Bibliography of Resources for
Faculty and Teaching Assistants with Disabilities
This list is not meant to be comprehensive, but instead to serve as a starting point for the topic of higher education instructors with disabilities. If you have additional suggestions for this list or require specific assistance, please contact the NCCSD at [email protected].
Abram, S. (2003). The Americans with Disabilities Act in higher education: The plight of disabled faculty. Journal of Law and Education, 3(1), 1-20.
Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.
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.
Blankmeyer Burke, T. (2014). Armchairs and stares: On the privation of deafness. In H-Dirksen, L. Bauman, & J. J. Murray (Eds.) Deaf gain: Raising the stakes for human diversity (pp. 3-22). Minneapolis, MN: The University of Minnesota Press.
Brueggemann, B. J. (2002). An enabling pedagogy. In S. L. Snyder, B. J. Brueggemann, and R. G. Thomson (Eds.) Disability studies: Enabling the humanities (pp. 317-336). New York: The Modern Language Association.
Damiani, M. L., & Harbour, W. S. (2015). Being the wizard behind the curtain: Teaching experiences of graduate teaching assistants with disabilities in U.S. universities. Innovative Higher Education, 40(5), 399-413.
Fox, A. M. (2010). How to crip the undergraduate classroom: Lessons from performance, pedagogy, and possibility. Journal of Postsecondary Education and Disability, 23(1), 39-49.
Franke, A. H., Bérubé, M. F., O’Neil, R. M., & Kurland, J. E. (2012, January). A report. Accommodating faculty members who have disabilities. Washington, DC: American Association of University Professors (AAUP).
Freedman, D. P., & Stoddard Holmes, M. (Eds.). (2003). The teacher's body: Embodiment, authority, and identity in the academy. Albany, NY: State University of New York.
Fuecker, D., & Harbour, W. S. (2011). UReturn: University of Minnesota services for faculty and staff with disabilities. W. S. Harbour & J. W. Madaus (Eds.) New Directions for Higher Education, Issue 154 (pp. 45-54). 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.
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.
Kernan, W., Bogart, J., & Wheat, M. (2011). Health-related barriers to learning among graduate students. Health Education, 111(5), 425-455.
Kornasky, L. (2009, March 17). Identity politics and invisible disability in the classroom. Inside Higher Ed. Available at https://www.insidehighered.com/views/2009/03/17/identity-politics-and-invisible-disability-classroom
Lang, J. M. (2005). Learning sickness: A year with Crohn's disease. Grand Junction, CO: Capital Books.
Lang, J. M. (2005). Life on the tenure track: Lessons from the first year. Baltimore: The John Hopkins University Press.
Michalko, R. (2001). Blindness enters the classroom. Disability and Society, 16(3), 349-359.
Montoya, A. (2009). A comparison of the educational supports needed and provided for undergraduate and graduate students with learning disabilities in higher education. Ph.D. dissertation, University of Florida.
Murphy, R. F. (1990). The body silent: The different world of the disabled. New York: W. W. Norton.
Nichols, J. C., & Tanksley, C. B. (2004). Revelations of African-American women with terminal degrees: Overcoming obstacles to success. The Negro Educational Review, 55(4), 175-185.
Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. Ann Arbor, MI: The University of Michigan Press.
Prince-Hughes, D. (2002). Introduction: Autism in the academy. In D. Prince-Hughes (Ed.), Aquamarine blue 5: Personal stories of college students with autism (pp. xvii-xxiv). Ohio: Swallow Press.
Prince-Huges, D. (2005). Songs of the gorilla nation: My journey through autism. Boston, MA: Crown/Archetype.
Saks, E. R. (2008). The center cannot hold: My journey through madness. New York, NY: Hatchette Books.
Schalk, S. (2013). Coming to claim crip: Disidentification with/in disability studies. Disability Studies Quarterly, 33(2), n.p. Available at http://dsq-sds.org/article/view/3705/3240
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.
Susan. (2005). Susan. In D. Prince-Hughes (Ed.), Aquamarine blue 5: Personal stories of college students with autism. Athens, OH: Swallow Press.
Tidwell, R. (2004). The “invisible” faculty member: The university professor with a hearing disability. Higher Education, 47, 197-210.
Titchkosky, T. (2011). The question of access: Disability, space, meaning. Toronto: University of Toronto Press.
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. [note that this is only available through the publisher via www.ahead.org]
White, R. (2008). Instructor disclosure of mental illness in the social work classroom. Social Work Forum, 40-41, 127-142.
Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.
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.
Blankmeyer Burke, T. (2014). Armchairs and stares: On the privation of deafness. In H-Dirksen, L. Bauman, & J. J. Murray (Eds.) Deaf gain: Raising the stakes for human diversity (pp. 3-22). Minneapolis, MN: The University of Minnesota Press.
Brueggemann, B. J. (2002). An enabling pedagogy. In S. L. Snyder, B. J. Brueggemann, and R. G. Thomson (Eds.) Disability studies: Enabling the humanities (pp. 317-336). New York: The Modern Language Association.
Damiani, M. L., & Harbour, W. S. (2015). Being the wizard behind the curtain: Teaching experiences of graduate teaching assistants with disabilities in U.S. universities. Innovative Higher Education, 40(5), 399-413.
Fox, A. M. (2010). How to crip the undergraduate classroom: Lessons from performance, pedagogy, and possibility. Journal of Postsecondary Education and Disability, 23(1), 39-49.
Franke, A. H., Bérubé, M. F., O’Neil, R. M., & Kurland, J. E. (2012, January). A report. Accommodating faculty members who have disabilities. Washington, DC: American Association of University Professors (AAUP).
Freedman, D. P., & Stoddard Holmes, M. (Eds.). (2003). The teacher's body: Embodiment, authority, and identity in the academy. Albany, NY: State University of New York.
Fuecker, D., & Harbour, W. S. (2011). UReturn: University of Minnesota services for faculty and staff with disabilities. W. S. Harbour & J. W. Madaus (Eds.) New Directions for Higher Education, Issue 154 (pp. 45-54). 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.
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.
Kernan, W., Bogart, J., & Wheat, M. (2011). Health-related barriers to learning among graduate students. Health Education, 111(5), 425-455.
Kornasky, L. (2009, March 17). Identity politics and invisible disability in the classroom. Inside Higher Ed. Available at https://www.insidehighered.com/views/2009/03/17/identity-politics-and-invisible-disability-classroom
Lang, J. M. (2005). Learning sickness: A year with Crohn's disease. Grand Junction, CO: Capital Books.
Lang, J. M. (2005). Life on the tenure track: Lessons from the first year. Baltimore: The John Hopkins University Press.
Michalko, R. (2001). Blindness enters the classroom. Disability and Society, 16(3), 349-359.
Montoya, A. (2009). A comparison of the educational supports needed and provided for undergraduate and graduate students with learning disabilities in higher education. Ph.D. dissertation, University of Florida.
Murphy, R. F. (1990). The body silent: The different world of the disabled. New York: W. W. Norton.
Nichols, J. C., & Tanksley, C. B. (2004). Revelations of African-American women with terminal degrees: Overcoming obstacles to success. The Negro Educational Review, 55(4), 175-185.
Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. Ann Arbor, MI: The University of Michigan Press.
Prince-Hughes, D. (2002). Introduction: Autism in the academy. In D. Prince-Hughes (Ed.), Aquamarine blue 5: Personal stories of college students with autism (pp. xvii-xxiv). Ohio: Swallow Press.
Prince-Huges, D. (2005). Songs of the gorilla nation: My journey through autism. Boston, MA: Crown/Archetype.
Saks, E. R. (2008). The center cannot hold: My journey through madness. New York, NY: Hatchette Books.
Schalk, S. (2013). Coming to claim crip: Disidentification with/in disability studies. Disability Studies Quarterly, 33(2), n.p. Available at http://dsq-sds.org/article/view/3705/3240
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.
Susan. (2005). Susan. In D. Prince-Hughes (Ed.), Aquamarine blue 5: Personal stories of college students with autism. Athens, OH: Swallow Press.
Tidwell, R. (2004). The “invisible” faculty member: The university professor with a hearing disability. Higher Education, 47, 197-210.
Titchkosky, T. (2011). The question of access: Disability, space, meaning. Toronto: University of Toronto Press.
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. [note that this is only available through the publisher via www.ahead.org]
White, R. (2008). Instructor disclosure of mental illness in the social work classroom. Social Work Forum, 40-41, 127-142.