Teaching and the experience of disability: The pedagogy of Ed Roberts

Author(s): Danforth, S.
Date: 2020
Publication: Canadian Journal of Disability Studies
Citation: Danforth, S. (2020). Teaching and the experience of disability: The pedagogy of Ed Roberts. Canadian Journal of Disability Studies, 9(5), 464–488. https://doi.org/10.15353/cjds.v9i5.705
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) Ed Roberts was a renowned activist considered to be one of the founding leaders of the American disability rights movement. Although he engaged in numerous political strategies, his main form of activism was teaching in his prolific public speaking career across the United States and around the world. The content and methods of his pedagogy were crafted from his own personal experiences as a disabled man. His teaching featured autobiographic selections from his own life in which he fought and defeated forces of oppression and discrimination. This article examines Roberts’ disability rights teaching in relation to the experiential sources, political content, and teaching techniques.

 

Disability studies pedagogy, usability and universal design

Author(s): Dolmage, J.
Date: 2005
Publication: Disability Studies Quarterly
Citation: Dolmage, J. (2005). Disability studies pedagogy, usability and universal design. Disability Studies Quarterly, 25(4). https://doi.org/10.18061/dsq.v25i4.627
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: Jay Dolmage relates his experiences and suggestions in regards to the use of “universal design” in three undergraduate-level classes taught at Miami University of Ohio in fall 2024. This article gives the reader a basic insight into Universal Design for Learning (UDL), its history and significance, and its shortcomings in student-instructor interaction, dynamicism, and accessibility. Dolmage introduces usability and a new hybrid pedagogy that unites usability and universal design as a framework that reach a broad range of users and allow the designer and user to collaborate. Suggestions for application in the classroom are given.

 

Critical pedagogy and disability: Considerations for music education

Author(s): Draper, E.
Date: 2022
Publication: Visions of Research in Music Education
Citation: Draper, E. (2022). Critical pedagogy and disability: Considerations for music education. Visions of Research in Music Education, 40(1). https://digitalcommons.lib.uconn.edu/vrme/vol40/iss1/10
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) Developed by Brazilian Paulo Freire to teach economically disadvantaged adults to read, critical peda- gogy has since inspired others to adapt the model to other subject areas. In the area of music education, Frank Abrahams created the Critical Pedagogy for Music Education (CPME) model and has written about the use of CPME in teacher preparation programs. Scholars in disability studies have also been inspired by critical pedagogy, writing about disability pedagogy. Notably, people with disabilities have historically been omitted from models of critical pedagogy. This article discusses the intersections of critical pedagogy, music education, and disability, and makes recommendations to music education scholars on including students with disabilities in future models.

 

Disability studies pedagogy: Engaging dissonance and meaning making.

Author(s): Hulgin, K. O’Connor, S. Fitch, E. F. Gutsell, M.
Date: 2011
Publication: Review of Disability Studies: An International Journal
Citation: Hulgin, K., O’Connor, S., Fitch, E. F., & Gutsell, M. (2011). Disability studies pedagogy: Engaging dissonance and meaning making. Review of Disability Studies: An International Journal, 7(3 & 4). https://www.rdsjournal.org
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) Student responses to disability studies pedagogy are influenced by the context in which they learn. This study examined student responses in two disability studies initiatives: one within a teacher preparation program that included American Indian students, the other within a stand alone, interdisciplinary course taken primarily by Americans of European descent. Course dialogue and students’ written assignments were used to identify and categorize their responses. While some students readily engaged in critique of disability as culturally constructed, experiences of significant resistance related to positivist filters, adherence to individualism, and defense of identity-related norms. These responses are discussed as considerations for more effective pedagogy in this relatively new field.

 

Pedagogy, disability and communication: Applying disability studies in the classroom

Author(s): Jeffress, M. S.
Date: 2017
Publication: Routledge
Citation: Jeffress, M. S. (Ed.). (2017). Pedagogy, disability and communication: Applying disability studies in the classroom. Routledge. https://doi.org/10.4324/9781315399423
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: (Abstract) Bringing together a range of perspectives from communication and disability studies scholars, this collection provides a theoretical foundation along with practical solutions for the inclusion of disability studies within the everyday curriculum. It examines a variety of aspects of communication studies including interpersonal, intercultural, health, political and business communication as well as ethics, gender and public speaking, offering case study examples and pedagogical strategies as to the best way to approach the subject of disability in education.

 

Disability Pedagogy & Accessibility

Author(s): Hogan, E. Fair, E. Casson, B.
Date: n.d.
Publication: University of Denver Office of Teaching & Learning: Inclusive Teaching Practices
Citation: Hogan, E., Fair, E., & Casson, B. (n.d.). Disability Pedagogy & Accessibility. University of Denver Office of Teaching & Learning: Inclusive Teaching Practices. https://operations.du.edu/inclusive-teaching/disability-pedagogy-accessibility
Section on webpage: Disability Pedagogy Literature
Tenets: Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches.
Annotation: This web page is from the University of Denver’s Office of Teaching & Learning, and is under the broader heading of “Inclusive Teaching Practices,” which emphasizes the interdisciplinary nature of any liberatory pedagogy. The page provides definitions for common disability language and discusses accessibility for students with disabilities that may not be physically apparent. It offers specific strategies and methods for educators to undertake in the classroom, including assistive technologies and course design techniques, and a perspective on the importance of disability pedagogy.