Here is an overview of students with disabilities in postsecondary institutions and the importance of allies in their lives. It is a call to action for faculty, staff, and administrators in all facets of higher education, and emphasizes the shared responsibility toward students with disabilities and toward creating meaningful change. This monograph begins with a look into the future of disability education. How will students create their own identities? Will there be a need for disability accommodations or will a universally designed world eliminate that current necessity? It also looks at the past, with discussions of disability legislation such as the ADA of 1990, the impact of Supreme Court decisions, descriptions of college students with disabilities, and the paradigm shift from the medical “deficit” model of disability to one that focuses on the individual’s lived experience as a social construct. Drawing on theoretical frameworks in multiple disciplines, disability identity development is explained, ally development is defined, and disability services are explored. The monograph ends with a discussion of where disability education is now and how faculty, staff, and administrators will continue to be allies of inclusion for students in the years to come. This is the 5th issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.

This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: Disrupting policies and reforms to address the needs of marginalized learners A socio-spatial framework for urban mathematics education Linking literature on allywork to the work of mathematics teacher educators Transnational families’ mathematical funds of knowledge Multilingual and technological contexts for supporting learners’ mathematical discourse Preservice teachers’ strategies for teaching mathematics with English learners Toward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education.

The assertion that empathy is an essential characteristic of equity work in higher education demands educators operate from a place of justice, fairness, and inclusive practice. Empathy is a personal quality that allows educators to consider another's perspective to inform the decision-making process about policy, procedures, program and service design, and teaching pedagogy. Thus, engaging empathy in everyday practice supports the potential to create more equitable and inclusive environments as well as standards for serving a diverse student population. Achieving Equity in Higher Education Using Empathy as a Guiding Principle explores what empathy is, how empathy can be developed, and how empathy can be applied in an educator’s practice to achieve equity-mindedness and mitigate inequitable student outcomes in and out of the classroom. The book also argues that self-examination and engaging empathy is a way to thoughtfully examine differences and uphold the values of humanity. Covering topics such as intercultural listening and program development, this reference work is ideal for administrators, practitioners, academicians, scholars, researchers, instructors, and students.

This Handbook is an essential starting point for cross-national examinations, comparisons, and discussions about state-of-the-art practices in higher education accessibility and service delivery support for disabled students. Spanning a broad geographical range, the topics addressed are examined within the context of the practice and philosophy of different countries.

This book focuses on a range of topics in design, such as universal design, design for all, digital inclusion, universal usability, and accessibility of technologies independently of people’s age, economic situation, education, geographic location, culture and language. It especially focuses on accessibility for people with auditory, cognitive, neurological, and visual impairments, ageing populations, and mobility for physical special needs. The book explores some of the overlaps between inclusive design and web accessibility to help managers, designers, developers, policy makers, and researchers optimize their efforts in these overlapping areas. Based on the AHFE 2016 International Conference on Design for Inclusion, held on July 27-31, 2016, in Walt Disney World®, Florida, USA, this book discusses new design technologies, highlighting various requirements of individuals within a community. Thanks to its multidisciplinary approach, the book represents a useful resource for readers with different kinds of backgrounds and provides them with a timely, practice-oriented guide to design for inclusion.

This book acquaints the reader to the often invisible-ized practices and policies under the rhetoric of ‘inclusion’, through theoretical and empirical analysis. It emphasizes on the complexities of education policies in a multicultural state by identifying the challenges to the idea of ‘inclusion’ illuminated through judicial interventions, policy-frameworks and everyday experiences of individuals. Higher education is imperative to empowerment in socially stratified societies marred with deep inequalities like India and many other multicultural countries. Disputes over inclusion remains a critical feature in Indian higher education sector, as it is viewed as facilitating access to economic opportunities and providing vertical mobility for individuals belonging to marginalized communities. Higher education empowers, and expands individual horizons of thought and ideas of freedom, dignity, equality, enabling individuals to participate actively in the political-sociological discourses in democratic polity. Therefore, policy makers, political theorists and educationists have been examining the question of inclusion and education as public-good. Contemporary India has witnessed an unprecedented attack on academic freedom, free exchange of ideas and expressions, challenging the very idea of inclusion and inclusiveness.