Here is an overview of students with disabilities inpostsecondary institutions and the importance of allies in theirlives. It is a call to action for faculty, staff, andadministrators in all facets of higher education, and emphasizesthe shared responsibility toward students with disabilities andtoward creating meaningful change.This monograph begins with a look into the future of disabilityeducation. How will students create their own identities? Willthere be a need for disability accommodations or will a universallydesigned world eliminate that current necessity? It also looks atthe past, with discussions of disability legislation such as theADA of 1990, the impact of Supreme Court decisions, descriptions ofcollege students with disabilities, and the paradigm shift from themedical "deficit" model of disability to one thatfocuses on the individual's lived experience as a socialconstruct.Drawing on theoretical frameworks in multiple disciplines,disability identity development is explained, ally development isdefined, and disability services are explored. The monograph endswith a discussion of where disability education is now and howfaculty, staff, and administrators will continue to be allies ofinclusion for students in the years to come.This is the 5th issue of the 39th volume of the Jossey-Bassseries ASHE Higher Education Report. Each monograph is thedefinitive analysis of a tough higher education issue, based onthorough research of pertinent literature and institutionalexperiences. Topics are identified by a national survey. Notedpractitioners and scholars are then commissioned to write thereports, with experts providing critical reviews of each manuscriptbefore publication.

Executive Summary ixForeword xiiiAcknowledgments xviiThe Future of Equity and Inclusion: Creating Meaningful Change 1Disability Defined: What Does It Mean? 6Overview of the Monograph 8A Historical Overview of the Disability Movement 13Key Definitions and Early Policies 13Groundbreaking Legislation: The Rehabilitation Act and ADA 16Discussion of Key Court Cases 21Conclusion 28Disability of College Campuses: An Overview 31Disability in Higher Education: What Is It? 32College Students With Disabilities: Who Are They? 35College Students With Disabilities: What Are They Saying? 38Perceptions and Preferences of Students and Employees With Disabilities 41Disability Services in Higher Education: What Is Provided? 43Students With Disabilities: A Shared Responsibility 46Conclusion 48Understanding Campus Complexity: Problems, Challenges, and Marginalization 49Models of Disability 50Major Student Development Theories Related to Disability 55Attitudes Toward Disability 59Disability Services on Campus 63Student Veterans With Disabilities 65Conclusion 66Increasing Awareness: Allies, Advocacy, and the Campus Community 69Defining Ally 70Membership 72Allies From Majority Identities 73Allies Within Community 74Theories of Ally Development 75Praxis 80Community of Allies 82Allies for Disability: A Paradigm for Support 82Conclusion 84Increasing Awareness: Language, Communication Strategies, and Universally Designed Environments 85Language of Disability 86Communication Strategies 89Communication Tips 90Universally Designed Environments 93Universal Design 93Universal Instructional Design 94Universal Design for Student Development 96Conclusion 98The New Movement in Disability Education and Advocacy 101A New Vision for Disability 101Education Curriculum 104Inclusion Initiatives 104The New Look of Disability 106A Personal Call to Action 106A Global Call to Action 107References 109Name Index 121Subject Index 125About the Authors 131