Disability and Higher Education
DSP/HED 700
Syracuse University, School of Education
Spring, 2011
GENERAL COURSE INFORMATION
Instructor:
Dr. Wendy S. Harbour
101 Hoople for mailbox; office is in 112 Hoople
315-443-1288 (to leave messages)
866-270-1281 (toll-free to call directly through Video Relay Service)
wharbour@syr.edu (E-Mail)
651-230-0124 (Texts)
Class Information:
Tuesdays, January 18 –May 3, 2011 (No class on January 18)
4:00-7:00pm
Crouse-Hinds Hall, Room 017
Office hours by appointment.
Course Description:
Over the past 20 years, more students with disabilities have been entering the U.S. higher education
system, and they are an increasingly diverse population. This trend is occurring at a time when higher
education is also experiencing greater numbers of college faculty and staff with disabilities, more federal
involvement in disability-related postsecondary issues, and the rise of disability studies as an academic
field. Distinctly different from the K-12 special education system, disability-related issues in higher
education often connect to broader questions about academic integrity, diversity, the purpose of a
college education, and the ways postsecondary education acts as a gatekeeper for society and
professional fields. The purpose of this course is to introduce students to the many ways disability is
constructed in higher education at the individual, institutional, state, and national levels. Disability
studies models and theories, including ableism and universal design, will serve as primary frameworks
for inquiry. This course is highly interdisciplinary and assumes no prior knowledge of disability, disability
studies, or higher education. Students with a personal interest in the topic are welcome; the course is
especially appropriate for those with an interest in postsecondary administration or student affairs,
disability studies, educational law and policy, teaching or transition services in grades 7-12, or
postsecondary disability services.
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Required Texts:
This course has two required texts:
 Saks, E. R. (2008). The center cannot hold: My journey through madness. New York, NY:
Hyperion.
 Shaw, S. F., Madaus, J. W., & Dukes, L. L. (2010). Preparing students with disabilities for
college success: A practical guide to transition planning. Baltimore, MD: Paul H. Brookes
Publishing Co.
All other articles and other readings for the course are available online or through BlackBoard.
Website and Listserv:
The course website is available through BlackBoard. This website will only be used for general
course information, a copy of the syllabus, readings, and grades.
A listserv will be used for updates, announcements, and all additional course-related
information. All students will receive details about the listserv via email.
Life or Disability Issues:
Per Syracuse University policy, students who are in need of disability-related academic
accommodations for any kind of disability (e.g., learning disability, psychiatric disability like
depression, Attention Deficit Disorder, or chronic illness) must register with the Office of
Disability Services (ODS), 804 University Avenue, Room 309, 315-443-4498. Students with
authorized disability-related accommodations should provide a current Accommodations
Authorization Letter from ODS to Wendy and review those accommodations with her.
Accommodations, such as extended time on tests, are not provided retroactively; therefore,
planning for accommodations as early as possible is necessary.
In addition to accommodations for disabilities, students should consider any other life
circumstances that many affect their ability to participate in class or complete homework on
time. These may include illness, family issues (e.g., divorce, child care concerns, sick family
members), car or computer problems, etc. Wendy is very willing to negotiate with students
before assignments are due and the semester is well underway. Please keep Wendy apprised of
issues, even if you are not sure they will affect your participation in this course; it’s best to be
prepared for every possible contingency.
ASSIGNMENTS
Academic Integrity:
Academic integrity is an essential core value of the University, and one for which we all share
responsibility. Please review the Syracuse University Student Handbook for university policy
regarding academic integrity. An online version of the Handbook with additional explanations of
plagiarism (with examples) can be found at http://students.syr.edu/handbook. It is your
responsibility to: a) familiarize yourself with the policy; b) be sure you understand how to
appropriately cite sources and what it means to plagiarize; and c) ask for help from campus
writing centers, librarians, your advisor, or your instructor if you need clarification or assistance.
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Faculty in the School of Education take academic integrity very seriously. Your instructor
considers plagiarism in any assignment as a violation of academic integrity. If you violate the
Academic Integrity policy you will receive a failing grade for the course and be subject to
appropriate disciplinary action.
Grading:
All students will be given letter grades instead of points, and final grades will be calculated based on
points of letter grades (e.g., an “A” = 4.0) and percentages listed below. If students have questions
about their grades, they are encouraged to talk with Wendy Harbour as soon as possible.
Wendy Harbour reserves the right to raise any student’s grade if they show exceptional effort,
creativity, intellectual risk-taking, or marked progress over the course of the semester, and that is
not reflected in the final grade determined through points. A student’s grades will ever be lowered
for any reason except violations of academic integrity.
Final grades in the course will be based on the following:
 Attendance and participation, including notes for two classes
 Facilitating one small-group discussion section
 Reflective questions on readings (ten total)
 Online topic review
 Final research paper
10%
10%
20%
20%
40%
TOTAL = 100%
Description of Assignments:
Attendance and Participation:
All students are allowed one unexcused absence. Each time students have an additional
unexcused absence, their participation grade will be marked down (e.g., from an “A” to an “A-“).
The one exception to this: students who are sick should stay home and get well quickly – just
send Wendy Harbour an email before class and your absence will be excused. Please do not
abuse this arrangement, which is in place to protect us from the spread of contagious illnesses
and support the participation of students whose immune systems may be compromised.
Wendy Harbour reserves the right to ask for a doctor’s note for illness-related absences, and to
require make-up assignments as necessary.
Late assignments are never accepted without prior arrangement, and late papers will be marked
down one full grade for each day late (e.g., an “A” paper becomes a “C” paper if it is two days
late). Again, if prior arrangements are made in a timely fashion, late papers may be allowed.
Notetaking
For your participation grade, you will be required to take notes for two classes, and to send
these to the course listserv. Notes assist classmates who have disabilities, are absent from class,
or prefer to participate in class without taking notes themselves. Wendy also uses the notes to
improve instruction. The notes are one way of universally designing instruction for this course.
You may take notes in any format that captures what happened in class, from a traditional
outline, to a mind map or drawing, to a paragraph summary. You will receive an “A” if you do
the assignment and complete it by the beginning of next week’s class. If you do not do the
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notes, you will receive zero points and will not have a second chance to do them. Late notes are
marked down 1/3 of a grade per day (e.g., one day late is an “A-“). If notes are hand-drawn or
written, students can scan notes into the computer and post them as PDF files; assistance is
available at the technology center helpdesk in the basement of Huntington Hall.
Facilitating Small Group Discussion
We will have small 4-5 person “discussion groups” in class. The purpose of these groups is to discuss the
readings, but also to expand on the readings according to group interests. Groups will meet four times
during the semester (see the syllabus for dates). Each person in class is required to facilitate one
discussion for their group, linking that week’s course readings to an “artifact” of some kind related to
the readings. “Artifacts” can be academic articles, videos, magazine articles, pictures, photographs or
art, newspaper articles, personal stories, poems, research reports, websites, or anything else that
captures some important dimension of the topic being discussed. Facilitators submit their artifact
through the listserv on Tuesday, the week before the discussion, so everyone in their group can review it
(unless the artifacts are physical objects – then please give copies to each group member). If the artifact
is inaccessible to some members of your group or requires explanation, please include a written
description, background, or any other necessary information, consulting with Wendy Harbour about
access, as needed. Discussions should be organized to facilitate meaningful participation from each
member, but can follow any format the facilitator chooses – discussions will usually be 45-60 minutes
long. Facilitators are encouraged to also look at their peers’ reflective questions to see what everyone in
the group is thinking about. Facilitators are also encouraged to make sure everyone has a chance to
participate and/or be heard during the group. Grades will be based on: facilitators sharing artifacts on
time; maintaining a discussion about the readings and artifact in group where all members have a
chance to participate; and facilitating and not lecturing during the discussion.
Reflections Based on the Readings
The purpose of this assignment is to ensure that students complete assigned readings, to promote
discussion, and to assist Wendy and discussion facilitators in making decisions about class content and
pedagogy. For 10 weeks of the course, by noon on the day before class (Monday), you must post one
of the following on the course listserv:
 Three questions based on the readings that will contribute to discussion. These may be any
kind of question, including clarifying questions, but should be throughtful.
 1-2 paragraphs reacting to the readings or reflections on them. This should not be a
summary of the readings – it should state your opinion or reaction to them. The reflection
should focus only on one theme that crosses through multiple readings; because the
reflection is short, it should be focused and succinct.
 A 1-2 paragraph summary and review of a recommended reading, movie, piece of art,
website, or other resource that complements the readings for that week. The posting on
BlackBoard should explain how the additional resource connects to the readings or
complements them in some way (so it is obvious students completed the assigned readings).
Students must demonstrate that they read at least two of the readings, even if questions or comments
mainly focus on one of the readings.
Online Topic Review (Due March 29 by 5pm)
For this assignment, students will choose any topic or question of interest related to disability and
higher education. Students may also choose a specific disability (e.g., learning disabilities) to investigate.
These topics may be very narrow (e.g., “What are some NCAA policies applying to male athletes using
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Ritalin for ADHD?”) to very broad (e.g., “college students with ADHD”). You will go online and try to find
information that is NOT academic. You must search at least three forms of Internet sources, including,
but not limited to: websites, blogs, YouTube videos, Facebook, Twitter, Wikis, iTunes, online images. To
guide your search, imagine you are someone who really needs this information, and let that guide your
searching – for example, a parent searching for information about financial aid may search for very
different information than a graduate student with a disability. Do not supplement your search with
ANY academic articles or books. You will type up a 3-5 page summary of what you found. This does not
have to be in APA style, will not require references, and may even be bullet points. You will describe:
 Your topic
 How you conducted your search – where you looked for information and how you searched (for
example, tell me which keywords you used)
 Who you imagined as you did the search. Did you imagine yourself searching as a student,
parent, faculty member, college administrator? A person with a disability or nondisabled
person?
 Share 2-5 of the best sources of information about your topic, even if these are not quality
sources you would recommend to others
 Critique what you found. How reliable or complete is this information, and how are you making
that judgment? Who is the intended audience supposed to be? What is the over-arching
attitude about disability itself? Whether it was easy or difficult to find information, why do you
suppose the Internet is/is not a good source of information about your topic? Did sites seem to
be accessible to people with disabilities? Consider the underlying messages about disability and
higher education that may be implied.
Submit your paper directly to Wendy Harbour (wharbour@syr.edu). HINT: this might be a good time to
explore possible topics for your research paper! Please note that we will be discussing general findings
in class, but you do not have to prepare a handout or presentation.
Research Papers/Research Project (Due Tuesday, May 10, 5pm)
For a final project, students will choose any topic of interest related to disability and higher education.
Research papers may address any topic also covered in class, but should focus on a single issue within
that topic (e.g., “The ADA in Higher Education” is too broad, but looking at ADA compliance issues for a
single department or office on campus would be appropriate).
Papers must:
 Be between 10-20 pages; if they are shorter or longer than this, they will be marked down
 Reference at least five peer-reviewed journal articles or three peer-reviewed journal articles
and one non-fiction book; materials from the course may be cited, as well, but will not count
toward the reference requirements. High-quality websites, interviews, and news media are
acceptable sources of information, but do not count as a journal article or book. Note that
these are the minimum expectations.
 Be in APA format
 Discuss the implications or applications of the topic and what students found
 Consider the topic using at least one of the disability studies frameworks introduced in the
course: ableism, models of disability, universal design, etc.
 Focus on one level of analysis (e.g., individual, institutional, state, or national).
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If students are having trouble thinking of a topic or finding resources, they are encouraged to discuss
this with Wendy Harbour as soon as possible. Remember that librarians in Bird Library are also able to
assist with research needs.
PLEASE NOTE that alternatives to a research paper are allowed. Examples could include (but are not
limited to): developing a website, a research proposal, an art piece or creative writing piece, or a video
presentation. All options must still utilize research as described above for the research paper; art pieces
must have a 5-7 page paper accompanying them, explaining how the art connects to research and a
theoretical framework from the course. If you plan to do a project that is not a standard research paper,
discuss your plans with Wendy as soon as possible, to negotiate any necessary components and how
this will be graded.
SCHEDULE
DATE
READINGS AND ASSIGNMENTS DUE
TOPIC
FOUNDATIONS OF THE COURSE
Week 1
January 18
No readings.
No class.
Week 2
January 25
Readings Due:
 Madaus
 Shapiro – Chapter 2
 Wolanin and Steele – Chapter 1
 Wagner et al. – Chapter 4
 Tregoning
Introduction to the course;
review syllabus
Assignments Due:
 None
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History related to disability
and higher education
POLICY AND LAW
Week 3
February 1
Readings Due:
 Shaw et al. textbook – chapters 2, 4, 7,
8 and 11 (if you are not familiar with
disability, K-12 education and/or
transition, you may want to begin with
chapter 11)
K-12 vs. Higher Education
Individuals with Disabilities
Education Act (IDEA)
transition
Assignments Due:
 Reflection (remember you only have to
do these 10 times – you decide when
you would like to do them)
Week 4
February 8
Readings Due:
 Shaw et al. textbook – Chapters 9-10
 Wolanin and Steele – Chapters 4 and 7
Admissions and financial
aid for students with
disabilities
Assignments Due:
 Reflection
Week 5
February 15
Readings Due:
 Grossman
 Rothstein
 Shapiro – Chapter 4
The Americans with
Disabilities Act (ADA), the
ADA Amendments Act of
2008, and Section 504 of the
Rehabilitation Act
Assignments Due:
 Reflection
Week 6
February 22
Readings Due:
 United States Government Accountability
Office (main letter only; appendices are
optional)
 Madaus et al.
 Higher Education Opportunity Act –
Excerpts
 The Jed Foundation (pp. 7-11, 13-19)
 Belch & Marschark
 Sulzberger and Gabriel
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Other key legislation related
to disability and higher
education: GI Bill, Higher
Education Opportunity Act,
Family Educational Rights
and Privacy Act (FERPA)
Assignments Due:
 Reflection
Week 7
March 1
Readings Due:
 Harbour (Sections 1, 2, and 4)
 Shaw et al. textbook – Chapter 3
 Cory
 Brinckerhoff et al.
 Strange
Disability services:
Compliance and beyond
Assignments Due:
 Reflection
 Artifact for small-group discussion #1 due
INDIVIDUAL EXPERIENCES
Week 8
March 8
Readings Due:
 Rodis et al. – Chapter 4
 Henning
 Prince-Hughes – Chapter by Susan
 Mooney and Cole – Chapters 1-3
 Wurtzel – Chapters 6, 8, 14, and epilogue
First-person accounts:
Students with disabilities
Small-group discussion #1
Assignments Due:
 Reflection
 Artifact for small-group discussion #2 due
Week 9 – March 15
NO CLASS – SPRING BREAK
Week 10
March 22
Readings Due:
 Michalko
 Fuecker and Harbour
 Vance
 Bell
 Greenwood and Wright-Riley
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First-person accounts:
Faculty and staff with
disabilities
Small-group discussion #2
Assignments Due:
 Reflection
THE CAMPUS ENVIRONMENT
Week 11
March 29
Readings Due:
 Rose et al.
 McGuire & Scott
 Anderson
 Sierra-Zarella
Inclusive pedagogies
Assignments Due:
 Reflection
 Artifact for small-group discussion #3 due
 Online Topic Review Due
Week 12
April 5
Readings Due:
 Rose and Meyer – Chapter 3
 Shaw et al. textbook – Chapter 6
 Bryant, Pedrotty Bryant, & Rieth
 Thompson
Technology
Small-group discussion #3
Assignments Due:
 Reflection
CULTURAL CONSTRUCTIONS OF DISABILITY
Week 13
April 12
Readings Due:
 Linton – Chapters 4 and 6
 Taylor
 Germon
 Johnstone, Lubet, and Goldfine
 Hehir
Assignments Due:
 Weekly questions
 Artifact for small-group discussion #4 due
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Disability studies
Week 14
April 19
Readings Due:
 Harley et al
 Harris
 Leake and Cholymay
 McCune
 Hockman
Disability and diversity on
campus
Small-group discussion #4
Assignments Due:
 Reflection
Week 15
April 26
Readings Due:
 Shapiro – Chapter 3
 de Jong
 Hart & Grigal
 Solis
 Also skim websites for Landmark
College (www.landmark.edu) and
Gallaudet University (www.gallaudet.edu)
“Segregation,” “integration,”
and “inclusion” of students
with disabilities
Assignments Due:
 Reflection
SYNTHESIS
Week 16
May 3
Readings Due:
 Saks book
Synthesis and application of
course with The Center
Cannot Hold
Assignments Due:
 Reflection
May 10
RESEARCH PAPERS/PROJECTS DUE BY 5PM
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COURSE READINGS
Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of
Education, Pedagogy, and Cultural Studies, 28, 367-379.
Belch, H. A., & Marshak, L. E. (2006). Critical incidents involving students with psychiatric disabilities:
The gap between state of the art and campus practice. NASPA Journal, 43(3), 464-483.
Bell, C. (2007). We do not talk about such things here: My life (so far) as an HIV+ academic. In M. L.
Vance (Ed.) Disabled faculty and staff in a disabling society: Multiple identities in higher
education (pp. 217-224). Huntersville, NC: The Association on Higher Education And Disability.
Bryant, B. R., Pedrotty Bryant, D., & Rieth, H. J. (2002). The use of assistive technology in postsecondary
education. In L. C. Brinckerhoff, J. M. McGuire, & S. F. Shaw (Eds.) Postsecondary education and
transition for students with learning disabilities (pp. 389-430). Austin, TX: PRO-ED, Inc.
Center for Universal Design. (No date). Principles of universal design. Raleigh, NC: North Carolina State
University. Available at
http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html#top
Cory, R. C. (In Press). Disability services offices for students with disabilities: A campus resource. W. S.
Harbour & J. W. Madaus (Eds.) New Directions for Higher Education. San Francisco: Jossey-Bass.
De Jong, C. (2000, July 16). College tuned to styles of varied students. The Boston Globe, G5.
Fuecker, D., & Harbour, W. S. (In Press). UReturn: University of Minnesota services for faculty and staff
with disabilities. W. S. Harbour & J. W. Madaus (Eds.) New Directions for Higher Education. San
Francisco: Jossey-Bass.
Germon, P. (1998). Activists and academics: Part of the same or a world apart? In T. Shakespeare (Ed.)
The Disability Reader: Social Science Perspectives (pp. 245-255). New York, NY: Cassell.
Greenwood, S. C., & Wright-Riley, L. (2007). “Slaying the dragon: Dealing with Parkinson’s”. In M. L.
Vance (Ed.) Disabled faculty and staff in a disabling society: Multiple identities in higher
education (pp. 235-242). Huntersville, NC: The Association on Higher Education And Disability.
Grossman, P. D. (2001). Making accommodations: The legal world of students with disabilities.
Academe, 87(6). Available at
http://www.aaup.org/AAUP/pubsres/academe/2001/ND/Feat/gross.htm
Harbour, W. S. (2008). Final report: The 2008 biennial AHEAD survey of disability services and resource
professionals in higher education. Huntersville, NC: The Association on Higher Education And
Disability (AHEAD).
Harley, D. A., Nowak, T. M., Gassaway, L. J., and Savage, T. A. (2002). Lesbian, gay, bisexual, and
transgender college students with disabilities: A look at multiple cultural minorities. Psychology
in the Schools, 39(5), 525-538.
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Harris, S. (1995). Twice oppressed and the right brain exit. In J. U. Adelizzi & D. B. Goss (Eds.) A Closer
Look: Perspectives and Reflections on College Students with Learning Disabilities (pp. 110-120).
Milton, MA: Curry College.
Hart, D., & Grigal, M. (2009). Think college: Postsecondary education options for students with
intellectual disabilities. Baltimore, MD: Paul H. Brookes.
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72(1), 1-33.
Henning, G. (2007, July/August). What happens if others find out? About Campus, 26-29.
Hockman, L. (2010). A longer journey of reflexivity: Becoming a domesticated academic. In D. Driedger
(Ed.) Living the edges: A disabled women’s reader (pp. 16-28). Toronto: Innana Publications and
Education, Inc.
JED Foundation. (2008). Student mental health and the law: A resource for institutions of higher
education. New York: JED Foundation.
Johnstone, C., Lubet, A., & Goldfine, L. (2008). Disability narratives, social models, and rights
perspectives as higher education imperatives. In S. L. Gabel & S. Danforth (Eds.) Disability and
the politics of education: An international reader (pp. 599-618). New York: Peter Lang Publishing.
Leake, D., & Cholymay, M. (2004). Addressing the needs of culturally and linguistically diverse students
with disabilities in postsecondary education. Information Brief: Addressing Trends and
Developments in Secondary Education and Transition, 3(1). Minneapolis, MN: National Center
on Secondary Education and Transition, University of Minnesota.
Linton, S. (1998). Claiming disability: Knowledge and identity. New York, NY: New York University
Press.
Madaus, J. W. (2000). Services for college and university students with disabilities: A historical
perspective. Journal of Postsecondary Education and Disability, 14(1), 4-21.
Madaus, J. W., Miller, W. K., Vance, M. L. (2009). Veterans with disabilities in postsecondary education.
Journal of Postsecondary Education and Disability, 22(1), 10-17.
McCune, P. (2001, May/June). What do disabilities have to do with diversity? About Campus, 5-12.
McGuire, J. M., & Scott, S. S. (2006). Universal design for instruction: Extending the universal design
paradigm to college instruction. Journal of Postsecondary Education and Disability, 19(6).
Michalko, R. (2001). Blindness enters the classroom. Disability and Society, 16(3), 349-359.
Mooney, J., & Cole, D. (2000). Learning outside the lines: Two Ivy League students with learning
disabilities and ADHD give you the tools for academic success and educational revolution. New
York: Fireside.
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Prince-Hughes, D. (2002). Aquamarine blue 5: Personal stories of college students with autism. Athens,
OH: Ohio University Press.
Rodis, P., Garrod, A., and Boscardin, M. L. (Eds.). (2001). Learning disabilities and life stories. Needham
Heights, MA: Allyn and Bacon.
Rose, D. H., Harbour, W. S., Johnston, C .S., Daley, S. G., and Abarbanell, L. (2006). Universal design for
learning in postsecondary education: Reflections on principles and their applications. Journal of
Postsecondary Education and Disability, 19(2), 135-151.
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.
Baltimore, MD: Association for Supervision and Curriculum Development. Available for free
online at cast.org/teachingeverystudent/ideas/tes/
Rothstein, L. F. (2002). Judicial intent and legal precedents. In L. C. Brinckerhoff, J. M. McGuire, & S. F.
Shaw (Eds.) Postsecondary education and transition for students with learning disabilities (pp.
71-108). Austin, TX: PRO-ED, Inc.
Shapiro, J. P. (1993). No pity: People with disabilities forging a new civil rights movement. New York:
Random House.
Sierra-Zarella, E. (2005). Adapting and “Passing”: My experiences as a graduate student with multiple
invisible disabilities. In L. Ben-Moshe, R. C. Cory, M. Feldbaum, & K. Sagendorf (Eds.) Building
Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum (pp.
139-146). Syracuse, NY: The Graduate School, Syracuse University.
Solis, S. (2009). I’m “coming out” as disabled but I’m “staying in” to rest: Reflecting on elected and
imposed segregation. Equity and Excellence in Education, 39, 2, 146-153.
Strange, C. (2000). Creating environments of ability. In H. A. Belch (Ed.), New directions for student
services: Serving students with disabilities (pp. 19-30). San Francisco, CA: Jossey-Bass.
Sulzberger, A. G., & Gabriel, T. (2011). College’s policy on troubled students raises questions. New York
Times, January 14, p. A17.
Taylor, S. (In Press). Disability studies in higher education. W. S. Harbour & J. W. Madaus (Eds.) New
Directions for Higher Education. San Francisco: Jossey-Bass.
Thompson, T. (2008). Universal design of computing labs. In S. E. Burgstahler & R. C. Cory (Eds.)
Universal design in higher education: From principles to practice (pp. 235-244). Cambridge, MA:
Harvard Education Press.
Tregoning, M. E. (2009). Being an ally in language use. In J. L. Higbee & A. A. Mitchel (Eds.) Making good
on the promise: Student affairs professionals with disabilities (pp. 173-176). Lanham, MD:
University Press of America, Inc. and American College Personnel Asosciation.
U.S. Government Accountability Office. (2009, October). Higher education and disability: Education
needs a coordinated approach to improve its assistance to schools in supporting students.
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Report to the Chairman, Committee on Education and Labor, House of Representatives.
Washington, DC: Author.
Vance, M. L. (2007). Taking risks. In M. L. Vance (Ed.) Disabled faculty and staff in a disabling society:
Multiple identities in higher education (pp. 11-21). Huntersville, NC: The Association on Higher
Education And Disability.
Wagner, M., Newman, L., Cameto, R., and Levine, P. (2005). Changes over time in the early postschool
outcomes of youth with disabilities. A report of findings from the National Longitudinal
Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park,
CA: SRI International. Available at
www.nlts2.org/reports/2005_06/nlts2_report_2005_06_complete.pdf.
Wolanin, T. R., & Steele, P. E. (2004). Higher education opportunities for students with disabilities: A
primer for policymakers. Washington, DC: The Institute for Higher Education Policy.
Wurtzel, E. (2002). Prozac nation: Young and depressed in America. New York: Penguin Books.
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