This page serves as an introduction to Disability, Neurodiversity and Accessibility. To find more information and research tips explore these guides:
The Centers for Disease Control (CDC), defines disability as: any condition of the body or mind that makes it more difficult to do certain activities and interact with the world.
The World Health Organization's (WHO) disability overview emphasizes environmental and societal barriers:
"Disability results from the interaction between individuals with a health condition, such as cerebral palsy, Down syndrome and depression, with personal and environmental factors including negative attitudes, inaccessible transportation and public buildings, and limited social support."
Some definitions may be more appropriate in certain contexts. To explore the impact of defining disability further, investigate different models of disability.
Neurodiversity positions individuals with differences in brain function and behavioral traits as part of normal human variation. The Neurodiversity movement aims to uncover the strengths of neurodivergent people. (Stanford's Neurodiversity Project).
According to the Harvard Health blog, neurodiversity "is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD or learning disabilities" (Baumer & Frueh, 2021).
Accessibility refers to the intentional inclusion of people experiencing a disability. Accessibility refers to places, experiences, and things. "Accessibility means that people can do what they need to do in a similar amount of time and effort as someone that does not have a disability." (Duggin, "What we mean when we talk about accessibility").
Accessibility professionals often focus on creation, design or planning. Accessibility is intentional.
"Ableism is a set of beliefs or practices that devalue and discriminate against people with physical, intellectual, or psychiatric disabilities and often rests on the assumption that disabled people need to be ‘fixed’". (Leah Smith, Center for Disability Rights.) Ableism can be found in systems and policies, as well as in interactions between people.
These tabs offer a small selection of resources on disability and neurodiversity. To view more recommendations see this list of more resources or explore the Snell Library website.
The Neurodiverse Classroom by
With specific learning difficulties more prevalent than ever in mainstream schools, this is the essential guide for teachers wishing to create inclusive and successful learning environments in diverse classrooms. Focusing on promoting acceptance and self-esteem of each child rather than on labelling their difficulties, it shows how to make good use of simple resources and meet a wide range of needs, including children with ADHD, autism, OCD, dyslexia and special speech and language needs. The practical advice and strategies in this book enable schools to become more accepting places for all pupils, and embrace neurodiversity as the new 'normal' in education today.
Academic Ableism by
Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.
College for Students with Disabilities by
Sharing the personal stories of individuals with disabilities who describe both the challenges and successes of their time in higher education, and with a major section on the findings of broad ranging research into the experiences of such students, the book explores the current situation, what works, and how things can be improved. "You are not college material" or "you don't belong in college" are comments frequently heard by students with disabilities. Despite this, college education is now an expected part of the transition to adulthood for many individuals with disabilities. The book includes practical advice to encourage self-advocacy in students with disabilities, and to support the professionals who are facing the challenges alongside them. Covering cerebral palsy, autism spectrum disorders, intellectual disabilities, and much more, this is vital reading for parents, individuals with disabilities, school teachers, college professors, and professionals working with adults with disabilities.
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