Handbook of Higher Education and Disability: (Elgar Handbooks in Education)

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. With trends and practices varying from country to country, each topic is explored from a range of international perspectives. Structured into three distinct sections, the Handbook first addresses how students with disabilities and their families can prepare for the transition to postsecondary education, before moving to present an overview of the types of support and services available to students with disabilities. The final chapters then explore a variety of topics related to higher education and disability, including assistive technology, disability culture and social justice, emerging trends and promising practices, self-determination and universal design. This accessible Handbook will prove an invaluable reference tool for researchers, academics and students with an interest in the sociology of education from health, education and welfare policy perspectives, as well as for higher education policymakers and funding and governance bodies.

Table of Contents:
Contents: 1 Handbook of Higher Education and Disability: an introduction 1 Joseph W. Madaus and Lyman L. Dukes III PART I PREPARATION BEFORE AND FOR COLLEGE 2 Key considerations in the preparation and transition to college 8 Elizabeth Evans Getzel 3 Preparing for postsecondary education in Canada as a student with a disability 24 Marie McCarron, Allyson Harrison and Beth Pollock PART II OVERVIEW OF SERVICES IN POSTSECONDARY EDUCATION 4 Overview of disability services in higher education in Japan 37 Peter Bernick, Tomone Takahashi, and Kiriko Takahashi 5 Supports and services for students with disabilities in postsecondary education in Canada 52 Allyson G. Harrison and Marie McCarron 6 A journey to include students with disabilities in Taiwan higher education 64 Tsu-Hsuan Hsu and Juliet H. Fried 7 Implementation of inclusion in Vietnam higher education: current practices and challenges 75 Tsu-Hsuan Hsu, Hang Le and Juliet H. Fried 8 An overview of accessibility services for students with disabilities in higher education in the United States 87 Christopher Esposito, Joseph W. Madaus and Lyman L. Dukes III 9 Disability services in higher education: an Australian perspective 101 Alison Nuske, Matthew Brett and Elizabeth Knight 10 Culture-based development model of inclusive higher education in Mainland China: history, current situation, and the future 115 Yuexin Zhang, Sandra Rosen, Siqi Huang, and Lu Han PART III Emerging Ideas and Practices SECTION A LOOKING BACKWARD, AROUND AND FORWARD: TRENDS, PROMISING PRACTICES, DEVELOPING ISSUES, EMERGING IDEAS AND THE FUTURE OF HIGHER EDUCATION 11 Changing times: emerging technologies for students with disabilities in higher education 131 Catherine S. Fichten, Natalina Martiniello, Jennison Asuncion, Tim Coughlan and Alice Havel 12 Debunking the myth that LD and online don’t mix 149 Manju Banerjee, Adam R. Lalor, Michelle Deal and Denise Jaffe 13 Accessibility as an emerging field 165 Boris Vukovic 14 Higher education and labor integration: Spanish graduates with disabilities and professional competence 177 Dr Ingrid Sala-Bars and Dr Cristina Mumbardó-Adam SECTION B WHO IS SEEKING AND RECEIVING SERVICES? DESCRIPTIONS OF “TRADITIONAL” AND EMERGING STUDENT POPULATIONS 15 The neurodiversity paradigm and the future of higher education 189 Sara J. Renzulli and Nicholas W. Gelbar 16 Higher education for students with intellectual disability: expanding research, policy, and practice 201 Meg Grigal, Clare Papay and Michelle L. Bonati 17 Inclusion of people with intellectual disability in university in Australia: impetus for change 215 Fiona Rillotta and Mary-Ann O’Donovan 18 The trainee-mentor relationship in graduate and postdoctoral training in Canada for trainees with disabilities 229 Mahadeo Sukhai and Ainsley Latour SECTION C PROMOTING SELF-DETERMINATION AND SELF-ADVOCACY IN HIGHER EDUCATION 19 Self-determination assessment and promotion in Spanish higher education students: current situation and future challenges 248 Cristina Mumbardó-Adam, Eva Vicente and Ingrid Sala-Bars 20 Self-determination theory, research, and practice in the U.S.: promoting personal growth in a standardized culture 261 David R. Parker and Sharon Field SECTION D HIGHER EDUCATION AND DISABILITY AS DIVERSITY AND SOCIAL JUSTICE 21 Disability as diversity: inclusion in Canadian higher education 279 Tina Doyle, Ben Poynton, Mahadeo Sukhai and Jennifer Sinclair 22 A social justice perspective on disability in higher education 298 Ellen M. Broido, Nancy J. Evans and Kirsten R. Brown SECTION E TECHNOLOGY/ASSISTIVE TECHNOLOGY 23 Access to technology for students with disabilities in higher education 312 Sheryl E. Burgstahler 24 The cart before the horse: accessibility practice comes before accessibility research 324 Catherine S. Fichten, Alice Havel, Marc Tremblay, and Rosie Arcuri 25 Higher education and disability: digital accessibility and assistive technology in the UK 339 Louise Carleen Grimmett, Desiree Tan, and Zachary Walker SECTION F UNIVERSAL DESIGN FOR LEARNING/INSTRUCTION 26 Universal design in Canadian higher education 353 Boris Vukovic, Jodie Black, Lynne N. Kennette, Patti Dyjur, Alice Havel, and Dale Lackeyram 27 Universal design for learning: a challenge and an opportunity for Spanish universities 366 Ingrid Sala-Bars and Anabel Moriña 28 Universal design for learning policy in tertiary education in Ireland: are we ready to commit? 378 Dr Richard Healy, Dr Joanne Banks and Dara Ryder 29 UDL in American colleges and universities: a common pathway to success 393 Kirsten Behling and Allison Posey 30 Disability and universal design for learning: experiences and perspectives for accessible higher education in Germany 408 Janieta Bartz and Ramona Thümmler Index

About the Author :
Edited by Joseph W. Madaus, Professor of Special Education, Department of Educational Psychology, Neag School of Education, University of Connecticut and Lyman L. Dukes III, Professor of Exceptional Education, Department of Language, Literacy, Exceptional Education and Physical Education, University of South Florida, US

Review :
‘The Handbook of Higher Education and Disability is an expertly curated collection of crucial information and perspectives offering a refreshing and interesting international point of view on many topics. The Handbook is a joy to read – each chapter telling its own unique and important story. A great addition to your personal or institutional library!’ ‘The underlying message of this book is that regardless of country and culture, investment in legislation, research, and resources for students with disabilities may have broader systemic benefits we are only beginning to understand.’