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Students With Disabilities Within Academia: Barriers, Obstacles, Adversity, and Empathy – A Call for Educators to Recognize Their Knowledge and Perception of Disability Identity

Students With Disabilities Within Academia: Barriers, Obstacles, Adversity, and Empathy – A Call for Educators to Recognize Their Knowledge and Perception of Disability Identity

Jacquelyn Gerali, Loretta Neill
Copyright: © 2022 |Pages: 28
ISBN13: 9781799897460|ISBN10: 179989746X|ISBN13 Softcover: 9781799897477|EISBN13: 9781799897484
DOI: 10.4018/978-1-7998-9746-0.ch011
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MLA

Gerali, Jacquelyn, and Loretta Neill. "Students With Disabilities Within Academia: Barriers, Obstacles, Adversity, and Empathy – A Call for Educators to Recognize Their Knowledge and Perception of Disability Identity." Achieving Equity in Higher Education Using Empathy as a Guiding Principle, edited by Catherine Ward, IGI Global, 2022, pp. 239-266. https://doi.org/10.4018/978-1-7998-9746-0.ch011

APA

Gerali, J. & Neill, L. (2022). Students With Disabilities Within Academia: Barriers, Obstacles, Adversity, and Empathy – A Call for Educators to Recognize Their Knowledge and Perception of Disability Identity. In C. Ward (Ed.), Achieving Equity in Higher Education Using Empathy as a Guiding Principle (pp. 239-266). IGI Global. https://doi.org/10.4018/978-1-7998-9746-0.ch011

Chicago

Gerali, Jacquelyn, and Loretta Neill. "Students With Disabilities Within Academia: Barriers, Obstacles, Adversity, and Empathy – A Call for Educators to Recognize Their Knowledge and Perception of Disability Identity." In Achieving Equity in Higher Education Using Empathy as a Guiding Principle, edited by Catherine Ward, 239-266. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9746-0.ch011

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Abstract

Students with disability identities face a variety of obstacles navigating college in the United States. Therefore, this chapter examines how empathy can guide educators to support students with disabilities more effectively, design strategic measures to address issues of access, accommodations, and increase inclusion in campus life. Utilizing empathy requires educators to fully understand the student's perspective and their lived experience. Consequently, empathy is critical to meeting the needs of students with disabilities, since disability status is often misunderstood. Empathic educators can create more equitable outcomes for students with disabilities by understanding (1) their own awareness of disability; (2) disability accommodations; (3) disability identity; (4) the intersection of disability, racial, and social identities; and (5) the application of Universal Design Theory.

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