Supporting Students With Intellectual and Developmental Disability in Postsecondary Education

Scheef, Andrew R.; Hollingshead, Aleksandra; Barrio, Brenda L.

doi:10.1353/csd.2020.0044

Cited by 11 publications

(6 citation statements)

References 0 publications

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“…Finally, we recommend incorporating disability not just as an afterthought, but as a critical diversity factor of higher education institutions. Research has shown that there is a lack of universities’ awareness and ability to include SWD in their diversity statements and practices (Aquino, 2016; Hutcheon & Wolbring, 2012; Scheef et al, 2020). Explicitly repositioning disability as an equal component of diversity at the strategic level of an institution allows career and other related services for SWD to be sustainably provided.…”

Section: Actions That Need To Happen On Campusesmentioning

confidence: 99%

Understanding career development pathways of college students with disabilities using crip theory and the theory of whole self.

Kwon¹,

Guadalupe²,

Archer³

et al. 2023

Journal of Diversity in Higher Education

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Despite their growing numbers, college students with disabilities (SWD) are often overlooked in the context of campus support for career development. The purpose of this practice brief is to provide a framework and a set of recommended actions for higher education leaders, administrators, and staff in disability and career services in order to better support the unique needs of SWD in their career development. Through a combined lens of crip theory and the theory of whole self, we call for higher education institutions to (a) provide targeted career services for SWD, (b) build business partnerships through which SWD can develop careers, and (c) incorporate disability as a critical diversity factor of the institution for service effectiveness and sustainability.

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Section: Actions That Need To Happen On Campusesmentioning

confidence: 99%

Understanding career development pathways of college students with disabilities using crip theory and the theory of whole self.

Kwon¹,

Guadalupe²,

Archer³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Post-secondary institutions claim to prioritize diversity, equity, and inclusion, yet few include disability in these conversations. In a recent study of 300 American colleges and universities, Scheef et al (2020) found that only 68 of those institutions included references to disability in their campus diversity, equity, and inclusion statements, and only 14 included disability in their mission statements. Across the United States, college administrators continue to fund inaccessible software and learning management systems (albeit unintentionally), addressing accessibility concerns when and if they arise.…”

Section: Student Population: Visual Impairment In Higher Educationmentioning

confidence: 99%

Anticipating Potential Barriers for Students With Visual Impairments When Using a Web-Based Instructional Platform

Penrose

2023

Journal of Visual Impairment & Blindness

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Online instructional tools are quickly being introduced, often before accessibility is incorporated into their design. This article defends the use of a popular, but highly graphic, web-based platform called Padlet in a writing course, using strategies that allow students who are visually impaired (i.e., those who are blind or have low vision) to participate in collaborative class activities, promoting equity and inclusion. It also highlights student feedback from an institutionally approved study that identifies accessibility concerns with Padlet, as well as other common educational technology used in all disciplines.

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“…As professional organizations and practices in SP have moved toward embracing and defining various forms of diversity, disability-and particularly ID-has remained marginalized and understudied (Olkin & Pledger, 2003). Scheef et al (2020) found that the majority of mission and diversity statements in institutions of higher education exclude disability. Within psychology graduate programs, only 6% include explicit training related to ID (American Psychological Association, 2010).…”

Section: Ei At the Convergence Of Critical Social Frameworkmentioning

confidence: 99%

Elevating disabled voices: Decentering power in school psychology scholarship

Talapatra,

Snider,

McCreadie

et al. 2023

School Psychology International

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People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards excluding those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they indirectly experience. Researcher bias regarding intellectual capacity has resulted in a unique research gap that overlooks insights from the population the research is intended to benefit. People with ID are interested in research participation and have a right to be included in decision-making that impacts them. Emancipatory inquiry allows school psychology scholars to center student voices while also promoting social justice. Emancipatory inquiry empowers the “subjects” of social inquiry by producing knowledge that directly benefits disenfranchised populations. Emancipatory inquiry aligns with the social justice frame of DisCrit, which compels us to privilege the voices of marginalized populations and recognize that many of the gains for disabled populations have largely occurred because of the benefits they afford White, able-bodied, middle-class citizens. Using Emancipatory inquiry, school psychology scholars can prepare trainees and future researchers to conduct ethically sound research, prioritize first-person voices of those with ID, provide socially valid services to students and their families, and move school psychology closer to partnership with the disabled community.

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Supporting Students With Intellectual and Developmental Disability in Postsecondary Education

Cited by 11 publications

References 0 publications

Understanding career development pathways of college students with disabilities using crip theory and the theory of whole self.

Understanding career development pathways of college students with disabilities using crip theory and the theory of whole self.

Anticipating Potential Barriers for Students With Visual Impairments When Using a Web-Based Instructional Platform

Elevating disabled voices: Decentering power in school psychology scholarship

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