From Reporting to Removing Barriers: Toward Transforming Accommodation Culture into Equity Culture

This reflective case study is situated at the intersection of the literature on pedagogical partnership, child-parent research, and Critical Disability Studies. It presents a mother/daughter, faculty/student exploration of the daughter’s lived experiences of navigating, as a legally blind person, th...

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Bibliographic Details
Published in:Education sciences 2023-06, Vol.13 (6), p.611
Main Authors: Cook-Sather, Alison, Cook-Sather, Morgan
Format: Article
Language:English
Subjects:
Accessibility (for Disabled)
accommodations
Americans with Disabilities Act 1990-US
Architecture
barrier-free design
Blindness
Built environment
Case studies
child-parent research
Civil Rights Legislation
Collaboration
Culture
Design
Designers
disability
Disability studies
Disabled students
equity
Expertise
Guidelines
Higher education
Institutional Environment
Learner Engagement
Learning
Opportunities
Parents
Pedagogy
People with disabilities
Physical Environment
School buildings
Statistical Data
student-faculty partnership
Students with disabilities
Video Technology
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Summary:This reflective case study is situated at the intersection of the literature on pedagogical partnership, child-parent research, and Critical Disability Studies. It presents a mother/daughter, faculty/student exploration of the daughter’s lived experiences of navigating, as a legally blind person, the campus and courses of a college designed for fully sighted students. After presenting our conceptual frameworks and describing, using text and a video, the daughter’s lived experience of navigating the accommodation culture on her campus, we describe the semester-long partnership process through which the video was created with the goal of moving faculty, staff, and students toward equity culture. To support others in developing such video projects on their own campuses, we draw on details of this partnership to offer guidelines for co-creating representations of the lived experiences of other students with disabilities. By synthesizing learnings from this experience and the literature noted above, we offer recommendations for transforming accommodation culture into equity culture. These recommendations include: establishing diversity as the norm in every learning context; intentionally inviting a revision of differences from deficits to resources; going beyond providing accommodations to understand students’ lived experiences; and sharing the active taking of responsibility for shifting from accommodation to equity culture.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13060611