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Disability Studies in the Universal Design University

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Diversity and Inclusion in Higher Education and Societal Contexts

Abstract

In this chapter, Justin Powell and Lisa Pfahl discuss the importance of increasing access to universities by conceptualizing the “universal design university” and inclusive (higher) education. In embracing better informed social and political paradigms of dis/ability, especially by means of Disability Studies findings, universities can give voice to diverse participants as they engage and change awareness and attitudes. To exemplify this, Powell and Pfahl address activities across the German-speaking countries that facilitate the development of Disability Studies and the barriers that hinder its flourishing. Relying on collaboration among members of the global disability rights movement, advocates, and academics, the multidisciplinary field of Disability Studies underscores the subversive status necessary to realize truly inclusive higher education in the “universal design university.”

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Notes

  1. 1.

    “The term ableism was coined by the disabled people’s rights movement in the United Kingdom and North America to indicate the cultural preference for species-typical physical, mental, neuro, and cognitive abilities which was/is often followed by the disablement/disablism of people who are judged as lacking required physical, mental, neuro or cognitive abilities” (Wolbring and Yumakulov 2015). Without reviewing here extensive debates within Disability Studies , both ableism and disablism have been used to refer to the presumption of able-bodiedness and to indicate the pervasive discrimination and oppression that result from disregarding ubiquitous differences in ability in all social groups, cultures, and societal domains, and especially from ignoring and rejecting the human rights of people with disabilities. For examples in planning and architecture, see Imrie (2014); in special education, see Hehir (2005); in higher education, see Madriaga (2007).

  2. 2.

    For example, the Society for Disability Studies (SDS), the Nordic Network of Disability Research (NDRR), and the Center for Disability Studies (CDS) at the University of Hawai’i organize conferences in the Americas, the Nordic countries, and in the Pacific rim. And seminal publications have reviewed accomplished scholarship (e.g., Albrecht et al. 2001; Barnes et al. 2002; Davis 2013).

  3. 3.

    This section on the accessibility of the University of Luxembourg’s new Belval Campus relies on joint work with Arthur Limbach-Reich, the University’s Disability Coordinator, published in German (Limbach-Reich and Powell 2016).

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Author information

Authors and Affiliations

  1. Université du Luxembourg, Esch-sur-Alzette, Luxembourg

    Justin J. W. Powell

  2. Universität Innsbruck, Innsbruck, Austria

    Lisa Pfahl

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  1. Justin J. W. Powell
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  2. Lisa Pfahl
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  1. Clark University, Worcester, MA, USA

    SunHee Kim Gertz

  2. Clark University, Worcester, MA, USA

    Betsy Huang

  3. Clark University, Worcester, MA, USA

    Lauren Cyr

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Powell, J.J.W., Pfahl, L. (2018). Disability Studies in the Universal Design University. In: Gertz, S., Huang, B., Cyr, L. (eds) Diversity and Inclusion in Higher Education and Societal Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-70175-2_8

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  • DOI: https://doi.org/10.1007/978-3-319-70175-2_8

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