, I would like to thank my
friends and family that have encouraged me throughout this project to keep going - I am
extremely fortunate to have such a supportive system of individuals.
2. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 1
Abstract
Systemic ableism has been a long-standing form of oppression that individuals
with disabilities face. The multitude of misconceptions our society holds surrounding
disability and disability identity perpetuate ableism, creating restrictive boundaries
against individuals with disabilities, serving as a form of discrimination and inequality.
Ableism is not only reinforced through individual attitudes or behaviors, but also through
larger institutions such as academia. The purpose of this literature review is to analyze
how ableism is reinforced through limited accessibility within higher education,
examining the ways in which the experiences of students with disabilities are negatively
impacted within the contexts of social and physical inaccessibility. This holds particular
importance concerning the inequitable experiences and opportunities of certain student
demographics. The research cited has concluded five ways in which ableism, within the
context of accessibility, has negatively impacted college students with disabilities in
regards to: ability ideology, physical/object privilege, retrofitting and universal design,
social privilege, and the underdevelopment of allyship.
Keywords: ableism, higher education, disability, students, oppression, accessibility
3. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 2
Introduction
Currently, one fifth of the United States’ population is living with a type of a
disability (Kattari, 2015). The word “disability” has varying meanings based within
different social contexts. In its most basic medical model definition, disability can be
described as a physical and/or mental condition that can limit certain functionalities
including mobility, communicative capacities, and even learning aptitudes (Raue, Lewis,
& Coopersmith, 2011). This definition typifies our current societal understanding of
disability, which pathologizes persons with disabilities by viewing disability as an
individual defect requiring a type of fixing or cure (Solis, 2006). For the majority of our
history the medical model has been applied for understanding disability. This has been
detrimental for individuals with disability identity particularly because the medical
model, although popularly referenced, ultimately fails to critically address disability
identity as social construct deriving from social injustice, inequity, and oppression
(Siebers, 2008). This has promoted the existing power dynamic between ability and
disability or rather Western society’s value of ability over disability.
Within Western society abled-bodied persons possess a type of social dominance.
Social dominance relates to the construction of social group hierarchies, which are
defined by specific characteristics of those within a certain social group (Kattari, 2015).
Considering this particular context, the social dominance theory serves to exclude
persons with disabilities because of having bodies and minds that do not conform to
mainstream standards of functionality. The social dominance of able-bodiedness impedes
disability identity significantly, marketing disability as a negative form of living by
marginalizing this demographic (Solis, 2006).
4. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 3
This superiority afforded to ability over disability is reinforced through ableism:
discrimination against an individual “… based on perceived ability” (Ferri & Connor,
2005).
Ableism informs the ways in which physical and social spaces are structured. For
example, the physical structure of a building, the behavior of an individual, and even the
atmosphere of a social space (ex: classroom or community) can be influenced by ableism.
Ableism is so pervasive within society that people who commonly exercise
ableistic tendencies are often unaware of the impacts of those actions (Solis, 2006).
Ableism, as mentioned above, can be demonstrated on both individual and institutional
levels. While the existence of ableism is relevant within many areas of life, I am
particularly interested in how it manifests within and affects the experiences of students
with disabilities in higher educational environments. Based on previous research, ableism
within higher education is largely reinforced through accessibility, or lack thereof, to
social and physical spaces. My research question is: How does accessibility, or the lack
thereof, negatively affect the experiences of undergraduate students with disabilities in
social and physical university settings?
Within the context of this paper, social and physical accessibility are defined as
settings that govern inclusivity and/or exclusivity. Inclusivity involves incorporating
individuals whereas exclusivity implicates eliminating individuals; both of these actions
happen for a number of reasons that involve the politics of identity, economic, and the
social sphere. Identifying ableism is only half of the challenge for this project; the other
half is understanding how to deconstruct and combat oppressive systems, such as ableism
in order to avoid the perpetuation of them. This literature review not only aims to offer a
5. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 4
critical examination of the existing literature concerned with the theme of accessibility,
but also strives to identify gaps within the research that may contribute to our lack of
understanding around this topic. In doing so, I’m interested in informing policies and
structures that relate to accessibility in higher education. Through this literature review,
five themes have emerged that relate to how inaccessibility can negatively affect the
experiences of undergraduate students with disabilities in social and physical university
settings. These five themes are: ability ideology, physical/object privilege, retrofitting
and universal design, social privilege, and allyship.
Relevant Experience
Throughout my undergraduate experience at Antioch College, I have completed
four different internships at nonprofit organizations that strive to provide services to
individuals with a varying degree of disabilities including: physical, emotional,
developmental, and/or psychiatric disabilities. These internships have provided me with
many significant opportunities; one of the most influential was being able to work very
closely and build relationships with clients.
My most recent internship position took place at the Crotched Mountain
Rehabilitation Center. Crotched Mountain is an organization that strives to support
individuals with either intellectual and/or physical disabilities along with their families.
My particular role in the organization was helping to support the students who attended
the school at Crotched Mountain as a para-educator. Each classroom within the school
was specialized in order to meet the needs of the students. I was placed in a classroom
that worked specifically with students who had experienced severe trauma within their
lives, so the classroom and the staff that I had worked with were particularly trained to
6. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 5
help create a comfortable classroom environment for students who were often triggered
by a number of different things. Many of the students in this classroom had emotional
behavioral disorders, which affected their functioning in a number of ways, including
their ability learn and focus. The traumatic experiences of the students I worked most
closely with greatly impacted their emotional behavior disorders, causing them great
distress and difficulty in going about their days in what would be considered a
“productive” way.
Developing relationships with these students impacted me immeasurably. I gained
an immense amount of respect for the work that so many of my co-workers did everyday
to ensure that the clients are safe and happy. Some children at the school have little to no
family, yet I have been able to witness how complete strangers (the staff and clients)
connect and bond in ways that almost feel like a familial connection. Many of the kids
that I had worked with often extended appreciation to other staff members by disclosing
that their experience at the Crotched Mountain school was the first time they had felt like
they had stability and continuity in their lives.
These short, yet impactful experiences in working hands-on with multiple clients
has provided me with a strong yearning to understand their experiences and more so how
able-bodied individuals, like myself, impact those experiences. This yearning was
comprised of deeply engaged self-reflection of my identity as an able-bodied individual
working with individuals with disabilities. Coming to terms with my own biases and
personal motivations for taking these positions provoked a bout of moral and ethical
concerns over the work I did in those organizations. I am very privileged in many ways;
ways that most of the clients I had worked with were not. My work with these individuals
7. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 6
was the first time I had recognized having ableistic tendencies toward persons with
disabilities, which was both concerning and motivating. This is this purpose behind my
research topic; to learn about how the inherent ableism within our world’s standards
affects the lives of individuals with disabilities.
Terms
This section is dedicated to defining specific terms and the contexts from which
they are being used:
1. Able-bodied: A socially constructed identity category regarding a person who
does not have any mental, physical, and/or intellectual disabilities (Siebers, 2008).
2. Ableism: A system of oppression that works in advantage of able-bodied
individuals based on their lacking of a disability; a power system that perpetuates
discrimination and inequity towards persons with disabilities (Garland‐ Thomson,
2005).
3. Accessibility: Within the context of higher education, accessibility is defined as a
person's capability and/or opportunity to enter into either higher education or
physical and/or social spaces within higher education. Accessibility is heavily
contingent upon not only a person’s ability status but also their cultural,
educational, and economic backgrounds (Grant & Zwier, 2011).
4. Ally: “A socially constructed category for a person with a particular form of
privilege who works to advocate for social justice and end oppression” (Miller,
2015, p. 8)
5. Disability Identity: a socially constructed identity category regarding a person (or
group of people) that experience any type of disability (Siebers, 2008).
8. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 7
6. Disability studies: “A multidisciplinary body of academic work that the centers
the lives, experiences, and perspectives of people with disabilities. Generally
views disability as a socially constructed category. Typically rejects the
medical/pathological model of disability in favor of social, minority group, or
radical models of disability” (Miller, 2015, p. 9)
7. Feminist Disability Studies: a theoretical approach to understanding disability
identity, often by examining the multiple identities of a person (intersectionality).
This effort to consider intersectionality allows for critical examination of how
multiple marginalized identities impacts social disadvantage (Liasidou, 2014).
8. Student with Disabilities (SWD): a higher educational student with a disability.
This can include mental, physical, social and/or intellectual disabilities (Banfield-
Hardaway, 2010).
Literature Review
Ability Ideology
Siebers (2008) asserts that our society promotes the perfection of the body.
Perfection of the body takes form not only in its physical structuring and appearance but
also in its functionality and its vitality. According to Siebers (2008), there are two main
contradictory areas of thought around the body. The first area relates to the understanding
of the body within itself. In this sense, the body is a type vehicle used to represent who
we are throughout our lives. Our vehicles are transformed by the way that we are
perceived by others. Most often, our perceptions are shaped by ideologies that we
endorse and/or are brought up to believe in. For example, religious institutions fantasize
the human body as finding eternal life; modern science promotes the idea that the human
9. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 8
body will eventually be genetically encoded to perfection (e.g. eugenics). Popular culture
promotes a valued aesthetic body type, one where limbs and minds function to the utmost
ability and look beautiful while doing so (Erickson, 2016). These institutions thrive on
the idea that we will live longer, healthier lives in bodies that can endure and work in
every productive way possible. In the other realm of thought, Siebers (2008) describes
the medical model’s focus on life longevity; bodies are universally finite. In this area of
thought there is a focus on how we easily lose control of our vehicles (bodies) due to a
number of things. The medical model views a person’s lifespan as being able to become
shortened whether it be by disability, disease, or even disaster (Erickson, 2016). The
medical model brings our attention to how these changes can interfere with and restrict
our control over our own lives. Siebers (2008) explains that within the context of
disability, a non-disabled person can become disabled by these changes. And just like
that, the body (of a person with a disability) can easily lose its significance because they
are perceived as lacking control over their lives and falling victim to the interference of
disability. The medicalized area of thought around the body is primarily interested in the
use of modern medicine for curing, treating, and even avoiding disability in human
development (Garland-Thomas, 2005).
However, these contradicting ideas around the body do not seem to challenge one
another, but rather compliment one another according to Siebers (2008). We find
meaning in knowing that universally our bodies will come to an inevitable end, yet we
also find meaning in making our bodies perfect both in physical appearance and
functional status (e.g. bodies that can work, think, and move in conventional ways).
These contradictory ideas feed into ability ideology: the proclivity for able-bodiedness
10. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION 9
(Siebers, 2008). Able-bodiedness, as an identity category, represents desirability in our
society that places persons with disabilities in an the alternative category of
“undesirability” (Erickson, 2016). Likewise, Solis (2006) believes that ability ideology
constructs our misunderstanding of and aversion to disability, which is characterized as
ableism. Disability is antithetical to ability ideology; it complicates society’s
understanding of embodiment by emphasizing the value of body types that do not
conform to mainstream standards of functionality and appearance. Complicating ability
ideology is challenging because it is so widely subscribed to, which is one of the leading
factors as to why ableism continues to be an accepted form of discrimination (Lewis,
2011).
According to Brandes and Crowson (2008), ableism is largely sustained because
disability challenges the conventional ideas of ability ideology; disability is thought of as
a medical matter whereas ability is regarded as natural talents or gifts, health,
productivity, and even beauty. Siebers (2008) asserts that these characteristics of ability
act as the standards for how we value/devalue various forms of human life. Solis (2006)
echoes this by focusing on the social dominance of ability over disability: the deeply
ingrained ideology of ability combined with societal reinforcers (ableism being
communicated through social and physical environments) validate the hostility held
against individuals who have mental, physical, and intellectual disabilities.
To examine ability ideology in real life, we will focus our attention on higher
educational institutions. Liasidou (2014) argues that higher education continues to be
largely inaccessible for students with disabilities (SWDs), primarily due to issues
concerning the expectations and standards of productivity within the college setting.
11. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
10
Banfield-Hardaway (2010) would support this statement, emphasizing that the challenges
of both accessing higher education and surviving as a college student are impeded by the
immeasurable academic standards and financial stress that accompany the college
experience. Siebers (2008) argues that these standards are normative and are driven by
the ideology of ability. This, according to Siebers, is primarily due to the way in which
institutions subscribe to the ideology of ability; the expectations of those institutions are
based within a deeply-inequitable system of misconceptions around productivity and
functionality. According to King (2009), SWDs continue to be one of the most under-
represented groups in higher education. Statistics indicate that a mere 11% of college
students within the United States have reported a medically diagnosed and documented
disability. This simple statistic demands our attention to understand why SWDs continue
to be underrepresented in higher educational settings. One of the largest barriers to
succeeding in higher education for SWDs derive from types of accommodations and
services, or lack thereof, that are provided to this demographic.
King (2009) claims that it is crucial for universities to establish holistic disability
services for students with disabilities (SWDs) for they alone can impact a large
proportion of students’ learning experiences. Competent disability services are, at times,
essential in helping students receive accommodations for their specific learning needs.
Common types of accommodations for students with disabilities include: curricula
modifications, due date flexibility, extensions for exams or large assignments, alternative
testing procedures and incorporation of diverse learning modalities (ex: assistive
technologies) (Hutcheon & Wolbring, 2012). Solis (2006) would argue that the need for
accommodations on behalf of SWDs speaks to the fundamental inequalities of higher
12. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
11
educational curricula design; needing to adapt curricula that was designed originally in
mind for a learner without disabilities (as driven by ability ideology). Grant and Zwier
(2005) describe traditional institution-student interactions for the receiving of disability
accommodations: in order for the majority of SWDs to obtain accommodations they are
required to disclose their disability while also providing documentation of their diagnosis.
This requirement on behalf of the institution can be viewed as a form of ableism, in that
having/being able to produce biomedical proof of disability is the only effective way for
SWDs to access accommodations (Liasidou, 2014). Additionally, there is also a
significant push for students to not only initiate these services and accommodations, but
also be held responsible for their upkeep. With most institutions holding SWDs
responsible for both acquiring and maintaining certain accommodations for learning,
ableism finds itself inside institutional policy. This particular set of policies, as articulated
by the research, has the capacity to negatively affect the experiences of those students
seeking services.
Taylor (2015) found that students with disabilities (SWDs) who were held
responsible for acquiring and maintaining support service accommodations also
commonly questioned their self-advocacy efforts. If their form of self-advocacy did not
comply with the expectations or regulations on behalf of the disability services offered,
students may find themselves as lacking access to the necessary accommodations that can
improve their learning experiences. Erikson (2016), a disabled activist, argues that the
lack of accessibility around receiving accommodations is a, “... part of the institutional
and performative cultures of undesirability” (p. 13). Similarly, Hutcheon and Wolbring’s
(2012) research found that the ableistic power dynamics between students and institutions
13. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
12
were detrimental for students who needed access to these essential services. This is
echoed by a study completed by Morina, Cortes-Vega, and Molina (2015), which was
conducted on SWDs at a Spanish university that asked about their perceptions on the
types accommodations provided by their institution. More specifically, student
participants were asked if/how faculty were educated about accommodations and handled
accommodating SWDs. The response of one student in this study highlighted how
difficult it was not only in receiving accommodations but also in feeling like their
university had prioritized the needs of the demographic of SWDs. This student claimed:
“I don't know, I think the faculty is a little afraid. I've even been told,
‘Well, I've never had a student with a disability and I don't know what to
do for you.’ And I say, okay, don't worry about it, I don't bite and I won't
bother you.’ They should be made aware, given some kind of course on
how to deal with people with disabilities. It's not very complicated, but it
is true that we need a little more attention.” (p. 96)
In this context, the failure to prioritize students with disabilities has the capacity to affect
a student’s psychological perception of self-worth (Morina, Cortes-Vega, and Molina,
2015). Institutions that fail to educate their staff and faculty on how to appropriately
accommodate their own students provide limited opportunities for students to obtain the
help they need. Lacking accessibility to accommodations that can provide equitable
learning experiences actively promotes the notion that the visibility of SWDs is
undesirable within higher education.
According to Knoll (2009), there are varying levels of inherent ableism that lie
within different types of accommodations. An example of this can be seen when
14. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
13
instructors decide to modify the course objectives for students with disabilities (SWDs)
by not making them complete certain assignments. Knoll (2009) argues that the
instructors may think that they are making things easier for SWDs, but in actuality this
type of action reinforces the inherent subscription to ability ideology of higher
educational settings. Not only does this action directly undermine a student’s ability as a
learner, but it also puts accommodations in the light of cheating or being useless because
the student is not being challenged in the same ways that other classmates were;
essentially, SWDs are not seen as being capable of meeting the course requirements
(Hutcheon and Wolbring, 2012). This form of ableism, as motivated by the ability
ideology of higher education, is detrimental for SWDs that require accommodations.
According to Banfield-Hardaway (2010), accommodations and the multiple ways that
they become modified by individual personnel represent a double-edged sword of
disability visibility in higher education: to meet the needs of students who are trying to
meet the needs of an institution, those of which actively reinforce ableism and favor the
ideology of ability.
Physical/Object Privilege
It wasn’t until after the 1990’s that SWDs started to gain a presence on college
campuses. This was largely due to the legal measures that were being taken during this
time to support their accessibility rights particularly within the realm of physical
accessibility (Liasidou, 2014). However, legal measures that aimed to ensure physical
accessibility and support for individuals with disabilities had been introduced far before
this time. The implication of the laws that were created were to ensure that physical
environments were built in such a way that they were accessible to individuals with
15. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
14
disabilities, which required existing institutional buildings to alter, retrofit, or even build
new designs to meet accessibility standards during this time.
The Rehabilitation Act of 1973 was put in place to prevent the exclusion of SWDs
in federally funded programs and educational services. However, due to a lack of funding
this act was largely ignored (Martin, Martin, & Terman, 1996). An important aspect of
the Rehabilitation Act was in its Section 504. Section 504 specifically spoke to
prohibiting discrimination against disability identity. Thereafter, the American with
Disabilities Act (ADA) was enacted in 1990. ADA, specifically Title II within ADA,
prohibits any kind of discrimination against individuals on the basis of disability. This
meant to “…ensure equal opportunity for persons with disabilities in employment, State
and local government services, public accommodations, commercial facilities, and
transportation” (Leuchovius, n.d.). Eventually, Individuals with Disabilities Education
Act (IDEA) was created in revision to the former title of Education for All Handicapped
Children Act (1975). IDEA was intended to create better funding opportunities for
SWDs, in that it would help public institutions carry out their Constitutional obligations
to provide schooling and services to SWDs (Martin, Martin, & Terman, 1996). Although
we have integrated many laws into the legal system to provide physical accessibility for
individuals with disabilities, barriers to access remain.
According to Knoll (2003), accessibility is manufactured for privilege. Knoll
describes physical/object privilege as being able to operate within a physical structure
built in mind for able-bodied individuals with ease and without hesitation or struggle. Let
us focus our attention to the construction of a set of stairs. Gossett et al. (2009) adds that
in order to use this set of stairs, a person should be able to walk; this is a representation of
16. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
15
ableism in an intentionally designed construct. Manufacturing privilege through physical
accessibility largely disadvantages individuals who mobilize themselves contrastively
(Knoll, 2003). According to Gossett et al. (2009), physical restrictions not only relate to
barriers of participation physically but socially as well.
Because physical and social spaces often coexist with one another on college
campuses, the amount of accessibility barriers students with disabilities (SWDs) can face
becomes complicated. Inclusivity has been integrated into the conversation regarding
solutions for promoting access to marginalized groups, but measuring inclusivity on
college campuses has been challenging. Yoh et al. (2008) conducted a study that
measured the satisfaction that SWDs held regarding how accessible their campus
recreation facilities seemed; a space that combined social and physical space restrictions.
An example of this would be the classroom. If a student is unable to physically access the
classroom, this may impose the idea that they cannot engage in the same ways as the
other students can, which would act as a social restriction. As mentioned above, the study
was conducted on 122 SWDs from two midwestern universities in the United States. Yoh
and his fellow researchers administered surveys to the students, asking them to rate their
satisfaction with the campus recreation facilities and services. Based on the findings, the
satisfaction ratings of the campus recreational services were very low and that 68% of
students with physical disabilities reported using the facilities less than five times during
a given semester period. Along with that, approximately 37% of the students that
participated in the study reported never using the facilities whatsoever. This research
found that the lack of inclusivity provided by the facilities inaccessibility (lack of
adaptive equipment) stood as a significant barrier to SWDs. The fact that these facilities
17. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
16
lacked adaptive equipment (ex: wheelchair accessible machines for working out) provide
insight as to how physical/object privilege is allocated in that these environments were
structurally intended to be used by a specific body type. As mentioned above, the current
legal system upholds laws that were created to ensure accessibility, yet many higher
educational institutions fail to meet these standards not only in the means of physical
space but social space as well. A lack of physical accessibility for SWDs actively
promotes their exclusion from the opportunity to engage physically as well as socially
with other students (Yoh et al, 2008). An imperative question remains: How does lack of
physical accessibility impact SWDs?
Research conducted by Simonson et al. (2013) complements the study by Yoh et
al. (2008) by focusing on student’s perceptions of campus physical accessibility. The
study took place at Colorado State University, studying 1,370 students with a 12%
response rate of 165 SWDs that were registered with the college’s disability support
services. Simonson and his research team administered surveys to the students that asked
for their perceptions on the accessibility of the overall campus, the new building on
campus, and the old building on campus. Along with that, the surveys asked the students
to describe if their perceived accessibility, or lack thereof, of each physical entity had any
effect on the quality of education they received. Additionally, Simonson et al. (2013)
found that students with physical disabilities had significantly different perceptions than
students with intellectual disabilities. The size and conditions of the sidewalks around the
university, the size of the bathrooms (particularly in the older buildings), and the lack of
accessibility in the classrooms (ex: lack of space for individuals who use wheelchair or
wheelchair accessible tables) posed as significant problems for the students with physical
18. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
17
disabilities that participated in the study. Furthermore,many of the students with
disabilities (SWDs) that did not have physical disabilities, but rather learning disabilities,
did not hold the same perceptions around these obstacles as mentioned above. Both
Siebers (2008) and Knoll (2003) assert that these discrepancies in concerns over
accessibility provide insight as to how, even in the disability community, physical/object
privilege prevails. Many of the students that took part in the study documented the
quality of their education positively for the most part, while some students described that
some physical barriers to access negatively affected their learning experiences.
Research by Devine (2016) suggests that students with disabilities (SWDs) who
face physical (and by extension social) inaccessibility are more likely to experience a
lack of sense of belonging with their peers and broader university communities. Devine
studied the effects of leisure-time physical activity (LTPA) on SWDs. LTPA can be
described as physical activity that takes place during non-academic hours, including
exercising or even partaking in intramural sports (Wilhite & Shank, 2009). The study was
conducted on 16 participants at Kent State University, which involved in-depth and open-
ended interviews. The qualitative study was focused on gaining the SWDs perceptions on
their experiences with accessing and engaging in LTPA, the factors that were facilitated
in LTPA experiences, as well as what barriers existed to engaging in LTPA on their
campus. The findings of the study were that SWDs who engaged in LTPA felt that the
main barriers to participation were found within the physical structuring of the facilities
where leisure-time physical activities took place. This impeded SWDs opportunity to
interact with other non-disabled students and to form connections that would help to
promote sense of belonging to peers and the broader university community. Participants
19. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
18
also emphasized that their disability identity made them feel as though they were
perceived as being unable to participate, emphasizing the ableistic stereotypes that are
often faced by SWDs. Overall, the most compelling finding of the study was that most
participants that faced barriers to physically engaging in spaces with their peers also felt
that their quality of life was quite low (Devine, 2016). This research and the voices that
were illuminated through it are paramount pieces of insight as to how ableism, as
communicated through physical (and by extension social) inaccessibility, affects college
SWDs deeply and meaningfully. According to Gossett et al (2009), physical
inaccessibility is quite common amongst higher education settings. The failure to provide
physical accessibility within the college setting not only negatively impacts the
experience of SWDs but also actively promotes their visibility and participation in
college life as being undesirable.
Universal Design and Retrofitting
A more popular method for advancing accessibility in both physical and social
spaces on college campuses involves retrofitting and implementing universal design (UD)
both within and outside of the classroom. According to Gossett et al. (2009), universal
design (UD) refers to a movement in designing products, devices, services and
environments that accommodate the largest possible variation of ability types.
Retrofitting refers to the addition of a component to something that was not originally a
part of its construction (ex: adding a ramp to a flight of stairs for individuals who utilize
wheelchair mobility). Retrofitting is utilized in universal design, but is commonly applied
after a structure is designed. Universal design has been primarily applied to the
construction of physical buildings, but more recently implemented in pedagogical design.
20. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
19
According to Story, Mueller and Mace (1998), UD came into popularity around
the 1960’s. The history leading up to the implementation of UD started in the barrier-free
movement during the 1950’s, which was created by a large group disabled veterans and
disability advocates that pushed pushed for changes in design practices that would allow
access to education and employment for persons with disabilities (Story, Mueller and
Mace, 1998). In 1968, The Architectural Barriers Act was enacted, which changed the
way in which physical buildings could be designed in order to maximize accessibility
(Martin, Martin, & Terman, 1996). Again, even though legal measures were being taken
to break physical barriers for persons with disabilities, many barriers remained in the
public and private domains of everyday life. Mentioned above the Americans with
Disabilities Act of 1990 (ADA), which was one of the largest legislative pieces that
created awareness raising to the public about inaccessibility and discrimination against
individuals with disabilities (Leuchovius, n.d.).
Finally in 1991, The Architectural and Transportation Barriers Compliance Board
issued “Accessibility Guidelines” for accessible (what was soon to be Universal) design.
According to Story, Mueller and Mace (1998), architects began to implement the
standards of accessible design but shortly realized that the retrofitted accessibility
features were much more expensive and unattractive. Then a huge realization occurred
for the architects and urban planners of this time: the environmental changes that were
required through the “Accessibility Guidelines” were not only accommodating to people
with disabilities but that they were beneficial to everyone (Lewis, 2011).
Story, Mueller, and Mace (1998) assert that the application of Universal Design
(UD) on college campuses has been of more recent interest as student demographics on
21. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
20
college campuses continue to change. In order to decrease inaccessibility and the stigma
associated with lacking physical access, UD has been applied in many different ways.
Story, Mueller, and Mace (1998) researched what types of assistive products were
universally designed within the past two decades, which included: mobilized wheelchair
scooters, extended bathtubs and showers with railings, railings on public walkways, as
well as varied types of assistive technologies for customizing computers, tablets, and
other technological devices. As for the application of UD on physical structuring of
buildings research by Gossett et al. (2009) highlighted the opening of doorways and
bathrooms for wheelchair accessibility, the implementation of ramps adjacent to stairs,
and power-height adjustable work surfaces for individuals who use wheelchairs.
According to Gossett et al. (2009), higher educational institutions have been making
strides to meet UD standards, but there remains issues with accessibility in older
buildings on certain campuses. Because they were built far before accessibility standards
were required, they are generally protected by the grandfather clause, which excludes
certain facilities from needing to comply with certain accessibility requirements of Title
II of the ADA (“The ADA and City Governments”, n.d.). Even with legislation that
requires institutions to meet accessibility standards, SWDs continue to face restricts and
inaccessibility to certain physical buildings due to other legislative standards that allow
for facility non-compliance.
According to the article “Disability of College Campuses: An Overview” (2013),
institutions have been progressively introducing Universal Design for Learning (UDL)
courses, which are designed to meet the learning needs of students, disabled and non-
disabled alike. As mentioned above, this type of pedagogy stems from architectural
22. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
21
objectives to meet all accessibility needs. Concerns have been raised regarding the
implementation of UDL courses, specifically: how compatible UDL will be with certain
curricula and what teaching methods will be used to maximize learning experiences for
diversely abled students. Research shows that most typical postsecondary education
curricula fail to incorporate the varied array of preferred modalities of learning (Liasidou,
2014). The lack of UDL pedagogy implementation on behalf of higher educational
institutions demonstrates a type of ableism on a larger scale, promoting inaccessibility
within the classroom. Similarly, Cory (2011) would argue that by incorporating an
inclusive pedagogy such as UDL to shape institutional curricula, ability diverse students
across all disciplines can have an equitable opportunity for accessing courses, while also
being able to benefit the many individual learning styles of students. This would also
avoid the need to differentiate or separate students of ability diversity on the premise that
the learning content and its presentation would be inaccessible and/or unfit for certain
learning styles.
As mentioned before, teaching methods that will be used as a part of UDL
pedagogy are also of concern because of the multiple sources in which individuals use in
order to obtain information (Liasidou, 2014). For example, a student who has a visual
impairment may be unable to see the board from a certain distance, which could be
helped by the implementation of an assistive technology (basic accessibility software on a
computer); this can allow for the student to see the board. Different students utilize
different methods for accessing information, and so teaching methods that are used in
UDL pedagogy help to widen course accessibility for ability diverse students. The
research conducted by Liasidou (2014) suggests that educators, when working with UDL
23. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
22
curricula, will have to be trained to utilize instructional differentiation in order to avoid
exercising normally ableistic tendencies of traditional teaching methods. Designing the
curricula in accessible formats would emphasize a professor’s dedication for teaching all
students, regardless of the ability type (Cory, 2011).
In relation to the impacts that Universal Design (UD) and retrofitting have on
students with disabilities (SWDs), Watson et al. (2013) conducted research at the
University of Wisconsin-Whitewater (UW-Whitewater) that focused on how a new
Universally Designed residence hall affected resident university students with disabilities
(SWDs). The UW-Whitewater identified a need for more accessible campus housing
options for SWDs, so the Center for Students with Disabilities and the Department of
Residence life came together to propose a project plan. The plan was composed of
suggestions for how to accommodate SWDs needs through Universally Design
application (e.g. wider door frames for individuals who use wheelchairs). Multiple
students from the university who self-identified with having a mobility, learning, vision,
cognitive, and/or mental disability took part in a focus group that was used to provide
some feedback to the project design group on the proposed design concepts. Based on the
results of the focus group, a list of target design features was completed. Target design
features that were brought up during the focus group include: braille signage on multiple
appliances (e.g., microwaves), broadening hallways and other spaces for wheelchair-
mobilizers, available access to transportation pick-up/drop-off stations, fully accessible
work stations and high-level care bathrooms (e.g., showers are accessible for wheelchair
users), etc. The project design team took deep consideration into the target design
features and met the majority of those suggestions with the new Universally Designed
24. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
23
residence life hall. After the hall was opened to students, Watson et al. (2013) asked the
resident university students with disabilities for feedback on the newly designed living
spaces. What they found was that many students were blown away by the designs,
primarily because it was one of the first times they experienced UD (e.g., the structuring
of a building was accommodating to them). The Center for Students with Disabilities had
also checked in with students living in the new halls to ask about their experiences, but
these set of responses differed slightly. For example, students with visual impairments
suggested that more braille be implemented on community resources (e.g., washing
machine). The largest finding of this research was that majority of the student residents
with disabilities felt positively towards the implementation of UD in these residence
halls, as they communicated inclusivity of their student demographic (Watson et al.,
2013).
Although much of the research covered in this literature review has eluded to
Universal Design (UD) and retrofitting as being positive movements for accessibility,
many feminist theorists believe that these movements oversimplify modification and
more importantly intrinsic aspects of ableism. According to Knoll (2009), modifying
physical or social structures through UD or retrofitting is the active disregard for the
more individual intricacies of accommodation. Knoll argues that UD is essentially
regarded as a popular the one size fits all model, which is detrimental particularly
because it has been used to substitute accommodations. By substituting accommodations
with UD, there is a negating of the fact that there remains an individual diversity in
ability types, meaning that not all persons with disabilities can use and benefit from UD.
Furthermore, Garland-Thomas (2005) asserts that we should strive to make all things
25. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
24
accessible for all people but that we should critically analyze how, for whom, and in what
ways we are making things accessible as well as working with individuals to meet their
individual needs.
Social Privilege
In western society, higher educational institutions mirror many of of our larger
societal norms and values. As mentioned before, higher education institutions, like
society, uphold the characteristic of productivity as a positive value. Knoll (2009) asserts
that the ability ideology that exists within society and higher education actively promote,
“that in order to be liked, loved, and/or respected member of a community, one has to be
able to work, produce something, and not be dependent upon others”(p. 126). Knoll
suggests that this dictates how individuals assign social privilege. Social privilege can be
thought of as the way in which people are perceived by other people and how those
perceptions relate to a type of granted status in privilege. Furthermore, Ellman (2012)
asserts that for students on college campuses, social privilege relates to how they are
socially recognized and regarded by other students, staff, and faculty.
Representations of social privilege are driven by perceived physical appearance as
well as ability, economic, social, and even intellectual status (Kattari, 2015). According
to Ellman (2012), ableism negatively affects the cultural and social capital (or social
privilege) that students with disabilities (SWDs) are capable of attaining, primarily
because of their perceived disability identity. Because having a disability is socially
viewed as being biologically insufficient, there tends to be an association between
insufficiency and lack of productivity that negatively affects social perception of SWDs
(stemming from social and cultural capital). Liasidou (2014) asserts that this association
26. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
25
extends from the rigid understanding of disability that is held by Western society.
Likewise, Knoll (2009) and Solis (2006) assert that society pathologizes persons with
disabilities by viewing disability as the only defining aspect of an individual’s identity, as
well as being the unfixable component of identity. With this ableistic perception at hand,
the perceived cultural and social capital of SWDs affects their capacity to gain social
accessibility. Interestingly enough, the implementation of multicultural education has
been suggested as way to raise non-disabled students’ consciousnesses around identity
axes, which may help them to combat negative and or inaccurate perceptions of
marginalized identities (such as disability identity) and help to promote social
accessibility towards SWDs (Lalvani et al., 2015).
Multicultural Education
As mentioned above, social spaces on college campuses are large facilitators of
student connections (“Disability of College Campuses: An Overview”, 2013). Social
spaces (e.g., extracurricular activities rooms, cafeteria, library, and gym) are
opportunities for students to connect non-academically and to bond with others. Research
by Lalvani et al. (2015) found that many of these types of spaces that facilitated social
activities amongst the student body held less inclusion or involvement of students with
disabilities (SWDs). Based on the research of this article, SWDs are mostly excluded
from these social spaces because of the lack of institutionally initiated diversity or
multicultural education. According to Grant & Zwier (2011), studies show that the
implementation of multicultural education courses on college campuses (for both
educators and students) have significantly boosted consciousness around identity axes,
27. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
26
which help to combat negative and or inaccurate perceptions of marginalized identities,
such as disability identity.
Similarly, Liasidou (2014) also supports that providing diversity/multicultural
education can meaningfully help learners to critically engage with and educate
themselves about diverse identities. Additionally, students learn how to deconstruct
harmful, dominant cultural representations of various identities (“Hidden Curriculum”,
2014). Grant and Zwier’s (2011) research emphasizes the consequences of dismissing
multicultural education implementation as a part of curricula, which prevents the
opportunity for students to better inform themselves about various types of social,
political, and economic inequity that are commonly reinforced through systemic
oppression. Likewise, Lalvani et al. (2015) assert that the application of multicultural
educational courses would benefit college campuses by exposing students to oppressive
systems, those affected by them, as well as why these systems continue to exist. These
courses also involve providing tools for individuals to affect change in these systems,
which is important for fostering equity and accessibility. In the context of this paper,
multicultural educational courses would give students the tools and education necessary
for suppressing discriminatory campus behavior/culture that stem from ableism, while
also promoting the inclusion of SWDs in both physical and social atmospheres.
Psychologically speaking, improved social accessibility can positively affect the
experiences of students with disabilities (SWDs) by benefitting their emotional-wellbeing
(Burmeister, 2014). A study was conducted by Antle (2004) on 85 participants (college-
aged) that were either born with spina bifida or had acquired a severe spinal cord over the
course of their life. The study took form in a survey that was sent to the participants,
28. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
27
asking them to describe their perception of self-esteem and self-worth. What she found
was that majority of the respondents had similar levels of both self-esteem and
perceptions of self-worth as their other non-disabled peers. This was supplemented by the
fact that majority of the participants also documented having substantial social support
networks that helped them to feel emotionally supported, which Antle (2004) identified
as being the primary contributing factor that led to the participants’ self-reported healthy
emotional states. Furthermore, Burmeister (2014) asserts that SWDs who identify as
having strong social support systems (as a result of social accessibility) also tend to have
positive perceptions of self-worth.
Allyship
According to Tillman-Healy (2003), "When friendships do develop across social
groups, the bonds take on political dimensions. Opportunities exist for dual
consciousness-raising and for members of dominant groups …to serve as advocates for
friends" (p. 731). In this sense, friendships act as major opportunities for different
individuals to gain insight into each other’s lives. However Castrodale and Zingaro
(2015) assert that such friendships between individuals with disabilities and non-disabled
individuals hold the same potential, but these friendships are often romanticized; non-
disabled individuals are perceived as being courageous and/or kind for having a
friendship with a person with disabilities. According to Knoll (2009), research shows that
the more relationships SWDs have with non-disabled students, the more likely they are to
increase their social accessibility in higher education. This is the sight of a very large
problem in disability studies, primarily because gaining social accessibility seems to
necessitates gaining acceptance in a demographic who inherently benefits from ableism.
29. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
28
According to Castrodale and Zingaro (2015),
“Dominant research informed by the psy-sciences on disability and
friendship often uncritically represents disabled persons as fortunate
receivers of friendship from kind, able-bodied friendship givers.
Friendship is framed as a rehabilitative pill administered to disabled
persons to overcome their lacking, problematic, socially deficient bodies
and minds. Disability is understood as an individual problem which itself
represents a barrier to friendship” (p. 1).
Essentially Castrodale and Zingaro (2015) emphasize the lack of attention on the “critical
spaces” that friendships evolve within, particularly within the friendships that SWDs
have to their non-disabled peers. These critical spaces are natural bases for every
friendship: connecting through similarities, attempting to understand individual
differences, and engaging within active reciprocal work to maintain the relationships.
Being active in the critical space of a friendship between a non-disabled person and a
person with disabilities involves a higher level of engagement, self-reflection, and
accountability in order to understand how to deconstruct the inherent power dynamics of
that relationship (Kattari, 2015).
In this critical space of friendship, able-bodied individuals are provided with the
opportunity to deeply engage with their privileges, which involves an unpacking of how
their dominant identity relates to the larger system of ableism. According to Castrodale
and Zingaro (2015), students with disabilities (SWDs) and non-disabled students who
want to share a mutually beneficial social relationship need to actively engage in the
30. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
29
development of more critically nuanced ideas and conceptions around ability/disability.
Friendships can then become methods for creating allyships.
Ally relationships, in this context, are friendships between an individual with
disabilities and a person without disabilities where the non-disabled individual is actively
and purposefully attempting to understand the oppression with which they benefit from
(Kattari, 2015). We must also remember that relationships that students with disabilities
(SWDs) have with non-disabled persons also include professors and other staff, both of
whom are equally encouraged to think critically about their positionality as an able-
bodied person and their conceptions about dis/ability. This effort on behalf of able-bodied
persons, according to Kattari (2015), is necessary for engaging in a truly egalitarian
relationship with a person who has a disability. According to Tillman-Healy (2003),
research emphasizes allyships as being incredibly important not only because of their
propensity to provide support for ability diverse students, but also for raising awareness
around disability and able-bodied privilege that restricts accessibility experiences in
higher educational socio-spatial settings (Liasidou, 2014). Furthermore Kattari (2015)
suggests that in order for an allyship to exist and function in a socially just way, much is
contingent upon the efforts of the privileged party within that relationship to recognize
their privilege, while also acknowledging their position in the power differential of the
scope of society.
One issue responsible for delaying the formation of allyships is the perceptions of
disability by non-disabled students. According to the research from Grant and Zwier
(2011), non-disabled individuals who have had fewer interactions with disabled
individuals or information around disability studies, generally hold more negative
31. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
30
behaviors or attitudes towards students with disabilities (SWDs). Because able-
bodiedness is so pervasive and holds social dominance within our society, able-bodied
individuals on college campuses who have less experience with or knowledge of
disability rarely find the need or want to interact with SWDs. Liasidou (2014) would
argue that in order to combat negative attitudes or preconceptions about disability
(perpetuated by ability ideology), it is crucial to enhance the understanding about the
complexity of disability for non-disabled students and staff members that regularly come
into contact with SWDs. While enhancing these understandings, there is more incentive
for both increased disability awareness as well as positive attitudes, which help to foster
social accessibility and inclusion of diverse students demographics. This research
suggests that encouraged allyship can occur by incorporating multicultural and disability
education into not only the curricula of postsecondary institutions but also within other
areas where learning takes place other than the classroom (ex: teacher training,
independent groups on campus, student services) (Grant & Zwier, 2011). Providing these
types of resources to staff, faculty, and students alike create a potential for raising
awareness around disability, disability policy, and services that are offered to SWDs,
which in the wider scope help to combat the pervasive remnants of ableism in higher
education and extend accessibility for SWDs on college campuses.
Discussion
Given my previous experience and my examination of the current research, I
believe that future research would sincerely benefit from further exploring how the
pervasiveness of ability ideology, social and physical/object privileges, the use of
32. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
31
universal design and retrofitting, and the lack of allyship formations affect the
experiences of college students with disabilities (SWDs).
Based on the research that was reviewed for this paper, many of the sources that
examine ableism allude to the ideology of ability but often fail to incorporate this aspect
explicitly. I believe that Siebers’ (2008) work is extremely important when exploring the
topic of ableism and inaccessibility because it challenges social constructs of disability
that continue to perpetuate and validate ableistic oppression. Social and physical/object
privileges are aspects that I believe need further investigation in the current research on
inaccessibility of college campuses for they emphasize the ways in which the
opportunities of non-disabled persons and persons with disabilities differ and to what
degree. Having social and/or physical privilege in life is vastly different in comparison to
persons with disabilities who are not granted the same privileges. Future research would
benefit greatly by further exploring these two themes primarily because they are
inextricable components in sustaining ableism in higher education, and offer insight as to
how social and physical accessibility can be extended towards students with disabilities.
Universal design (UD) and retrofitting are being closely examined by the current
research, but not to the extent that feminist disability studies has explored this theme. I
believe that future research should examine the critiques offered by feminist disability
studies on critiquing the application of UD and retrofitting in the university physical and
social setting. By doing so, I believe that future researchers would gain a more in-depth
understanding of the impacts that these applications have on the experiences of students
with disabilieis (SWDs) in higher education.
33. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
32
Another suggestion that I have for future research is to focus on allyship and the
underdevelopment of allyships. Forming allyships amongst persons with disabilities and
non-disabled individuals is important for promoting equity between these two
demographics and for extending social accessibility for students with disabilities
(SWDs). Yet, not enough consideration is taken on how allyships that are egalitarian and
mutually socially beneficial in nature can form. Without this focus, we may continue to
promote allyships that are inequitable in nature and furthermore damage social
accessibility for SWDs on college campuses. It is my hope that future research will
further investigate the formation of egalitarian allyships that promote social accessibility
for underrepresented student demographics such as SWDs.
A large piece of essential information that I believe was ultimately lacking, and
that would also benefit the depth of future research, is the inclusion and emphasis on the
voices of students with disabilities (SWDs) that have been affected by social and physical
inaccessibility in the realm of higher education. There is a great need in the current
research to reference and illuminate the voice of this student demographic because their
experiences of facing ableism through inaccessibility lay as the foundation for this
research. Throughout my own exploration of the research I found this essential
component of the research to be underrepresented and even at times disregarded, which is
fairly unfortunate. In my opinion, it is imperative that future researchers change the
current status of research by fully incorporating the voices of those that are affected by
physical and social inaccessibility. I also believe that future research can benefit from
additionally incorporating this demographic into the process for finding solutions that
deconstruct and combat ableism. Based on my examination of the current research, I
34. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
33
believe that the aforementioned suggestions for future research would afford a deeper
understanding of the challenges that people with disabilities face and the efforts that can
be made to dismantle barriers to accessibility that are maintained by our ableistic
tendencies.
Conclusion
In this literature review, the negative impacts of social and physical inaccessibility on the
experiences of students with disabilities was explored. Within this examination of the
research, five impacts of inaccessibility, as communicated through ableism, have been
identified as lacking significant importance in the field of research around disability
studies in higher education. These five impacts have been shown to adversely affect the
college experiences of SWDs through: institution endorsement of ability ideology, the
pervasiveness of physical/object privilege, retrofitting and universal design, social
privilege, as well as the underdevelopment of allyship support. These findings articulate
an imperative, continuing need for reformation of and improvement in disability studies
and policy making within higher education. Furthermore, these findings call our attention
to the need for radical change in the way in which our society categorizes, treats, and
perceives persons with disabilities. It is our moral obligation to broaden our
understanding of the impacts of ableism on the lives of individuals with disabilities. In
doing so, it is my hope that we can consciously solicit solutions for combating ableism in
higher education and more importantly improving the learning experiences and
opportunities of college students with disabilities.
35. Running Head: ACCESSIBILITY AND ABLEISM IN HIGHER EDUCATION
34
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