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Journal of Postsecondary Education and Disability Journal of JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY • Volume 23, Number 1 • 2010 Pages - 92 Volume • AND DISABILITY EDUCATION OF POSTSECONDARY JOURNAL Postsecondary Education and Disability Volume 23, Number 1 - 2010 SPECIAL ISSUE: Disability Studies ® Association on Higher Education And Disability Association on Higher Education AHEAD And Disability ® AHEAD 107 Commerce Center Drive, Suite 204 Huntersville, NC 28078 USA www.ahead.org Journal of Postsecondary Education and Disability Guest Editor Sue Kroeger, University of Arizona Executive Editor James Martin, University of Oklahoma Managing Editor Richard Allegra, AHEAD Editorial Assistant Marsha Dempsey, University of Oklahoma Editorial Review Board Manju Banerjee - University of Connecticut Janet Medina - McDaniel College Joan Bisagno - Stanford University Deborah Merchant - Keene State University Ron Blosser - Green River Community College Ward Newmeyer - Dartmouth College Loring Brinckerhoff - Educational Testing Service Christine O’Dell - University of California, Davis Stephanie Cawthon - University of Texas at Austin Nicole Ofi esh - Notre Dame de Namur University Connie Chiba - University of California, Berkeley David Parker - Washington University in St. Louis Justin Cooper - Eastern Kentucky University Betty Preus - College of St. Scholastica Lyman Dukes III - University of South Florida at St. Petersburg Kelly Drew Roberts - University of Hawaii at Manoa Stephanie Gaddy, Lincoln College Frank R. Rusch - The Pennsylvania State University Elizabeth Evans Getzel - Virginia Commonwealth University Daniel Ryan - SUNY at Buffalo Christie L. Gilson - University of Illinois Charles Salzberg - Utah State University Sam Goodin - University of Michigan Mary Catherine Scheeler - Pennsylvania State Univ. Green Valley Wendy S. Harbour - Syracuse University Sally Scott - Longwood University Cheri Hoy - University of Georgia Stuart S. Segal - University of Michigan Charles A. Hughes - The Pennsylvania State University Stan Shaw - University of Connecticut Michael John Humphrey - Boise State University Sharon K. Suritsky - Upper St. Clair School District Kristina Krampe - Eastern Kentucky University Colleen A. Thoma - Virginia Commonwealth University Tracy Knight Lackey - Jackson State University Susan A. Vogel - Northern Illinois University Ruth C. Loew - Educational Testing Service Ruth Warick - University of British Columbia Pamela Luft - Kent State Kristine Webb - University of North Florida Joseph W. Madaus - University of Connecticut Marc Wilchesky - York University Elaine Manglitz - Calyton College & State University Lee Woods - Boise State University Joan McGuire - University of Connecticut Practice Brief Review Board AHEAD Board of Directors Doris A. Bitler - George Mason University Mike Shuttic, President - Oklahoma State University Melinda S. Burchard - James Madison University Jean Ashmore, President-Elect - Rice University Trey J. Duffy - Cal Poly San Luis Obispo Kathleen McGillivray, Secretary - Bethel University Alberto Guzman - University of Illinois, Chicago Michael Johnson, Treasurer - Monroe Community College - Andrea Henry - Massasoit Community College Damon City Campus Andrew Jason Kaiser - St. Ambrose University Bea Awoniyi, Director - Florida State University Angela S. Mooneyham - University of Alabama, Birmingham Karen Saracusa, Director - Mount Union College Lori R. Muskat - Georgia School of Professional Psychol- Emily Singer, Director - The Catholic University of America ogy, Argosy - Atlanta Jose Soto, Director - Southeast Community College Jack Trammell - Randolph-Macon College Scott Bay, Director - Anoka Ramsey Community College Mary Lee Vance - University of Wisconsin, Superior Tom Thompson, Director - William R. Harper College Margaret P.Weiss - Virginia Tech Mary Lee Vance, Director - University of Wisconsin - Superior Stephan J. Hamlin-Smith, Executive Director - AHEAD The Journal of Postsecondary Education and Disability is available in accessible formats. Please contact AHEAD to discuss accessibility requests. All members of the Association on Higher Education And Disability receive the Journal. © 2010, The Association on Higher Education And Disability, 107 Commerce Centre Drive #204, Huntersville, NC 28078 USA 1 Table of Contents Journal of Postsecondary Education and Disability: SPECIAL ISSUE: DISABILITY STUDIES Volume 23, Number 1, 2010 From the Special Issue Editor 3 - 4 Sue Kroeger The Social Justice Perspective 5 - 18 Gladys Loewen William Pollard Yes We Can Change: Disability Studies—Enabling Equality 19 - 28 Michael A. Rembis Using Disability Studies Theory to Change Disability Services: A Case Study in Student Activism 29 - 38 Rebecca C. Cory Julia M. White Zosha Stuckey How to Crip the Undergraduate Classroom: Lessons from Performance, Pedagogy, and Possibility 39 - 49 Ann M. Fox Disability Service’s Standards and the Worldviews Guiding Their Implementation 50 - 64 Alberto Guzman Fabricio E. Balcazar A Disability Studies Framework for Policy Activism in Postsecondary Education 65 - 73 Susan L. Gabel PRACTICE BRIEF 74 - 80 “Walking the Walk: Social Model and Universal Design in the Disabilities Office” Melanie Thornton Sharon Downs PRACTICE BRIEF 81 - 86 “Bridging the Gap Between Disability Studies and Disability Services in Higher Eduction: A Model Center on Disability” Alan L. Strauss Amos Sales Book Review 87 - 89 Irene Carter Book Review 90 - 91 Marcy Epstein Appendix A 92 - 93 Appendix B 94 Author Guidelines Inside Back Cover 2 Journal of Postsecondary Education and Disability, Vol. 23, No. 1; 2010 Kroeger; Introduction 3 FROM THE SPECIAL ISSUE EDITOR Sue Kroeger University of Arizona Over the years, disability rights advocates have Operating within a legal narrative and a deficit scored significant victories. The most notable, the frame of disability, most DS offices are unaware of passage of the Americans With Disabilities Act (ADA) the underlying negative messages about disability that of 1990, and most recently, the ADA Amendments they send. This is confirmed for me in talking with Act (ADAAA) of 2008. Additionally, alongside the colleagues, attending AHEAD’s national conferences, political movement, we have seen the emergence reading listservs, and perusing DS Websites. It is my of disability studies, which now sets the pace for hunch that most service providers have not taken the developing new representations of disability. time to identify the values and beliefs they have about This relatively new area of academic inquiry disability and how those values and beliefs guide reframes the analysis of disability by focusing on it as their work. Moreover, individuals working in DS a social construct and on the conditions that produce offices have little academic experiences that would disability: the social, political, economic, medical, and provide them the opportunity to frame disability in a legal systems that create barriers for disabled people. progressive way, with the majority of us coming from This shift in thinking is profound and not easy in light such disciplines as special education, rehabilitation, of how deeply disabled and nondisabled people1 have social work, and counseling. been socialized to think of disability. Because we typically and mostly without thinking, Society’s view of disability is pervasive and frame disability as abnormal, negative, and an consistent across language, media portrayals of individual problem, then it follows that our response disability, educational curriculum, human services, to it would be reactive rather than proactive. In other and environmental design. It clearly locates the words, we accommodate disability. While this is an problem of disability within the individual and sees this improvement over institutionalization, sterilization, problem stemming from physical, sensory, emotional, and euthanasia, accommodations as a comprehensive or cognitive limitations. response maintains the notion that access is a disabled Disability activists and scholars continue to reject individual’s problem to solve. this view and have developed a conceptualization that On most college and university campuses, disabled locates the problem of disability within society. They students spend an inordinate amount of time establishing proclaim that it is not individual limitations or biological eligibility and requesting accommodations. Additionally, differences that are the primary cause of the problem, but they are asked to perform a number of tasks to both society’s failure to value and appreciate disability and schedule and receive accommodations. Oftentimes design environments that are welcoming and inclusive. the rationale for this is self-determination and/or self- Unfortunately, the disability service industry, advocacy. While it is important for all students to learn including disability services (DS) in higher education, to be responsible and assertive, identify issues, solve generally has not engaged in any consistent and problems, and make decisions, why should disabled meaningful way with disability studies. Indeed, it is students be required to take responsibility for those the service industry and we the professional service access issues that are institutional problems? Why providers, that help maintain the very frame that should the academic experience for disabled students scholars and activists are working so hard to change. be so different from their nondisabled peers? This special issue is designed to introduce or 1 The descriptors “disabled people” and “nondisabled re-connect
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