Building on David M. Engel and Frank W. Munger’s work analyzing the narratives of people with physical and learning disabilities, this book examines the life stories of twelve physically disabled Canadian adults through the prism of the social model of disablement. Using a grounded theory approach and with extensive reporting of the thoughts of the participants in their own words, the book uses narratives to explore whether an advocacy identity helps or hinders dealings with systemic barriers for disabled people in education, employment, and transportation. The book underscores how both physical and attitudinal barriers by educators, employers and service providers complicate the lives of disabled people. The book places a particular focus on the importance of political economy and the changes to the labour market for understanding the marginalization and oppression of people with disabilities. By melding socio-legal approaches with insights from feminist, critical race, and queer legal theory, Ravi Malhotra and Morgan Rowe ask if we need to reconsider the social model of disablement, and proposes avenues for inclusive legal reform.

“Disability rights activist Alice Wong brings tough conversations to the forefront of society with this anthology. It sheds light on the experience of life as an individual with disabilities, as told by none other than authors with these life experiences. It's an eye-opening collection that readers will revisit time and time again.” —Chicago Tribune One in five people in the United States lives with a disability. Some disabilities are visible, others less apparent—but all are underrepresented in media and popular culture. Activist Alice Wong brings together this urgent, galvanizing collection of contemporary essays by disabled people, just in time for the thirtieth anniversary of the Americans with Disabilities Act, From Harriet McBryde Johnson’s account of her debate with Peter Singer over her own personhood to original pieces by authors like Keah Brown and Haben Girma; from blog posts, manifestos, and eulogies to Congressional testimonies, and beyond: this anthology gives a glimpse into the rich complexity of the disabled experience, highlighting the passions, talents, and everyday lives of this community. It invites readers to question their own understandings. It celebrates and documents disability culture in the now. It looks to the future and the past with hope and love.

Based on the analysis of eighteen authentic and inspiring personal stories, this book illustrates how people with severe childhood disabilities achieved extraordinary career success. Growing up, the people surrounding them and environmental conditions helped them develop their self-efficacy. The book is divided into four parts. It begins by discussing the elusive essence of success, especially for people with disabilities. The authors then discuss selfefficacy, and how it pertains to occupations of people with disabilities. Part two (school years) and part three (higher education) address some of the challenges experienced by students with disabilities. It shows how parents and educational figures helped them enhance their self-efficacy. Part two also discusses current and future trends in inclusive education, and recommendations for practitioners. Part three pays attention to some of the unique traits that helped them overcome obstacles. Finally, the authors focus on employment of people with disabilities and explore some of the consequences of the Covid-19 pandemic in light of this. It includes messages of hope to parents, professionals and individuals with disabilities.

Disability, Human Rights, and Information Technology addresses the global issue of equal access to information and communications technology (ICT) by persons with disabilities. The right to access the same digital content at the same time and at the same cost as people without disabilities is implicit in several human rights instruments and is featured prominently in Articles 9 and 21 of the Convention on the Rights of Persons with Disabilities. The right to access ICT, moreover, invokes complementary civil and human rights issues: freedom of expression; freedom to information; political participation; civic engagement; inclusive education; the right to access the highest level of scientific and technological information; and participation in social and cultural opportunities. Despite the ready availability and minimal cost of technology to enable people with disabilities to access ICT on an equal footing as consumers without disabilities, prevailing practice around the globe continues to result in their exclusion. Questions and complexities may also arise where technologies advance ahead of existing laws and policies, where legal norms are established but not yet implemented, or where legal rights are defined but clear technical implementations are not yet established. At the intersection of human-computer interaction, disability rights, civil rights, human rights, international development, and public policy, the volume's contributors examine crucial yet underexplored areas, including technology access for people with cognitive impairments, public financing of information technology, accessibility and e-learning, and human rights and social inclusion. Contributors: John Bertot, Peter Blanck, Judy Brewer, Joyram Chakraborty, Tim Elder, Jim Fruchterman, G. Anthony Giannoumis, Paul Jaeger, Sanjay Jain, Deborah Kaplan, Raja Kushalnagar, Jonathan Lazar, Fredric I. Lederer, Janet E. Lord, Ravi Malhotra, Jorge Manhique, Mirriam Nthenge, Joyojeet Pal, Megan A. Rusciano, David Sloan, Michael Ashley Stein, Brian Wentz, Marco Winckler, Mary J. Ziegler.

This book seeks to expand some of the existing, often western and Global North facing, scholarship in the area of Disability and Media Studies to include African perspectives. ​Featuring predominantly Africa-based contributors, it studies an array of topics on disability and media in Africa, including issues of social media, media ethics, including marginalised voices in the media, and disability representation in the media.

The first book to cover the entirety of disability history, from pre-1492 to the present Disability is not just the story of someone we love or the story of whom we may become; rather it is undoubtedly the story of our nation. Covering the entirety of US history from pre-1492 to the present, A Disability History of the United States is the first book to place the experiences of people with disabilities at the center of the American narrative. In many ways, it’s a familiar telling. In other ways, however, it is a radical repositioning of US history. By doing so, the book casts new light on familiar stories, such as slavery and immigration, while breaking ground about the ties between nativism and oralism in the late nineteenth century and the role of ableism in the development of democracy. A Disability History of the United States pulls from primary-source documents and social histories to retell American history through the eyes, words, and impressions of the people who lived it. As historian and disability scholar Nielsen argues, to understand disability history isn’t to narrowly focus on a series of individual triumphs but rather to examine mass movements and pivotal daily events through the lens of varied experiences. Throughout the book, Nielsen deftly illustrates how concepts of disability have deeply shaped the American experience—from deciding who was allowed to immigrate to establishing labor laws and justifying slavery and gender discrimination. Included are absorbing—at times horrific—narratives of blinded slaves being thrown overboard and women being involuntarily sterilized, as well as triumphant accounts of disabled miners organizing strikes and disability rights activists picketing Washington. Engrossing and profound, A Disability History of the United States fundamentally reinterprets how we view our nation’s past: from a stifling master narrative to a shared history that encompasses us all.

This book explores the sex lives of women with disabilities in Nepal, showing that many women suffer more than men despite prevailing disability policies that emphasize nondiscrimination against people with disabilities. It also argues that far from general perceptions of women as asexual, women with disabilities are capable of leading highly creative and fulfilling sexual lives. Using critical sexual theory and postcolonial studies as critical frameworks, the book investigates the narratives of authors with disabilities, exploring policy gaps and the need for supportive gender and sexual policies through the words of those affected. In particular, the book analyzes five female Nepali authors with disabilities: Radhika Dahal, Jhamak Ghimire, Sabitri Karki, Parijaat, and Mira Sahi, demonstrating the need for supportive gender policies to address the emotional and psychological needs of women with disabilities. Overall, the book argues that disciplinary discourses in practice often consider sex or sexuality as taboo, barely recognizing women in the context of marriage and family, and therefore creating gaps between policies and marginalized narratives. This book provides important insights into sex and disability within the context of the Global South, and as such will be of interest not only to researchers working on Nepal but also to scholars across gender studies, disability studies, international development, and postcolonialism.

A bold and colorful exploration of all the ways that people navigate through the spaces around them and a celebration of the relationships we build along the way. We Move Together follows a mixed-ability group of kids as they creatively negotiate everyday barriers and find joy and connection in disability culture and community. A perfect tool for families, schools, and libraries to facilitate conversations about disability, accessibility, social justice and community building. Includes a kid-friendly glossary (for ages 3–10). This fully accessible ebook includes alt-text for image descriptions, a read aloud function, and a zoom-in function that allows readers to magnify the illustrations and be able to move around the page in zoom-in mode.

Re-Presenting Disability addresses issues surrounding disability representation in museums and galleries, a topic which is receiving much academic attention and is becoming an increasingly pressing issue for practitioners working in wide-ranging museums and related cultural organisations. This volume of provocative and timely contributions, brings together twenty researchers, practitioners and academics from different disciplinary, institutional and cultural contexts to explore issues surrounding the cultural representation of disabled people and, more particularly, the inclusion (as well as the marked absence) of disability-related narratives in museum and gallery displays. The diverse perspectives featured in the book offer fresh ways of interrogating and understanding contemporary representational practices as well as illuminating existing, related debates concerning identity politics, social agency and organisational purposes and responsibilities, which have considerable currency within museums and museum studies. Re-Presenting Disability explores such issues as: In what ways have disabled people and disability-related topics historically been represented in the collections and displays of museums and galleries? How can newly emerging representational forms and practices be viewed in relation to these historical approaches? How do emerging trends in museum practice – designed to counter prejudiced, stereotypical representations of disabled people – relate to broader developments in disability rights, debates in disability studies, as well as shifting interpretive practices in public history and mass media? What approaches can be deployed to mine and interrogate existing collections in order to investigate histories of disability and disabled people and to identify material evidence that might be marshalled to play a part in countering prejudice? What are the implications of these developments for contemporary collecting? How might such purposive displays be created and what dilemmas and challenges are curators, educators, designers and other actors in the exhibition-making process, likely to encounter along the way? How do audiences – disabled and non-disabled – respond to and engage with interpretive interventions designed to confront, undercut or reshape dominant regimes of representation that underpin and inform contemporary attitudes to disability?

A comprehensive guide to service-learning for social justice written by an international panel of experts The Wiley International Handbook of Service-Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service-learning. The authors offer a guide for establishing and nurturing social justice in a variety of service-learning programs, and show that incorporating the principles of social justice in service-learning can empower communities to resist and disrupt oppressive power structures, and work for solidarity with host and partner communities. With contributions from an international panel of experts, the Handbook contains a critique of the field’s roots in charity; a review of the problematization of Whitenormativity, paired with the bolstering of diverse voices and perspectives; and information on the embrace of emotional elements including tension, ambiguity, and discomfort. This important resource: Considers the role of the community in service-learning and other community‐engaged models of education and practice Explores the necessity of disruption and dissonance in service-learning Discusses a number of targeted issues that often arise in service-learning contexts Offers a practical guide to establishing and nurturing social justice at the heart of an international service-learning program Written for advanced undergraduate students, graduate students, scholars, and educators, The Wiley International Handbook of Service-Learning for Social Justice highlights social justice as a conflict‐ridden struggle against inequality, xenophobia, and oppression, and offers practical suggestions for incorporating service-learning programs in various arenas.