Proposal Title
Bringing Dis/ability Identity into the Curriculum & Pedagogical Practices for Social Change
Abstract
This panel is comprised of a faculty member, students, and alumni from CLAS whose work focuses on bringing about equity that includes dis/ability identity markers. Each of the students were or currently are enrolled in an interdisciplinary Disability Studies course involving a social action project. For their project, two Special Education majors responded to the need for ual education curriculum for youth with disabilities. A counseling major produced a photo essay “to get able bodied people to see things from a different perspective, specifically the perspective of people with disabilities” by creating “normal body” access signage around the Lesley community. The faculty, an alum and an Expressive Therapies major together wrote a paper based on the course titled “Dreaming Disability Studies in Higher Education” that was accepted at the American Education Research Association Conference, 2018. This paper situates Lesley University geographically in the “mecca of medicine” (Meade, 2011), with the potential to bring about an alternative narrative about the disabled experience from a sociopolitical, intersectional perspective. A current student in the course will share a paper she originally wrote for a Race, Class, & Gender class that examined the relationship between gender identity/ual orientation and disabilities/mental illness. The faculty, students, and alumni seek to collaborate with leaders of the Lesley University efforts to bring forth greater equity on campus such as those working on The Inclusive Excellence Framework, 2017 which states one of the five dimensions is “to achieve access and equity for historically marginalized individuals.”
Start Date
28-3-2018 2:10 PM
End Date
28-3-2018 3:00 PM
Presentation Type
Panel
Disciplines
Accessibility | Counseling | Curriculum and Social Inquiry | Gender Equity in Education | Scholarship of Teaching and Learning | Special Education and Teaching
Full Text of Presentation
wf_yes
Included in
Accessibility Commons, Counseling Commons, Curriculum and Social Inquiry Commons, Gender Equity in Education Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons
Bringing Dis/ability Identity into the Curriculum & Pedagogical Practices for Social Change
U-Hall 3-100
This panel is comprised of a faculty member, students, and alumni from CLAS whose work focuses on bringing about equity that includes dis/ability identity markers. Each of the students were or currently are enrolled in an interdisciplinary Disability Studies course involving a social action project. For their project, two Special Education majors responded to the need for ual education curriculum for youth with disabilities. A counseling major produced a photo essay “to get able bodied people to see things from a different perspective, specifically the perspective of people with disabilities” by creating “normal body” access signage around the Lesley community. The faculty, an alum and an Expressive Therapies major together wrote a paper based on the course titled “Dreaming Disability Studies in Higher Education” that was accepted at the American Education Research Association Conference, 2018. This paper situates Lesley University geographically in the “mecca of medicine” (Meade, 2011), with the potential to bring about an alternative narrative about the disabled experience from a sociopolitical, intersectional perspective. A current student in the course will share a paper she originally wrote for a Race, Class, & Gender class that examined the relationship between gender identity/ual orientation and disabilities/mental illness. The faculty, students, and alumni seek to collaborate with leaders of the Lesley University efforts to bring forth greater equity on campus such as those working on The Inclusive Excellence Framework, 2017 which states one of the five dimensions is “to achieve access and equity for historically marginalized individuals.”
