Ableism--prejudice against disabled people stereotyped as incompetent and dependent--can elicit a range of reactions that include fear, contempt, pity, and inspiration. This volume examines new manifestations of ableism, summarizes the state of research on disability prejudice, explores real-world personal accounts that illustrate the various impacts of ableism and finally, provides interventions.
Sheds light on the experience of life as an individual with disabilities, as told by none other than authors with these life experiences.
A comprehensive guide for professionals in clinical, scholarly, and research work that aims to develop the knowledge, understanding, and skills needed to effectively and sensitively relate to disabled individuals and communities.
Deeply embedded in personal experiences, this book provides examples for universities to develop inclusive practices, accessible working and learning conditions, and a less ableist environment.
For too long, disability has been constructed as the antithesis of higher education, a distraction, a drain, a problem to be solved. Examining everything from campus accommodation processes to architecture, Dolmage argues that disability is central to higher education, and that building more inclusive schools provides a better education for everyone.
Covering cerebral palsy, autism spectrum disorders, intellectual disabilities, and more, this is vital reading for parents, individuals with disabilities, and professionals working with people with disabilities.
This handbook provides lecturers and administrative staff with an overview of invisible disabilities, dispelling common myths and offering practical advice to support the needs of students with disabilities.
How can you empower students with invisible disabilities to manage their challenges, accept and advocate for themselves, and reach their goals and dreams? This book attempts to provide informative answers.
Although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance.
Streamed video. YouTube. 4 minutes.
Overview of Universal Design for Learning (UDL),which minimizes barriers and maximizes learning for all students.
Streamed film. Academic Video Online. 24 minutes. 2015.
Five people with disabilities discuss the micro-aggressions and bias they experience, developing disability pride/identity, how bias affects them every day. Offers suggestions on how to be a better ally.
Streamed film. Kanopy. 16 minutes. 2016.
Misunderstood, marginalised Australians answering anonymous, online questions. Insightful, irreverent and moving, this episode sets the record straight of what it's really like to be a wheelchair user.
Streamed film. Kanopy. 1 hour 15 minutes.
Follows the journeys of four blind teenagers, shedding a light on the social and institutional obstacles and what it takes to surmount those barriers. Winner of the Audience Award at the San Luis Obispo International Film Festival.
Streamed Video. 9 minutes. YouTube TEDx Talk.
Stella Young is a comedian and journalist who happens to use a wheelchair — a fact that doesn't automatically turn her into a noble inspiration to all humanity.
Streamed Video. 5 minutes. YouTube.
Succinct and humorous video delineating what people with disabilities want non-disabled people to know.
A good portion of the links below point to resources found on LVC's Center for Accessibility Resources (CAR) website. Additional resources were selected if they provided (with brevity and thoughtfulness) information that would provide background information on ableism, or information that would be helpful in the classroom.
Brown, K. R., & Broido, E. M. (2020). Engaging students with disabilities. In Quaye, S. J., Harper, S. R., and Pedakur, S. L (eds) Student engagement in higher education (3rd ed., pp. 237-256), Routledge Press.
Print book in Bishop Library.
Lombardi, A., McGuire, J. M., & Tarconish, E. (2018). Promoting inclusive teaching among college faculty: A framework for disability service providers (practice brief). Journal of Postsecondary Education and Disability, 31(4), 397-413.
Although this article is written specifically for disability service providers, in the appendices it provides multiple tools, self-assessments, checklists and worksheets that faculty can use to make their teaching more accessible to people with disabilities.
Morina, A. (2019). The keys to learning for university students with disabilities: Motivation, emotion, and faculty-student relationships. PLoS ONE, 14(5):e0215249.
The affective-emotional dimension may constitute a key element in teaching and learning processes. It is linked to relationship between faculty and students and may help foster students with disabilities’ motivation to learn and remain at university. This is the approach adopted in this article, which aims to fill a gap detected in the literature, since very little attention has hitherto been paid to motivation, emotion and the importance of faculty-student relationships in the learning processes of students with disabilities. In this study, 119 faculty members from 10 Spanish universities who engage in inclusive practices in all areas of knowledge recounted, in response to questions asked during a semi-structured interview, how they motivated and related to their students. The conclusion reached is that students with disabilities are more motivated than their fellow classmates, meaning that very few extra actions need to be taken to engage them in the learning process. Nevertheless, participants reported having a knowledge of strategies based on motivation and emotion and using them to develop a sense of belonging among students, thus fostering their learning.
Ostrove, J. M., Cornfield, M., & Ibrahim, M. (2019). Actors against ableism: Qualities of nondisabled allies from the perspective of people with disabilities. Journal of Social Issues, 75(3), 924-942.
We report the results of an interview‐based study of the qualities that people with physical and sensory disabilities use to describe effective nondisabled allies. A thematic analysis of their responses suggested that they appreciated nondisabled people who offered appropriate help, were trustworthy in their understanding of disability identity, made personal connections, advocated and acted against ableism, were willing to learn, and communicated effectively. Consistent with research about White allies to people of color, participants emphasized both political and social dimensions of being an ally.
There are thousands of articles on ableism/disability in higher education. Articles that were current, not overly jargon-y, and offered solid solutions/ideas faculty could use with students with disabilities (which consistently appeared in multiple other articles) were selected.
For books and movies, an emphasis was placed upon holdings by Bishop Library, since Bishop's librarians select resources rated by professional literature reviews to be of the highest quality.
See something that I missed? Want to suggest a resource that has worked for you? Email miller@lvc.edu.