New Arrivals: HV 1551 - HV 2473.9999
Showing 1 - 15 of 15 new items.
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© 2016,While digital media can offer many opportunities for civic and cultural participation, this technology is not equally easy for everyone to use. Hardware, software, and cultural expectations combine to make some technologies an easier fit for some bodies than for others. A YouTube video without closed captions or a social network site that is incompatible with a screen reader can restrict the access of users who are hard of hearing or visually impaired. Often, people with disabilities require accommodation, assistive technologies, or other forms of aid to make digital media accessible--useable--for them. Restricted Access investigates digital media accessibility--the processes by which media is made usable by people with particular needs--and argues for the necessity of conceptualizing access in a way that will enable greater participation in all forms of mediated culture. Drawing on disability and cultural studies, Elizabeth Ellcessor uses an interrogatory framework based around issues of regulation, use, content, form, and experience to examine contemporary digital media. Through interviews with policy makers and accessibility professionals, popular culture and archival materials, and an ethnographic study of internet use by people with disabilities, Ellcessor reveals the assumptions that undergird contemporary technologies and participatory cultures. Restricted Access makes the crucial point that if digital media open up opportunities for individuals to create and participate, but that technology only facilitates the participation of those who are already privileged, then its progressive potential remains unrealized. Engagingly written with powerful examples, Ellcessor demonstrates the importance of alternate uses, marginalized voices, and invisible innovations in the context of disability identities to push us to rethink digital media accessibility. -
© 1993,"To be at Oxford: the university had occupied Ved Mehta's imagination ever since he was a small, blind Hindu boy, during the British Raj. His quest for learning had taken him from India, where education for the blind consisted of little more than confinement in an orphanage, to America, where he attended high school in Arkansas and college in California. Now, in this volume, he journeys to England, to earn what he saw as the highest mark of intellectual attainment - an Oxford honors degree from Balliol College." "Few foreign undergraduates can have entered the stream of English life with more verve and gusto than Ved. While he is not surprised at being intellectually challenged at Oxford by the erudition of his tutors, he is floored by the achievements of his contemporaries. Believing his own sketchy educational background to be an all but insurmountable handicap, be struggles mightily to keep up with them. Still, neither his friends nor his pursuits are just scholarly. He is elected to a debating society that mirrors the House of Commons and develops verbal dexterity. He becomes part of a literary circle centered on a mercurial and captivating young poet. He is seized by a strong desire to be accepted into upper-class society, and in his speech he cultivates the vocabulary and the cadence of an English gentleman. As time goes on, he is charmed by numerous young women with upper-crust accents, and is befriended by a lord, whose ancestral castle he visits for a shooting party during a Christmas vacation. All the same, in the land of those who once ruled India he manages to come to terms with his own ethnic heritage." "In Up at Oxford Ved Mehta recalls the nuances of his conversations and his meditations, the range of his youthful emotions, and the sounds, smells, and tastes of undergraduate life, and along the way he draws memorable portraits of, among others, novelists, poets, scholars, and peers. He catches people in their youth who later make significant contributions to politics and letters, and also some whose youthful promise turns to failure and tragedy. And he introduces us to various brilliant figures who made Oxford the pinnacle of intellectual life in the fifties." "Up at Oxford is unlike any other account of university life. Told with wit and candor, Ved Mehta's journey to his degree - from the awkward moments at his freshman dinner to the anxious days and nights of his final examinations - captures a time and a place worth discovering and remembering."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
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© 2015,In the neoliberal era, when human worth is measured by its relative utility within global consumer culture, selected disabled people have been able to gain entrance into late capitalist culture. The Biopolitics of Disability terms this phenomenon "ablenationalism" and asserts that "inclusion" becomes meaningful only if disability is recognized as providing modes of living that are alternatives to governing norms of productivity and independence. Thus, the book pushes beyond questions of impairment to explore how disability subjectivities create new forms of embodied knowledge and collective consciousness. The focus is on the emergence of new crip/queer subjectivities at work in disability arts, disability studies pedagogy, independent and mainstream disability cinema (e.g., Midnight Cowboy ), internet-based medical user groups, anti-normative novels of embodiment (e.g., Richard Powers's The Echo-Maker ) and, finally, the labor of living in "non-productive" bodies within late capitalism.
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© 2015,Foucault and the Government of Disability considers the continued relevance of Foucault to disability studies, as well as the growing significance of disability studies to understandings of Foucault. A decade ago, this international collection provocatively responded to Foucault's call to question what is regarded as natural, inevitable, ethical, and liberating. The book's contributors draw on Foucault to scrutinize a range of widely endorsed practices and ideas surrounding disability, including rehabilitation, community care, impairment, normality and abnormality, inclusion, prevention, accommodation, and special education. In this revised and expanded edition, four new essays extend and elaborate the lines of inquiry by problematizing (to use Foucault's term) the epistemological, political, and ethical character of the supercrip, the racialized war on autism, the performativity of intellectual disability, and the potent mixture of neoliberalism and biopolitics in the context of physician-assisted suicide. "[A]n important, prescient, and necessary contribution...a kind of litmus test for the efficacy of Foucault's concepts in the study of disability, concepts that lead to a refusal of the biological essentialism implied in the disability/impairment binary." -- Foucault Studies "Tremain has done an exceptional job at organizing and procuring important, rigorously argued, and entertaining essays.... This book should be a mandatory read for anyone interested in contemporary philosophical debates surrounding the experience of disability." -- Essays in Philosophy "A beautiful exploration of how Foucault's analytics of power and genealogies of discursive knowledges can open up new avenues for thinking critically about phenomena that many of us take to be inevitable and thus new ways of resisting and possibly at times redirecting the forces that shape our lives. Every scholar, every person with an interest in Foucault or in political theory generally, needs to read this book." --Ladelle McWhorter, University of Richmond
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© 2014,Both Gina A. Oliva and Linda Risser Lytle know what it is like to be the only deaf student in a mainstream school. Though they became successful educators, they recognize the need to research the same isolation experienced by other deaf and hard of hearing persons. In this way, they hope to improve education for current and future deaf students. Their efforts have culminated in Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren . Turning the Tide presents a qualitative study of deaf and hard of hearing students who attended mainstream schools. The authors conducted three focus groups in different regions in the country, enlisting six to eight participants with diverse backgrounds for each session. They also gathered information from 113 online respondents who answered the same questions used in the focus groups. The respondents discussed many issues, including the difficulties of finding friends and social access, the struggle to establish an identity, the challenges of K-12 interpreting and class placement, and the vast potential of summer and weekend programs for deaf students. Their empowering stories clearly demonstrate that no deaf or hard of hearing student should be educated alone. The authors also elicited comments on other changes that parents, advocates, and other allies could work toward to improve further the educational environment of deaf children.
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© 2015,An estimated one billion people around the globe live with a disability; this number grows exponentially when family members, friends, and care providers are included. Various countries and international organizations have attempted to guard against discrimination and secure basic human rights for those whose lives are affected by disability. Yet despite such attempts many disabled persons in the United States and throughout the world still face exclusion from full citizenship and membership in their respective societies. They are regularly denied employment, housing, health care, access to buildings, and the right to move freely in public spaces. At base, such discrimination reflects a tacit yet pervasive assumption that disabled persons do not belong in society. Civil Disabilities challenges such norms and practices, urging a reconceptualization of disability and citizenship to secure a rightful place for disabled persons in society. Essays from leading scholars in a diversity of fields offer critical perspectives on current citizenship studies, which still largely assume an ableist world. Placing historians in conversation with anthropologists, sociologists with literary critics, and musicologists with political scientists, this interdisciplinary volume presents a compelling case for reimagining citizenship that is more consistent, inclusive, and just, in both theory and practice. By placing disability front and center in academic and civic discourse, Civil Disabilities tests the very notion of citizenship and transforms our understanding of disability and belonging. Contributors : Emily Abel, Douglas C. Baynton, Susan Burch, Allison C. Carey, Faye Ginsburg, Nancy J. Hirschmann, Hannah Joyner, Catherine Kudlick, Beth Linker, Alex Lubet, Rayna Rapp, Susan Schweik, Tobin Siebers, Lorella Terzi.
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© 2015,Based on decades of evidence-based research and technical assistance, Public Administration and Disability: Community Services Administration in the US brings together the diverse, expert perspectives and discusses the leading efforts of the past three decades in the field of disability and community services. The book highlights the development of community service systems in the US, underlining the importance of deinstitutionalization, family and community support, user-directed and consumer-controlled community integration and inclusion, and universal and barrier-free design movements. An introduction to the field of community services administration, the book covers: Theory and history Leadership Long-term support services in the US Family support services Housing and community Employment and "adult day programs" Comparative systems at the state level Services at the city level Issues in rural and independent living Public and individual budgeting/finance Contemporary workforce issues Intergovernmental relations Disability public policy and policy research International agendas Future The book explores a framework that would finally bring together the community and community development worlds. It describes models and theories of disability, long-term services and supports in communities, comparative community service systems and exemplary services, contemporary administrative areas, the national policy research and international human rights agendas, and the future of public administration, disability, and community in the global context. It provides a beginning point to consider what the "disability" field "publicly knows" and what can be done to develop a full conceptualization and actualization of the future of services and communities in the twenty-first century.
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© 2014,In this ground-breaking new work, Dan Goodley makes the case for a novel, distinct, intellectual, and political project - dis/ability studies - an orientation that might encourage us to think again about the phenomena of disability and ability. Drawing on a range of interdisciplinary areas, including sociology, psychology, education, policy and cultural studies, this much needed text takes the most topical and important issues in critical disability theory, and pushes them into new theoretical territory. Goodley argues that we are entering a time of dis/ability studies, when both categories of disability and ability require expanding upon as a response to the global politics of neoliberal capitalism. Divided into two parts, the first section traces the dual processes of ableism and disablism, suggesting that one cannot exist without the other, and makes the case for a research-driven and intersectional analysis of dis/ability. The second section applies this new analytical framework to a range of critical topics, including: The biopolitics of dis/ability and debility Inclusive education Psychopathology Markets, communities and civil society. Dis/ability Studies provides much needed depth, texture and analysis in this emerging discipline. This accessible text will appeal to students and researchers of disability across a range of disciplines, as well as disability activists, policymakers, and practitioners working directly with disabled people. -
© 2014,Disability Incarcerated offers an outstanding collection of interdisciplinary scholarship examining the incarceration and segregation of people with disabilities the United States and Canada. -
© 2014,Disability, Augmentative Communication, and the American Dream is a collaborative effort to tell the life story of Jon A. Feucht, a man who was born with a form of cerebral palsy that left him reliant on a wheelchair for mobility, with limited use of his arms and an inability to speak without an assistive communication device. It is a story about finding one's voice, about defying low expectations, about fulfilling one's dreams, and about making a difference in the world. Sociologist C. Wright Mills famously called for a "sociological imagination" that grapples with the intersection of biography and history in society and the ways in which personal troubles are related to public issues. Disability, Augmentative Communication, and the American Dream heeds this call through a qualitative "mixed-methods" study that situates Feucht's life in broader social context, understanding disability not just as an individual experience but also as a social phenomenon. In the tradition of disability studies, it also illuminates an experience of disability that avoids reading it as tragic or pitiable. Disability, Augmentative Communication, and the American Dream is intended as an analytical and empirical contribution to both disability studies and qualitative sociology, to be read by social science scholars and students taking courses in disability studies and qualitative research, as well as by professionals working in the fields of special education and speech pathology. Written in an accessible style, the book will also be of interest to lay readers who want to learn more about disability issues and the disability experience. -
© 2014,Families, teachers, and therapists who are searching for an update about how to use the latest technologies to help individuals who struggle with communication, literacy, and learning will benefit from the wealth of practical, well-organized information in this second edition of Assistive Technology in Special Education. The indexed update presents an overview of the uses of technologies to help readers zero in on specific, powerful, cutting-edge resources they can use to enhance success. The book features new tools to improve and compensate for challenges relating to speaking, understanding, reading, writing, thinking and remembering, as well as strategies to help students become more organized and efficient. The use of tablets such as the iPad and smartphones, as well as cloud-based products, are highlighted. Online resources and social networking tools are presented to empower readers to learn about new products as they become available. -
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© 2013,What accounts for the differing ways that individuals and cultures have tried to make sense of mental and physical disabilities? Can we see a pattern of change over time? Sara Newman examines personal narratives across a broad sweep of history¿from ancient Greece to the present day¿to reveal the interplay of dynamics that have shaped both personal and societal conceptions of mental and physical difference. -
© 2013,Passing--an act usually associated with disguising race --also relates to disability. Whether a person with a psychiatric disorder struggles to suppress aberrant behaviour to appear "normal" or a person falsely claims a disability to gain some advantage, passing is a pervasive and much discussed phenomenon. Nevertheless, Disability and Passing is the first anthology to examine this issue. The editors and contributors to this volume explore the intersections of disability, race, gender, and sexuality as these various aspects of identity influence each other and make identity fluid. They argue that the line between disability and normality is blurred, discussing disability as an individual identity and as a social category. And they discuss the role of stigma in decisions about whether or not to pass. Focusing on the United States from the nineteenth century to the present, the essays in Disability and Passing speak to the complexity of individual decisions about passing and open the conversation for broader discussion. Contributors include: Dea Boster, Allison Carey, Peta Cox, Kristen Harmon, David Linton, Michael Rembis, and the editors. Jeffrey A. Brune is Assistant Professor of History at Gallaudet University. Currently he is working on his monograph, Disability Stigma and the Modern American State. Daniel J. Wilson is Professor of History at Muhlenberg College. He is author of several books, including Polio: The Biography of a Disease and Living with Polio: The Epidemic and Its Survivors.