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hey! I'm currently writing a paper discussing experiences of disabled and neurodivergent students at my uni (spoiler alert: it's not great lmao), and while I have a couple references so far (mostly Lund and Pearlstein) about the larger Disabled Student ExperienceTM I'm struggling to find academic papers talking about this, particularly since my field of study is psychology rather than disability theory/disability justice. are there any texts regarding this that you would reccommend? doing my best to lean on crip theory for this essay and you were the first person i thought of! no worries if you don't have the energy to answer this rn ofc, i hope you're having a good day ✨

omg what a fabulous & vital project! i’d love to hear more about your work both out of interest & to potentially refine my recommendations because this is such a complex, multifaceted area of experience + research + activism — i tried to draw from a variety of perspectives so you can dig deeper into what seems most relevant!

my number one recommendation is the book Academic Ableism by Jay Dolmage, i still need to read most of it rip but it’s absolutely considered foundational in this topic. the rest i’m gonna put under a cut because it got super long lol, i’ll also reblog to my disability sideblog @crippleprophet in case anyone else has suggestions!

best of luck with your work, i hope some of this is helpful! feel free to reach out for more recommendations, input, or encouragement❣️💖

on the built environment – eg, the physical campus & how it impacts students

if you’re in the US, this summary of colleges’ responsibilities under the ADA has been helpful for me (link).

Building Access by Aimi Hamraie

Accessibility for Historic Buildings: A Field Guide, 2nd Edition (link to pdf)

written by David Provost and revised by Joseph Hoefferle, Jr. as part of the University of Vermont Graduate Program in Historic Preservation

back in 2020 i used the first edition of this document in a project arguing my undergraduate university should make its historic buildings more accessible

lays out policies & options in tables with photo examples from their campus

Aimi Hamraie & Kelly Fritsch’s Crip Technoscience Manifesto (2019)

Catalyst: Feminism, Theory, Technoscience, 5(1), pp1-34.

this piece is honestly just incredibly life-giving for me in general so i highly recommend giving it a full read when you have time. specific parts that i thought might resonate with the experiences of students at your uni:

“user-initiated design” (Hendren & Lynch, cited p9)

“access as friction” (p10):

Emerging out of historical fights for disability rights, the terms accessibility and access are usually taken to mean disabled inclusion and assimilation into normative able-bodied relations and built environments. […] However, the etymology of the word access reveals two frictional meanings: access as “an opportunity enabling contact,” as well as “a kind of attack” (2016, p. 23). Taking access as a kind of attack reveals access-making as a site of political friction and contestation. While historically central to the fights for disability access, crip technoscience is nevertheless committed to pushing beyond liberal and assimilation-based approaches to accessibility, which emphasize inclusion in mainstream society, to pursue access as friction, particularly paying attention to access-making as disabled peoples’ acts of non-compliance and protest.

noncompliant users and assistive technology as friction (p11):

Lifchez and Winslow offer the concept of “non-compliant users,” illustrating this with an image of a powerchair user wheeling against traffic on a street without curb cuts (1979, p. 153). This technology-enabled movement against the flow of traffic marks anti-assimilationist crip mobility: not an attempt to integrate (as in the liberal approach to disability rights), but rather to use technology as a friction against an inaccessible environment.

collaborative mapping of (in)accessibility, something i know happens more informally among disabled students on many campuses (p15):

Unlike mainstream disability technoscience “crowdsourcing” projects, which invoke a charity model of disability wherein non-disabled people collect data but do not engage in disability culture or politics, emerging projects such as Mapping Access are making participatory access-making the basis of a kind of technoscientific “access intimacy” (Mingus, 2017) through practices such as “critical crowdsourcing” of accessibility data (Hamraie, 2018). […] Collaborative mapping visualizes the evidence of inaccessibility while creating opportunities for collective response. Crip cartographic technoscience thus enables more critical design, and interrogation of the everyday built environment.

access to education

the United Nations Convention on the Rights of Persons with Disabilities includes the right to inclusive education (Article 24). scholarship in this area is about primary & secondary education, not postsecondary / university education, but a lot of the concepts can be applied

in addition to inclusive education, “universal design for learning” (UDL) might be a helpful keyword but it definitely trends toward the liberal as a whole

“Hidden contradictions and conditionality: conceptualisations of inclusive education in international human rights law” (2013) by Bronagh Byrne (link)

references the importance of identifying barriers as a step in the process of accessible education, which depending on your work may be a nice succinct justification of its necessity (p234):

Inclusion ‘necessitates the removal of the material, ideological, political and economic barriers that legitimate and reproduce in equality and discrimination in the lives of disabled people’ (Barton and Armstrong 2001, 214). According to this view, an identification of barriers within the school’s environment, teaching and learning strategies, and attitudes that prevent the full participation of children with disabilities, will also be required.

argues for a focus on inability of schools to meet students’ needs rather than students’ inability to conform to an ableist environment (for example, p242):

International human rights law has conditionalised the right to inclusive education for children with disabilities by making inclusion contingent upon the extent of individual rather than institutional or structural deficits.

psychological/emotional impact on disabled students

“psycho-emotional disablism” may be a useful search term for you, with the disclaimer that a substantial portion of scholars in feminist disability studies are TERFs / express “gender critical” beliefs / etc. so like i’m listing one paper i came across that looked relevant + two from my grad program’s recommended reading, but i haven’t read these & suggest vetting authors before citing them:

“The psycho-emotionally disabling impact of academic landscapes of exclusion: experiences of a disabled postgraduate in perpetual lockdown” (2023) by Joanne Hunt (link)

Reeve, D (2004). Psycho-emotional dimensions of disability and the social model. In C Barnes & G Mercer (eds), Implementing the social model of disability: theory and research. The Disability Press, Leeds, pp. 83-100. http://donnareeve.co.uk/wp-content/uploads/2014/03/ReeveChapter2004b.pdf

Reeve, D. (2014) 'Psycho-emotional disablism and internalised oppression', in J. Swain, S. French, C. Barnes and C. Thomas (eds) Disabling Barriers - Enabling Environments, 3rd Edition, London: Sage, pp. 92-98. http://donnareeve.co.uk/wp-content/uploads/2014/03/ReeveChapter2014a.pdf

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