Contents
Editor’s Notes
Chapter 1: Shifting Lenses: A Critical Examination of Disability in Adult Education
Disability in Adult Education
Concepts from Disability Studies
Making Connections
Chapter 2: Getting to Know You: The Prospect of Challenging Ableism Through Adult Learning
Nature and Role of Knowledge and Beliefs
Categorization and Conceptual Change
Ableist Categorization and the Challenge for Adult Learners
Role of Contact and Relationship
Challenging and Confronting Thinking
Effect of Contact on Ableist Understandings of Disability
Implications for Professional Development
Chapter 3: Conducting Research with the Disability Community: A Rights-Based Approach
Traditional Approaches to Research with the Disability Community
Transformative Paradigm: An Overarching Umbrella for Disability Research
Example of the Transformative Research Paradigm
Conclusion
Chapter 4: When the Black Dog Barks: An Autoethnography of Adult Learning in and on Clinical Depression
Learning Tasks of Depression
Conclusion
Chapter 5: Alterity: Learning Polyvalent Selves, Resisting Disabling Notions of the Self
Preface: Alterity Defined
Dissociative Identity Disorder
Other Explanations for Alterity
Alterity Matters: The Theoretical Importance of the Self
Disabling Notions of the Self
Alters as Discrete, Autonomous, and Conflicted
Alterity as the Product of Trauma
Conclusion
Chapter 6: Learning and Adaptation After Diagnosis: The Role of Parent Education
Parent Education
Parent Empowerment
Other Strategies
Conclusion
Chapter 7: Challenges and Opportunities of Operation Enduring Freedom/Operation Iraqi Freedom Veterans with Disabilities Transitioning into Learning and Workplace Environments
Educational Environment
Work Environment
Conclusion
Chapter 8: Revisiting Debates on Learning Disabilities in Adult Education
A Look at the Past
Adult Learning Theories Lens
Adult Development Lens
Sociocultural Lens
Conclusion
Chapter 9: Americans with Disabilities Act as Amended: Principles and Practice
What Changed?
Testing the Waters: The First Court Cases Under the ADAAA
Section 504 of the Rehabilitation Act and the ADAAA
Implications for Recruiters, Hiring Managers, Department Heads, and Adult Educators
Implications for Adult and Higher Education
Conclusion
Chapter 10: Moving Forward: Two Paradigms and Takeaways
Concepts from Disability Studies
Concepts from the Technical Rational Perspective
Takeaways
Index
Other Titles Available
Statement of Ownership
Challenging Ableism, Understanding Disability, Including Adults with Disabilities in Workplaces and Learning Spaces
Tonette S. Rocco (ed.)
New Directions for Adult and Continuing Education, no. 132
Susan Imel, Jovita M. Ross-Gordon, Coeditors-in-Chief
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Editor’s Notes
At present, there is no issue of diversity, privilege, or human rights in the field of adult education that has been given less attention than disability. In the U.S. adult education literature, looking back as far as the Knowles 1960 edition of the Handbook of Adult Education, disability was included in two handbooks (see Klugerman, 1989; Rocco and Fornes, 2010). From 1984 to 2010, ten articles were published on disability in Adult Education Quarterly. Five of these are on issues surrounding HIV/AIDS; the others are on diabetes and cardiac patient education. An issue of Adult Learning (2001) was dedicated to adults with disabilities, and a few books have been published (Gadbow and DuBois, 1998; Ross-Gordon, 1989; Jordan, 1996). While not complete, this brief listing illustrates the lack of attention paid to disability issues by adult education. We hope that this sourcebook brings attention to disability and helps the field broaden its view of disability from a medical or economic concern to a social justice concern.
Disability affects adults across the life span, at work, and while seeking further education. This sourcebook examines practical and research aspects of disability and presents reflections on experience with disability as a person with a disability, a service provider, parent, or teacher. The first three chapters situate disability as a political and social justice concern. In Chapter 1, Tonette S. Rocco and Antonio Delgado provide an overview on disability by presenting concepts and theories from disability studies useful for a critical examination of disability in adult education. In Chapter 2, Margaret A. McLean examines the role of contact and relationship in changing ableist beliefs and concepts about disability. In Chapter 3, Kelly M. Munger and Donna M. Mertens explore the philosophical and theoretical frameworks that are useful for conducting research with people with disabilities that supports social change and enhances human rights.
The next three chapters provide personal insights into disability from the perspectives of those with disabilities, questioning disability classifications, and parents of children with disabilities. In Chapter 4, Stephen Brookfield relates his personal learning journey to discover how best to cope with clinical depression. In Chapter 5, Wayland Walker queries how one type of human difference—alterity, the experience of multiple distinct consciousnesses, or “alters,” by one person—is pathologized in American culture. In Chapter 6, Thomas G. Reio, Jr., and Sandra L. Fornes explore their learning and adaptation after diagnosis of their children’s disability and offer suggestions for navigating the resources available to parents.
The last four chapters take a pragmatic stance to look at the experiences of disabled veterans, adults with learning disabilities, and the law. In Chapter 7, Fariba Ostovary and Janet Dapprich present an overview of issues related to transitioning from the military to the civilian workplace and learning environments of disabled military servicemen/women. Specific emphasis is placed on the unique experiences of veterans who became disabled while serving in Operation Enduring Freedom/Operation Iraqi Freedom. In Chapter 8, Alisa Belzer and Jovita Ross-Gordon discuss the current policy emphasis on evidence-based instruction by examining two recent publications on adult learning disabilities that view learning disabilities as cognitive disorders and fail to attend to adult learning theory and the importance of a sociocultural perspective. In Chapter 9, Lorenzo Bowman reviews the impact of amendments and regulations that have updated the Americans with Disabilities Act in its twentieth year with an emphasis on employment and adult and higher education. Finally, in Chapter 10, Tonette S. Rocco describes the major themes discussed in the text regarding disability and presents takeaways for adult education.
Tonette S. Rocco
Editor
References
Gadbow, N. F., and DuBois, D. A. Adult Learners with Special Needs: Strategies and Resources for Postsecondary Education and Workplace Training. Melbourne, Fla.: Krieger Publishing, 1998.
Klugerman, P. B. “Developmentally Disabled Adult Learners.” In S. Merriam and P. Cunningham (eds.), Handbook of Adult and Continuing Education. San Francisco: Jossey-Bass, 1989.
Jordan, D. Teaching Adults with Learning Disabilities. Malabar, Fla.: Krieger Publishing, 1996.
Rocco, T., and Fornes, S. “Perspectives on Disability in Adult and Continuing Education.” In A. Rose, C. Kasworm, and J. Ross-Gordon (eds.), The Handbook of Adult and Continuing Education. Thousand Oaks: Sage, 2010.
Ross-Gordon, J. M. Adults with Learning Disabilities: An Overview for the Adult Educator. (Information Series No. 337). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1989. (ERIC No. ED315 664.)
Tonette S. Rocco is associate professor and graduate program director, Adult Education and Human Resource Development, and director of the Office of Academic Writing and Publication Support, Florida International University, Miami, Florida.