Table of Contents: Issue Three
The Journal of Teaching Disability Studies
Introduction to Issue #3
Our call for submissions this year focused on the theme of “disability as diversity.” We recognize the importance of conversations around identity and intersectionality within pedagogy in a continually evolving world. This year, we believe that the submissions will engage readers with a wide variety of perspectives and interests, both nationally and globally, and encourage those in the field to continue vital dialogs about these topics.
Centering Disability and Disablement in Global Service Learning: Invitations to Engage Differently and Generatively with Marginalized Southern Others
By Jessica Vorstermans, Ph.D.
Developing Diversity Competencies in an Undergraduate Disability Studies Course
By Laura T. Eisenman, Ph.D.
& Majd Subih, M.A.
University of Delaware
Expanding Access to Disability Studies: Reflections from Both Sides of the Classroom
By April Coughlin, Ph.D.
& Kimberly Sanford
State University of New York at New Paltz
Learning Walks and Universal Design: Assessing Physical Accessibility at a Community College
By Patrick Flink, Ph.D.
& Timothy J. Leonard, Ed.D.
Borough of Manhattan Community College
Revamping a Graduate Course to (In)Fuse Disability Studies: The Politics of Representation in “The Study of Learning Disabilities in Children and Adolescents.”
By David J. Connor, Ph.D.
Professor Emeritus, Hunter College & Graduate Center
The Varieties of Ableism: A Colloquium in Sulaimani, Kurdistan
By M. Lynn Rose,
Director of Disability Studies, Professor in the Social Sciences
& Shakir Muhammad Usman
Center for Gender Development Studies
American University of Iraq, Sulaimani