Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.

One of the best resources available to parents, teachers, and school administrators for understanding the special education system and learning how to make it work.

Disability and Chronic Fatigue Syndrome: Clinical, Legal, and Patient Perspectives explores methods to assess severity of illness and impairment in persons suffering with CFS. It shows that more work needs to be done to develop objective measures of impairment that accurately reflect the patient's degree of disability. Contributors explore possible answers to the questions: How can a clinician quantify the degree of impairment? How can the legal and judicial systems weigh the facts and the impact of this illness on each person with CFS? How does a patient persevere and get past the barriers, despite his/her illness?

This book is an alternative account of special education from the cross-generational perspective of 15 mothers whose children labelled learning dis/abled (LD) attended public schools during the last four decades.