Purpose
The number of students with disabilities pursuing a college education has increased dramatically in recent years (Hall and Belch, 2000; Hitchings et al., 2011; Horn et al., 2006; Retish and Horvath, 2005; Snyder et al., 2016; Stodden et al., 2001), yet, evidence suggests that these students continue to encounter significant challenges and barriers that may have a dramatic effect on their college experience (Madaus and Shaw, 2006; Sniatecki et al., 2015; Stodden et al., 2001). The paper aims to discuss this issue.
Design/methodology/approach
Positive experiences and aspects of being a college student with a disability have not garnered as much consideration and have received little attention in the professional literature to date. The current study sought to address this gap through examination of positive aspects of disability among 12 undergraduate students. Data were gathered via qualitative interviews.
Findings
Results included five distinct themes related to students’ experiences: personal growth and self-acceptance; empathy/understanding; advocacy and teaching others; unique relationship experiences and opportunities; and drive/determination/perseverance.
Research limitations/implications
The implications of these themes and future directions for research on positive aspects of disability are also addressed.
Originality/value
The results of this study provide support for the social model of disability as a lens to view individuals with disabilities as complete people who, with their impairments, can and do go on to lead positive and meaningful lives.
This paper presents a Foucauldian analysis of the 2003 Council for Exceptional Children (CEC) Professional Standards. It examines the role of the CEC and their professional standards in the construction of the special educator and the student with disabilities and the potential implications that these constructions have for inclusive education. Furthermore, this analysis will establish the standards serve as a vehicle for the reproduction of the special educator who in turn reproduces the special education student, which has preserved and protected the special education profession throughout the past 25 years. The CEC Professional Standards represent over 100 years of supposed 'progress' in special education; but progress towards what end and to whose benefit? It is my assertion that these standards have played a vital role in the construction of the special educator, the individual with disabilities and the special education profession as a whole. Furthermore, the standards, and by extension, the social constructions of special educators and students with disabilities represent significant barriers to inclusive education.
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