Room at the academy? People with learning difficulties and higher education

Boxall, Kathy; Carson, Iain; Docherty, Daniel

doi:10.1080/0968759042000181749

Cited by 42 publications

(29 citation statements)

References 15 publications

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“…Furthermore, while the relatively new field of disability studies is flourishing, the place in this field of persons with learning disabilities is tenuous at best (Boxall et al 2004). Nevertheless, there is hope for change.…”

Section: Part I: Developing Epistemologies Of Disabilitymentioning

confidence: 94%

“…And claim three provides support for my argument that the inclusion of researchers with LD is essential for understanding, analyzing, and conceptualizing LD. This call to use feminist standpoint theory is made by other disability scholars and philosophers as well (Boxall et al 2004;Garland-Thomson 2001;Woodcock 2009). As disability studies and philosophy of mind search for new methods and new insights, I am confident that further investigation of, and a more hospitable attitude toward, the experiences of persons with LD will provide both disciplines with new sources of knowledge.…”

Section: Philosophy Of Mind and Learning Disabilitiesmentioning

confidence: 98%

“…Nevertheless, there is hope for change. A number of excellent, recent articles demand a rethinking of learning disabilities and recognition that the persons with them are unique and valuable knowledge-generators (Heshusius 2002;Boxall et al 2004;Woodcock 2009). The present essay calls attention to the need for more work along these lines, and adds to this work a missing piece of the puzzle-the story of how people with learning disabilities came to be overlooked as potential knowledge-makers.…”

Section: Part I: Developing Epistemologies Of Disabilitymentioning

confidence: 98%

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Cognitive Diversity in the Global Academy: Why the Voices of Persons with Cognitive Disabilities are Vital to Intellectual Diversity

O'Donovan

2010

J Acad Ethics

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In asking scholars to reflect on the "structures and practices of academic knowledge that render alternative knowledge traditions irrelevant and invisible," as well as on the ways these must change for the academy to cease "functioning as an instrument of westernization rather than as an authentically global and diverse intellectual commons," the editor of this special issue of the Journal of Academic Ethics is envisaging a world much needed and much resisted. A great deal of the conversation about diversity in higher education emphasizes, rightly, the need for an international and ethnically diverse population of scholars and students. Less attention is paid to the value of cognitive diversity-the diversity of cognition generated by cognitive disabilities. As one aspect of intellectual diversity, cognitive diversity promises novel ways of thinking and new understandings of what knowledge is, who makes it, and how it is made. The unique value of cognitive diversity is its insistence on a radical shift in our conception of who can know and who can produce knowledge. Insisting on the inclusion, as scholars, of persons with minds labelled disabled, an epistemology of disability pushes us to reform the much criticized but still dominant notion of the expert and scholar as able-bodied and hyper-rational.

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Section: Part I: Developing Epistemologies Of Disabilitymentioning

confidence: 94%

Section: Philosophy Of Mind and Learning Disabilitiesmentioning

confidence: 98%

Section: Part I: Developing Epistemologies Of Disabilitymentioning

confidence: 98%

See 1 more Smart Citation

Cognitive Diversity in the Global Academy: Why the Voices of Persons with Cognitive Disabilities are Vital to Intellectual Diversity

O'Donovan

2010

J Acad Ethics

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“…Studies on questions relating to inclusive practices at HE institutions abound: Borland and James (1999), Boxall, Carson, and Docherty (2004), Foreman, Dempsey, Robinson, and Manning (2001), Fuller, Bradley, and Healy (2004a), Holloway (2001), Hopkins (2011), Jacklin, Robinson, O'Meara, andHarris (2007), Meekosha, Jakubowics, and Rice (1991), Moswela and Mukhopadhyay (2011), Nielsen (2001), Prowse (2009), Riddell, Wilson, and Tinklin (2002), Ryan and Struhs (2004), Shevlin, Kenny, and McNeela (2004), Tinklin and Hall (1999) and Tinklin, Riddell, and Wilson (2004), among others. These authors denounce the vulnerability of students with disabilities and call for a comprehensive overhaul of HE environments with a view to cultivating proactive, inclusive policy-making.…”

Section: Introductionmentioning

confidence: 97%

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

Moriña

López

Molina

2014

Higher Education Research & Development

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This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse -by listening to the students themselves -barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.

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“…As stated above, SRV (or at least its predecessor 'normalization' in the UK) has been credited with achieving considerable favourable change in learning disability services (and thus in the lives of people with learning difficulties themselves) over a number of years. In relation to the Social Model however, there are few published accounts of the impact of its application to the lives of people with learning difficulties (Boxall et al, 2004). Indeed, as also noted above, Chappell (1998) argues that the social model actually neglects the experiences of people with learning difficulties.…”

Section: Differences Of Substance or Of Application?mentioning

confidence: 94%

Towards a dialogue for practice: reconciling Social Role Valorization and the Social Model of Disability

Race

Boxall

Carson

2005

Disability & Society

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This article offers a comparative evaluation of two approaches to the organisation of learning disability services and individualised support for people with learning difficulties -Social Role Valorization (SRV) and the Social Model of Disability. Brief descriptive accounts of each approach are given, together with reference to critiques of SRV from UK academics, including those writing from a Social Model perspective. The applicability of the Social Model to people with learning difficulties, and critiques of their marginalization by it, are also discussed. The paper goes on to argue that whilst the analysis of devaluation is similar between the two approaches, academic debates have focussed more on ideological differences, thus losing the opportunity for a sharing of their respective contributions to addressing oppression. The possibility of a 'dialogue for practice' is raised.

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Room at the academy? People with learning difficulties and higher education

Cited by 42 publications

References 15 publications

Cognitive Diversity in the Global Academy: Why the Voices of Persons with Cognitive Disabilities are Vital to Intellectual Diversity

Cognitive Diversity in the Global Academy: Why the Voices of Persons with Cognitive Disabilities are Vital to Intellectual Diversity

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers

Towards a dialogue for practice: reconciling Social Role Valorization and the Social Model of Disability

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