Articles

  • ADA Regulations
  • Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of
    Education, Pedagogy, and Cultural Studies, 28, 367-379.
  • Armenia, A., & Gerstel, N. (2006). Family leaves, FMLA and gender neutrality: The intersection of race and gender. Social Science Research, 35(4), 871-891.
  • Ball-Brown, B., & Frank, Z. L. (1993). Disabled students of color. In S. Kroeger & J. Schuck
    Responding to disability issues in student affairs (pp. 78-88). San Francisco, CA: Jossey-Bass
    Publishers, Inc.
  • Belch, H. A., & Marshak, L. E. (2006). Critical incidents involving students with psychiatric disabilities: The gap between state of the art and campus practice. NASPA Journal, 43(3), 464-483.
  • Burnett, S. E., & Segoria, J. (2009). Collaboration for military transition students from combat to
    college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58.
  • Cory, R., Taylor, S., Walker, P. & White, J. (Eds.) (2003). Beyond compliance: An information package on the inclusion of people with disabilities in postsecondary education. Syracuse, NY: Center on
    Human Policy, Syracuse University.
  • Davis, L. J. (2002). Bending over backwards: Disability, dismodernism and other difficult positions.
    New York, NY: New York University Press.
  • De Jong, C. (2000, July 16). College tuned to styles of varied students. The Boston Globe, G5.
  • Devlieger, P., Rusch, F., & Pfeiffer, D. (2003). Rethinking disability as same and different! Toward a cultural model of disability. In P. Devlieger, F. Rusch, & D. Pfeiffer (Eds.), Rethinking disability: The emergence of new definitions, concepts, and communities (pp. 9-16). Philadelphia: Garant.
  • Ferris, J. (No date). Poems with disabilities.
  • Germon, P. (1998). Activists and academics: Part of the same or a world apart? In T. Shakespeare (Ed.)
    The Disability Reader: Social Science Perspectives (pp. 245-255). New York, NY: Cassell.
  • Goldstein, E. (2008). Applications of universal design to higher education facilities. In S. E. Burgstahler and R. C. Cory (Eds.), Universal design in higher education: From principles to practice (pp.
    199-212). Cambridge, MA: Harvard Education Press.
  • Grossman, P. D. (2001). Making accommodations: The legal world of students with disabilities.
    Academe, 87(6).
  • Guyer, C., & Uzeta, M. (2009). Assistive technology obligations for postsecondary education
    institutions. Journal of Access Services, 6, 12-35.
  • Hall, L. M., & Belch, H. A. (2000). Setting the context: Reconsidering the principles of full participation and meaningful access for students with disabilities. New Directions for Student Services, 91(5), 5-18.
  • Harbour, W. S. (2008). Final report: The 2008 biennial AHEAD survey of disability services and
    resource professionals in higher education. Huntersville, NC: The Association on Higher
    Education And Disability (AHEAD).
  • Harley, D. A., Nowak, T. M., Gassaway, L. J., and Savage, T. A. (2002). Lesbian, gay, bisexual, and
    transgender college students with disabilities: A look at multiple cultural minorities. Psychology
    in the Schools, 39(5), 525-538.
  • Harris, S. (1995). Twice oppressed and the right brain exit. In J. U. Adelizzi & D. B. Goss (Eds.) A
    Closer Look: Perspectives and Reflections on College Students with Learning Disabilities (pp.
    110-120). Milton, MA: Curry College.
  • Hart, D., & Grigal, M. (2009). Think college: Postsecondary education options for students with
    intellectual disabilities. Baltimore, MD: Paul H. Brookes.
  • Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-33.
    Henning, G. (2007, July/August). What happens if others find out? About Campus, 26-29.
  • Imrie, R. (1998). Oppression, disability and access in the built environment. In T. Shakespeare (Ed.) The Disability Reader: Social Science Perspectives (pp. 129-146). New York, NY: Cassell.
  • Jed Foundation
  • Leake, D., & Cholymay, M. (). Addressing the needs of culturally and linguistically diverse students
    with disabilities in postsecondary education. Information Brief: Addressing Trends and Developments in Secondary Education and Transition, 3(1). Minneapolis, MN: National Center on Secondary Education and Transition, University of Minnesota.
  • Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: New York University
    Press.
  • Madaus, J. W. (2000). Services for college and university students with disabilities: A historical
    perspective. Journal of Postsecondary Education and Disability, 14(1), 4-21.
  • Madaus, J. W., Miller, W. K., Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17.
  • Madaus, J. W., & Shaw, S. F. (2004). Section 504: Differences in the regulations for secondary and
    postsecondary education. Intervention in School and Clinic, 40(2), 81-87.
  • McCune, P. (2001, May/June). What do disabilities have to do with diversity? About Campus, 5-12.
  • McGuire, J. M., & Scott, S. S. (2006). Universal design for instruction: Extending the universal design paradigm to college instruction. Journal of Postsecondary Education and Disability, 19(6).
  • Michalko, R. (2001). Blindness enters the classroom. Disability and Society, 16(3), 349-359.
  • Nocella, A. J. (2005). “We’re not stupid”: My college years as a mentally challenged student. In L. Ben-
    Moshe, R. C. Cory, M. Feldbaum, & K. Sagendorf (Eds.). Building pedagogical curb cuts:
    Incorporating disability in the university classroom and curriculum (pp. 147-156). Syracuse,
    NY: The Graduate School Press, Syracuse University.
  • Rodis, P., Garrod, A., Boscardin, M. L. (Eds.). (2001). Learning disabilities and life stories. Needham
    Heights, MA: Allyn and Bacon.
  • Rose, D. H., Harbour, W. S., Johnston, C .S., Daley, S. G., and Abarbanell, L. (2006). Universal design
    for learning in postsecondary education: Reflections on principles and their applications. Journal
    of Postsecondary Education and Disability, 19(2), 135-151.
  • Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
    learning. Baltimore, MD: Association for Supervision and Curriculum Development.
  • Section 504 Regulations
  • Shapiro, J. P. (1993). No pity: People with disabilities forging a new civil rights movement. New York:
    Random House.
  • Sierra-Zarella, E. (2005). Adapting and “Passing”: My experiences as a graduate student with multiple
    invisible disabilities. In L. Ben-Moshe, R. C. Cory, M. Feldbaum, & K. Sagendorf (Eds.) Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum (pp. 139-146). Syracuse, NY: The Graduate School, Syracuse University.
  • Steinberg, A. G., Iezzoni, L. I., Conill, A., Stineman, M. (2002). Reasonable accommodations for
    medical faculty with disabilities. Journal of the American Medical Association, 288(24), 3147-3153.
  • Strange, C. (2000). Creating environments of ability. In H. A. Belch (Ed.), New directions for student
    services: Serving students with disabilities (pp. 19-30). San Francisco, CA: Jossey-Bass.
  • Thompson, T. (2008). Universal design of computing labs. In S. E. Burgstahler & R. C. Cory (Eds.)
    Universal design in higher education: From principles to practice (pp. 235-244). Cambridge, MA: Harvard Education Press.
  • United States Government Accountability Office. (2009, October). Higher education and disability:
    Education needs a coordinated approach to improve its assistance to schools in supporting students. Report to the Chairman, Committee on Education and Labor, House of Representatives. Washington, DC: Author.
  • Vance, M. L. (Ed.) (2007). Disabled faculty and staff in a disabling society: Multiple identities in higher education. Huntersville, NC: The Association on Higher Education And Disability.
  • Wagner, M., Newman, L., Cameto, R., and Levine, P. (2005). Changes over time in the early postschool
    outcomes of youth with disabilities. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2).
    Menlo Park, CA: SRI International.
  • Wolanin, T. R., & Steele, P. E. (2004). Higher education opportunities for students with disabilities: A primer for policymakers. Washington, DC: The Institute for Higher Education Policy.
  • Wurtzel, E. (2002). Prozac nation: Young and depressed in America. New York: Penguin Books.