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The New Accessibility in Higher Education explores the role and presence of accessibility within the higher education environment. The text considers the multidimensionality of accessibility and how individuals connected to the higher education environment (students, faculty, administrators, community stakeholders, researchers, and policymakers) must reconsider how accessibility in postsecondary education is understood and achieved.
List of contents
- Foreword
- Nancy J. Evans
- Preface
- Katherine C. Aquino and Adam R. Lalor
- Section I: Accessibility in Higher Education - Then, Now, In the Future
- Chapter 1
- National Events and Social Movements: Challenges and Opportunities for Disability Access, Inclusion, and Justice in Higher Education
- Wendy Harbour, Joseph Madaus and Shariese Katrell-Abdullah
- Chapter 2
- The Current Status of Accessibility in American Higher Education
- Stephanie Cawthon, Ryan Mata, Desiree Lama and Lily Alvarez
- Chapter 3
- The Potential of Universal Design to Promote Accessibility and Inclusion for Disabled Students
- Sheryl Burgstahler
- Section II: Shifting Accessibility Infrastructure in Postsecondary Education
- Chapter 4
- Increased Recognition of Disability Resources Offices
- Kirsten Behling, Kaela Parks and Charnessa Warren
- Chapter 5
- Greater Visibility and New Disclosures of Disabled Students
- Katherine C. Aquino and Emily Helft
- Chapter 6
- Enrolling and Retaining Disabled Students
- Kurt F. Geisinger and Sarah Hammami
- Section III: Conceptual Models Supportive of Disabled Students
- Chapter 7
- The Intersectionality of Accessibility
- Ryan Miller, Rachel Friedensen, Annemarie Vaccaro and Ezekiel Kimball
- Chapter 8
- Addressing Accessibility Through a Social Justice Lens
- Edlyn Peña
- Chapter 9
- Transforming Institutions of Higher Education Into Equity-Centered Learning Organizations to Promote the Whole Selves of Disabled Students
- Chang-kyu Kwon and Emily Tarconish
- Chapter 10
- Creating Disability-inclusive Campuses: Development and Implications of a Revised Interactionist Model of Disability
- Ellen Broido
- Chapter 11
- Sense of Belonging Within an Accessible Environment
- Annemarie Vaccaro, Adam Moore, Barbara M. Newman, Phil Newman and Ezekiel Kimball
- Section IV: Emerging Practices Resulting from Turning Points
- Chapter 12
- Rethinking Administrative Functions with Greater Disability Awareness
- Adam R. Lalor
- Chapter 13
- Supporting Disabled Learners Through the Variations Planning Tool and Universal Design: Enabling, Mitigating, and Disabling Instructional Practices
- Erin M. Scanlon, Emily Tarconish, Allison Lombardi and Jacquelyn J. Chini
- Chapter 14
- Where Do We Go From Here?
- Adam R. Lalor and Katherine C. Aquino
About the author
Katherine C. Aquino is an associate professor in the Department of Administrative and Instructional Leadership and Associate Dean for Innovation and Partnerships in The School of Education at St. John's University. She currently serves as editorial board member for the
Journal of College Student Development and the
Journal of Postsecondary Education and Disability. She received a B.S. in Psychology, MA in School Psychology, and a PhD in Higher Education Leadership, Management, and Policy. Katherine's research focuses on disability and accessibility within the organizational environment.
Adam R. Lalor, is Vice President for Neurodiversity Research and Training at Landmark College. With nearly 20 years of experience in higher education administration, his research focuses on the transition of students with disabilities to and within higher education. Dr. Lalor is a frequent speaker at national conferences and has an extensive publication record. He has served in leadership
positions within the Association on Higher Education and Disability, the Learning Disabilities Association of America, and the National Center for Learning Disabilities. He received his doctoral degree in Educational Psychology from the Neag School of Education at the University of Connecticut.
