We Are One, But We Are Many: Using Disabilities Studies to Inform Intersectional Education Online
Edited book (chapter)
Kinash Shelley and Judd, Madelaine-Marie. 2022. "We Are One, But We Are Many: Using Disabilities Studies to Inform Intersectional Education Online." Woodley, Xeturah M. and Rice, Mary F. (ed.) Designing Intersectional Online Education: Critical Teaching and Learning Practices. United States. Routledge. pp. 63-78
| Chapter Title | We Are One, But We Are Many: Using Disabilities Studies to Inform Intersectional Education Online |
|---|---|
| Book Chapter Category | Edited book (chapter) |
| ERA Publisher ID | 3137 |
| Book Title | Designing Intersectional Online Education: Critical Teaching and Learning Practices |
| Authors | Kinash Shelley and Judd, Madelaine-Marie |
| Editors | Woodley, Xeturah M. and Rice, Mary F. |
| Page Range | 63-78 |
| Chapter Number | 4 |
| Number of Pages | 16 |
| Year | 2022 |
| Publisher | Routledge |
| Place of Publication | United States |
| ISBN | 9781003006350 |
| 9780367434564 | |
| Digital Object Identifier (DOI) | https://doi.org/10.4324/9781003006350-5 |
| Web Address (URL) | https://www.taylorfrancis.com/chapters/edit/10.4324/9781003006350-5/one-many-using-disabilities-studies-inform-intersectional-education-online-shelley-kinash-madelaine-marie-judd |
| Abstract | This chapter provides insight into how the design and delivery of online education could be made more inclusive, accessible, and effective for students who identify as having disabling conditions. The chapter begins with an introduction to Disability Studies, examining issues specific to those students who may have been marginalized because of different physical, mental, and emotional abilities. A historic look at federal policies in two countries (United States and Australia) is presented, as well as a discussion about the interpretation and implementation of existing disability legislation that affects students at both the K-12 and higher education levels. The chapter authors provide examples and recommended practices for heightening the experiences of learners with disabling conditions, in online classes at the programmatic, course design, and instructional levels. |
| Keywords | disabilities studies; online education |
| Public Notes | There are no files associated with this item. |
| Byline Affiliations | University of Southern Queensland |
| University of Queensland | |
| Library Services |
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