Disability and Self-Advocacy Experiences in University Learning Contexts
نویسندگان
چکیده
Disabled students in Canadian universities are usually taught that they must develop the ability to discuss their disabilities and assert rights if want achieve academic success. Yet this individualized skills-based approach can privilege deficit-focused methods impose hierarchical mutually anxiety-provoking student-faculty relationships. This study documents experiences of disabled professors arranging accommodations by exploring relational necessities student self-advocacy how shape teaching learning at three Nova Scotia Universities. Findings expose existence formal alongside informally communicated behavioural expectations. They also make evident often unrecognized complexities inherent claiming disability rights, navigating university process, meeting expectations around sharing accommodation information.
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ژورنال
عنوان ژورنال: Scandinavian Journal of Disability Research
سال: 2021
ISSN: ['1501-7419', '1745-3011']
DOI: https://doi.org/10.16993/sjdr.741