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Beyond Handicap, Pity, and Inspiration: Disability and Diversity in Workforce Development Education and Practice

Beyond Handicap, Pity, and Inspiration: Disability and Diversity in Workforce Development Education and Practice

Hannah Rudstam, Thomas Golden, Susanne Bruyere, Sara Van Looy, Wendy Strobel Gower
Copyright: © 2016 |Pages: 24
ISBN13: 9781522502098|ISBN10: 1522502092|EISBN13: 9781522502104
DOI: 10.4018/978-1-5225-0209-8.ch015
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MLA

Rudstam, Hannah, et al. "Beyond Handicap, Pity, and Inspiration: Disability and Diversity in Workforce Development Education and Practice." Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education, edited by Chaunda L. Scott and Jeanetta D. Sims, IGI Global, 2016, pp. 280-303. https://doi.org/10.4018/978-1-5225-0209-8.ch015

APA

Rudstam, H., Golden, T., Bruyere, S., Van Looy, S., & Gower, W. S. (2016). Beyond Handicap, Pity, and Inspiration: Disability and Diversity in Workforce Development Education and Practice. In C. Scott & J. Sims (Eds.), Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education (pp. 280-303). IGI Global. https://doi.org/10.4018/978-1-5225-0209-8.ch015

Chicago

Rudstam, Hannah, et al. "Beyond Handicap, Pity, and Inspiration: Disability and Diversity in Workforce Development Education and Practice." In Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education, edited by Chaunda L. Scott and Jeanetta D. Sims, 280-303. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0209-8.ch015

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Abstract

Individuals with disabilities represent a substantial portion of the U.S. population and workforce. Yet, disability is often not meaningfully included in diversity and inclusion efforts in the workplace or in higher education. This chapter focuses on ten misperceptions that have fueled the marginalization of disability in diversity and inclusion efforts. These ten misperceptions revolve around a range of issues: Legal, human and practical. We provide an overview of each misperception and discuss implications for diversity and workforce development practitioners, with a focus on higher education settings. In conclusion, we urge readers to consider their own organizations in light of each of these ten misperceptions.

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