Description
The commitment to accessibility serves as a catalyst for developing and implementing practices that prevent barriers and can better allow for inclusive participation with the world around us. Unfortunately, the importance of accessibility does not always equate with commitment and compliance. While there has been a slow-moving effort to increase accessibility, the global pandemic and several key social justice movements have spotlighted inaccessible content and systems.The New Accessibility in Higher Education guides the reader through the various areas of higher education, detailing how barriers to access were identified and how accessibility was reimagined and improved through the perspectives of faculty, administrators, and students. The book considers the multidimensionality of accessibility and how postsecondary scholars and practitioners must reconsider how accessibility in postsecondary education is understood and achieved. It argues that higher education can no longer ignore issues of accessibility nor revert to previous, antiquated, and discriminatory policies that do not support the success of disabled students. The book not only spotlights what occurred during the COVID-19 pandemic and other recent key events but, instead, but also provides a roadmap for the continued integration of more accessible strategies within modern higher education.
Table of Contents
ForewordNancy J. EvansPrefaceKatherine C. Aquino & Adam R. LalorSection I: Accessibility in Higher Education - Then, Now, In the FutureChapter 1National Events and Social Movements: Challenges and Opportunities for Disability Access, Inclusion, and Justice in Higher EducationWendy Harbour, Joseph Madaus & Shariese Katrell-AbdullahChapter 2The Current Status of Accessibility in American Higher EducationStephanie Cawthon, Ryan Mata, Desiree Lama & Lily AlvarezChapter 3 The Potential of Universal Design to Promote Accessibility and Inclusion for Disabled StudentsSheryl BurgstahlerSection II: Shifting Accessibility Infrastructure in Postsecondary EducationChapter 4Increased Recognition of Disability Resources Offices Kirsten Behling, Kaela Parks & Charnessa Warren Chapter 5 Greater Visibility and New Disclosures of Disabled StudentsKatherine C. Aquino & Emily HelftChapter 6Enrolling and Retaining Disabled StudentsKurt F. Geisinger & Sarah Hammami Section III: Conceptual Models Supportive of Disabled StudentsChapter 7The Intersectionality of AccessibilityRyan Miller, Rachel Friedensen, Annemarie Vaccaro & Ezekiel KimballChapter 8Addressing Accessibility Through a Social Justice LensEdlyn PeñaChapter 9Transforming Institutions of Higher Education Into Equity-Centered Learning Organizations to Promote the Whole Selves of Disabled StudentsChang-kyu Kwon & Emily TarconishChapter 10Creating Disability-inclusive Campuses: Development and Implications of a Revised Interactionist Model of DisabilityEllen BroidoChapter 11Sense of Belonging Within an Accessible EnvironmentAnnemarie Vaccaro, Adam Moore, Barbara M. Newman, Phil Newman & Ezekiel KimballSection IV: Emerging Practices Resulting from Turning PointsChapter 12Rethinking Administrative Functions with Greater Disability AwarenessAdam R. Lalor Chapter 13Supporting Disabled Learners Through the Variations Planning Tool and Universal Design: Enabling, Mitigating, and Disabling Instructional PracticesErin M. Scanlon, Emily Tarconish, Allison Lombardi & Jacquelyn J. Chini Chapter 14Where Do We Go From Here?Adam R. Lalor & Katherine C. Aquino
