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Journal Cover Disability Studies Quarterly
  [27 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1041-5718 - ISSN (Online) 2159-8371
   Published by Ohio State University Homepage  [3 journals]
  • Editorial Introduction for 37:2

    • Authors: Ally Day, Kim Nielsen
      Abstract: No abstract available.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5854
      Issue No: Vol. 37, No. 2 (2017)
  • Diagnoses That Matter: My Great-Grandmother's Murder as One Deemed
           'Unworthy of Living' and Its Impact on Our Family

    • Authors: Andreas Hechler
      Abstract: This is an English translation of an article originally published in German on the T4 "euthanasia" program targeting disabled people during the Third Reich. The essay examines the contours of ableism in Germany that have allowed these killings to remain unreported and uncommemorated. The author focuses on the murder of his great-grandmother and its effects on four generations of his family. This essay provides a vital historical record as well as a model for reflecting upon and understanding the legacy of the Holocaust and the persistence of ableism.Translated into English by Elizabeth C. Hamilton and Leo R. Kalkbrenner.The original German essay was previously published in a series called Gegendiagnose. Beiträge zur radikalen Kritik an Psychologie und Psychiatrie. Psycho_Gesundheitspolitik im Kapitalismus. Vol. 1. Münster: edition-assemblage. August 2015. 
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5573
      Issue No: Vol. 37, No. 2 (2017)
  • The Trouble with Disability in Shakespeare Studies

    • Authors: Jeffrey R. Wilson
      Abstract: This article reviews some instances of disability in Shakespeare's works and some instances of Disability Studies in Shakespeare studies. Contrary to the claims of the Disabled Shakespeares project, there is no historical basis for the modern language of "disability" in Shakespeare's texts, as illustrated with a philology of the term; this does not, however, invalidate the viable uses of disability theory in Shakespeare studies. Developing a typology of these uses (historical, methodological, critical, theoretical), this article discusses the opportunities and liabilities of each approach but concludes that a better vocabulary can be found in Erving Goffman's theory of stigma (which inspired Disability Studies but, in many ways, is more conceptually and ethically buoyant). The main goal in this article is not to argue against a Disability Studies approach to Shakespeare but, instead, to use those readings as evidence of the imperfect even if well-intentioned ways we respond to the encounter with stigma in Shakespeare's works – a phenomenon of literary criticism that is remarkably resonant with the similarly imperfect even if well-intentioned ways we respond to the encounter with stigma in our everyday lives.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5430
      Issue No: Vol. 37, No. 2 (2017)
  • Reimagining Disability and Inclusive Education Through Universal Design
           for Learning

    • Authors: Jan Doolittle Wilson
      Abstract: In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5417
      Issue No: Vol. 37, No. 2 (2017)
  • Charting Relations between Intersectionality Theory and the Neurodiversity

    • Authors: Lauren Rose Strand
      Abstract: This essay explores central elements and applications of intersectionality theory and the neurodiversity paradigm. First, the histories and tenets of intersectionality theory and neurodiversity paradigm are provided. Then, areas are explored where each of the two approaches might further engage with the principles of the other. Finally, the essay concludes by broadly considering the efforts made by the Black Lives Matter movement and the Autistic Self Advocacy Network to bring attention to and end police violence as both networks employ and attend to elements of intersectionality and neurodiversity. The way these two networks draw on both intersectionality and neurodiversity to further their mission could be a possible site for scholars to consider in the interest of advancing dialogues between intersectionality theory and the neurodiversity paradigm. Ultimately, the essay calls for a continued exploration of the potentials for intersectionality and neurodiversity to complement and complicate one another, both in terms of theoretical development and coalition building.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5374
      Issue No: Vol. 37, No. 2 (2017)
  • Disclosure of Mental Disability by College and University Faculty: The
           Negotiation of Accommodations, Supports, and Barriers

    • Authors: Margaret Price, Mark S. Salzer, Amber O'Shea, Stephanie L. Kerschbaum
      Abstract: High-profile shootings and student suicides have made mental health issues on college campuses a major national issue. College students are usually the focus of this conversation, while little attention beyond anecdotal accounts has been paid to faculty with mental health issues. In response to this lack of broad-scale research, a first-of-its-kind cross-institutional survey of faculty with mental disabilities was conducted. Respondents self-identified as faculty with mental disabilities, mental illness or mental-health histories. Results from 267 respondents indicated that nearly 70% had no or limited familiarity with accommodations, and even fewer used them (87%). A majority of respondents (62%) disclosed to at least one person on campus, primarily colleagues (50%) and department chairs (21%). Respondents felt most supported by spouses/significant others (75% very or extremely supported) and friends (51%) rather than colleagues (29%) and supervisors (25%). In our discussion of these findings, we offer suggestions for practice that will improve environments, rather than focusing on case-by-case "fixes" for those who disclose. We also suggest directions for further research into this topic, which is frequently mentioned (in both scholarly and popular publications) but rarely investigated systematically or on a wide scale.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5487
      Issue No: Vol. 37, No. 2 (2017)
  • Not Superhero Accessible: The Temporal Stickiness of Disability in
           Superhero Comics

    • Authors: Casey M. Ratto
      Abstract: For this article, I will be examining the relationship between stickiness and visibility in the construction of disability in The Killing Joke, Hawkeye (2012) and Uncanny X-Men, specifically looking at how the practice of retroactive continuity both erases and cements disability. I argue through the use of retroactive continuity that the stickiness of disability in superhero comic books is dependent on visible signs of disability and those without a visible sign (wheelchair, white cane, etc ) are either "cured" of the disability or it is erased via a retcon.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5396
      Issue No: Vol. 37, No. 2 (2017)
  • Interviews, Disclosures, and Misperceptions: Autistic Adults'
           Perspectives on Employment Related Challenges

    • Authors: Jennifer Sarrett
      Abstract: As increasing numbers of autistic adults are seeking and gaining employment, the experiences of autistic adults in the workplace is critical to consider. Autistic adults encounter a range of challenges in obtaining and keeping employment and often report a range of negative experiences in the workplace. The current research reports the results from a large, national exploratory study on the experiences of autistic adults in the workplace as well as their thoughts on how to improve these experiences for the autism community. In particular, participants reported challenges with the interviewing process, which requires very specific and consistent social behaviors, as well as with feeling comfortable disclosing one's autistic status at work. These challenges are often connected with public misperceptions about autism. The article discusses these challenges as well as strategies to improve autism-related understanding and awareness in the workplace. This work is critical to conversations about diversity in the workplace.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5524
      Issue No: Vol. 37, No. 2 (2017)
  • From Evil Queen to Disabled Teen: Frozen Introduces Disney's First
           Disabled Princess

    • Authors: Michelle Resene
      Abstract: Disney's Frozen represents a landmark for the animation giant due not only to its immense popularity but also its introduction of the studio's first disabled princess. In order to make Elsa's story possible, the animators use a combination of narrative devices including the introduction of a second princess, whose story fulfills the audience's expectation for a traditional "princess journey," their patented aesthetic of cuteness, and the encoding of disability as fantasy. Although Elsa's disability is encoded as a magical ice power, the language the film uses to talk about her condition maps on to the experiences of people with physical, mental, and intellectual disabilities in recognizable ways. Meanwhile, her status as a much-beloved princess figure allows the animators at Disney to position disability as a universal experience and in turn to create empathy for PWDs both on and off screen.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5310
      Issue No: Vol. 37, No. 2 (2017)
  • Review of Becoming Bulletproof

    • Authors: Catherine Harrington
      Abstract: No abstract available.
      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5568
      Issue No: Vol. 37, No. 2 (2017)
  • Review of In Our Own Hands: Essays in Deaf History 1780-1970

    • Authors: Marlana Portolano
      Abstract: No abstract available.

      PubDate: 2017-06-01
      DOI: 10.18061/dsq.v37i2.5500
      Issue No: Vol. 37, No. 2 (2017)
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