Publisher: U of Waterloo   (Total: 1 journals)   [Sort alphabetically]

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Canadian J. of Disability Studies     Open Access   (Followers: 36)
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Canadian Journal of Disability Studies
Number of Followers: 36  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1929-9192
Published by U of Waterloo Homepage  [1 journal]
  • Obstacles liés au handicap en milieu universitaire : une analyse des
           politiques d’accommodement destinées aux personnes handicapées pour le
           corps professoral des universités canadiennes

    • Authors: Natasha Saltes
      Abstract: Cet article examine les politiques d’accommodement destinées aux personnes handicapées au sein du corps professoral de 42 universités canadiennes. Bien que les universités au Canada soient légalement tenues d’accommoder le personnel handicapé, moins de la moitié d’entre elles mettent à la disposition du personnel une politique d’accommodement écrite. L’examen des politiques d’accommodement pour les personnes handicapées a révélé un manque de cohérence tant dans leur mise en œuvre que dans leur vocabulaire et leur contenu. L’analyse a montré que les politiques d’accommodement pour les personnes handicapées contiennent des dispositions et un vocabulaire médicaux évidents qui en viennent à isoler le personnel enseignant handicapé en renforçant une notion de compétence fondée sur la personne sans handicap et en perpétuant la confusion entre handicap, santé et médecine. Cet article encourage les universités à reconnaitre leur rôle dans la création de milieux de travail accessibles et inclusifs et se termine par des recommandations visant à combler certaines lacunes et incohérences dans les politiques d’accommodement pour les personnes handicapées.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Review of Queer and Trans Madness: Struggles for Social Justice

    • Authors: Andrew McEwan
      Abstract: In this monograph, Merrick Daniel Pilling theorizes the importance of mad studies insights to queer and trans experiences of psychiatric institutionalization and pathologization. In forwarding this assertion, Pilling details a comprehensive overview of the overlapping concerns of mad and queer activism, and articulates a “mad-queer-trans” critical space.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Review of Reclaiming the Disabled Subject: Representing Disability in
           Short Fiction

    • Authors: R. Nandana
      Abstract: The book Reclaiming the Disabled Subject: Representing Disability in Short Fiction edited by Someshwar Sati, G.J.V Prasad, and Rithwik Bhattacharjee, materialises an attempt to represent and reclaim the identity of disabled subjectivities that are mythified, mystified and misrepresented historically.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Review of Dwarfism, Spatiality and Disabling Experiences

    • Authors: Poppy Budworth
      Abstract: Dwarfism, Spatiality and Disabling Experiences is a Routledge published book by Disability Studies and Human Geography scholar, Dr Erin Pritchard. This inter-disciplinary monograph draws on Pritchard’s Doctoral research, which explores the socio-spatial experiences of people living with dwarfism in the UK.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Analysis of the Benefits of Deaf Faculty Classes for University Students
           and the Costs of Accommodation of Deaf Faculty Members: An International

    • Authors: Manako Yabe
      Abstract: While many universities have developed disability services and research projects for disabled students, only a handful have extended such services and initiatives to disabled faculty members. This study aimed to identify university students’ evaluation of the benefits of deaf faculty classes. The study adopted an explanatory and exploratory sequential mixed-methods design, and participants included students who attended classes taught by the deaf and hard-of-hearing (D/HH) faculty members employed at mainstream universities. A total of 104 students in D/HH faculty classes at universities in Japan, the United States, Canada, Ghana, and Sweden participated in the surveys, and 19 students participated in the interviews. This study also interviewed 25 D/HH faculty members from universities in Japan, the United States, Canada, the United Kingdom, Ireland, Norway, Sweden, Germany, the Netherlands, and Ghana. Fifty-seven D/HH faculty members from these countries as well as Australia, Finland, South Africa, and Belgium, participated in the surveys. The study analyzed students’ willingness to pay for classes taught by D/HH faculty members, and found that students’ total values were higher than the labor and accommodation costs of D/HH faculty members. As the evaluation included participants from various countries, the study also observed that the financial support system for accommodating D/HH faculty members in higher education varied among countries. This study demonstrated that students had higher expectations, especially regarding the development of disability services for faculty members with disabilities. The study also advocates recognizing the importance of expanding financial resources, establishing disability services, and training sign language interpreters.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Museum as a Mutual Learning Space for Artists with Intellectual and
           Developmental Disabilities and University Students

    • Authors: Yumi Shirai; Carissa Maria DiCindio
      Abstract: Using a university museum as a mutual learning space, guided by the core principles of multivocality and inclusive arts practice, six adult artists with intellectual disability and 16 undergraduate students collaborated to plan a public art exhibition. In this article, we describe the facilitation of the 6-week group process with artists with intellectual disability who have varied cognitive and communication abilities, to curate their own stories and prepare for a public art exhibition, and students to gain field experiences as community art educators, working with a community artist group. By using the expressive arts as a core communicative tool, artists with intellectual disability led small group conversations about a shared life topic of grief with university undergraduate students. In return, the students facilitated the curating process for the artists with intellectual disability, being able to transform their personal bereavement stories into a public exhibition. Evaluation of artefacts, observations and survey data demonstrated significant and positive influence on artists to synthesize their detailed stories in their works of art through creative and art-based group dialogues, and students’ skills to facilitate multivocality of practice. The results also confirmed that, with shared values of respecting diverse voices of people, creativity and reflectivity, multivocality and inclusive arts practice are compatible frameworks for setting up an inclusive community project.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Conversations from the field: Stakeholders’ perspectives on inclusive
           education in western Kenya

    • Authors: Brent C. Elder; Benson Oswago, Michelle L. Damiani
      Abstract: In this article, we critically examine issues related to disability inclusive education in the global South. Specifically, we discuss our work on inclusive education in western Kenya. We acknowledge how such practices are often framed within global North perspectives, and use methodologies and approaches from these same spaces and places. Such methodologies tend to be steered by powerful stakeholders and donors that may not always be sensitive to local contexts, concerns, and demands. In this article, we outline how we incorporate Critical Disability Studies (CDS) to address these concerns while working towards a bottom-up approach with multiple local stakeholders of inclusive education. Specifically, we discuss how we centred the stories of disabled and non-disabled students and their parents, teachers at special and primary schools and their respective head teachers, and disabled and non-disabled community members to create the foundations of a sustainable inclusive education system. We use quotes from various stakeholders to shape our discussions, and highlight spaces where applying foundations of CDS was useful in creating bottom-up approaches to disability inclusive education reform.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Institutional Access through a Culture of Accessibility: The role of
           Disability Services Providers as Institutional Change Agents

    • Authors: Jewls Griesmeyer-Krentz; Jacalyn Griffen, Tenisha Tevis
      Abstract: There has been a fundamental shift within the field of Disability Services from a medical model of disability to a social constructivist model of dis/ability. The medical model of disability suggests that disability is an individual problem or deficit that is addressed through reactive accommodations. In contrast, from the social constructivist point of view, dis/ability is an institutional issue made manifest through the interactions of an individual mind or body and environmental barriers that hinder full access and participation within sociopolitical, historic, relational, economic, and cultural contexts (Goodley, 2017; Shallish, 2017; Waldschmidt, 2017). Given this paradigm shift, it stands to reason that Disability Service Providers (DSPs) must focus beyond individual level accommodations and direct their attentions toward proactive accessibility. In doing so, they may yield a shift in institutional culture to a culture of accessibility to better address full participation of Disabled Students. DSPs and other university partners, whom we refer to as “stakeholder-allies”, may serve as institutional change agents in this endeavor. This case study traces the relationships between and the activities of two DSPs and two stakeholder-allies at a small liberal arts college on the Western coast of the United States. We argue that the DSPs, in partnership with the two stakeholder-allies, leveraged their cultural capital as institutional change agents to establish culture of accessibility by: a) advancing proactive accessibility; b) thinking beyond physical structures; and c) shifting the narrative from compliance to humanity and care. Implications from this study inform DSP administrative efforts, including the creation of crucial campus partnerships, and areas of future research.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Intellectual Disability and Epistemic Justice in Journalism: Reflections
           from A Pilot Project

    • Authors: Rebecca Monteleone; Amy Silverman, Beena Raghavendran
      Abstract: This article reflects on a pilot project conducted in partnership between a disability studies scholar and several journalistic organizations to produce investigative news that is accessible to and inclusive of sources and readers with intellectual and developmental disabilities (IDD). We situate the project against the theoretical backdrop of epistemic injustice, arguing that access to information is key for shifting public discourse that has historically disenfranchised disabled people. We then summarize the pilot project, which focused on a series of investigative reports about disability services in the southwest United States. The project engaged communities with IDD using three core methods. First, the production of the series itself intentionally centered perspectives of people with IDD in favor of family members, professional caregivers, or other experts, whose perspectives have historically dominated news coverage of disability. Next, the team produced two public events that centered disabled perspectives, including a public storytelling event and an event presenting the investigation’s findings and production in order to solicit feedback from targeted communities. Finally, we provided multiple modes of engagement with the stories themselves, including plain language and Spanish translations, and audio recordings. We close by reflecting on lessons and limitations of this project, as well as next steps in both research and practice. Ultimately, we conclude that cognitive accessibility is necessary but not sufficient, calling for the explicit inclusion of disabled people, particularly people with IDD, in newsrooms and journalistic practices.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
  • Waves of Ableism: Affective Arrangements in the Time of COVID-19

    • Authors: Thomas Abrams; Michael Orsini
      Abstract: Drawing on critical disability studies and affect theory, this paper centers the affective arrangements that have governed the COVID-19 pandemic, and looks ahead to new articulations that might emerge in which disability and ableism structure state responses. While the last two plus years have demonstrated in powerful ways how COVID-19 is a space brimming with affective energies, they have also shown us that health emergencies can be the occasion to replay feelings about others who rest outside of the normative boundaries of healthy/unhealthy. Developing a theory of institutionalized affect that attends to ableism in a neoliberal context, we seek to contribute to an affective disability studies that can generate new meanings of pandemic time that can crip notions of normal or pathological. With the pressure to return to “normal”, to fast-forward away from lockdowns and mask mandates, and to replace bad feeling with good feelings, there are legitimate fears that the waves of optimism and care that characterized the start of the pandemic, sentiments of support for people made vulnerable by COVID-19 will recede as citizens return to the feel-good narrative of pre-COVID time (Tremain 2020). For many disabled people, that normal toggled between hypervisibility as Other and invisibility, as if the concerns of disabled people never mattered in the first place.
      PubDate: Mon, 05 Dec 2022 00:00:00 +000
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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