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The legitimization process of students with disabilities in Health and Human Service educational programs in Canada.

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Title: The legitimization process of students with disabilities in Health and Human Service educational programs in Canada.
Authors: Easterbrook, Adam1 (AUTHOR) adam.easterbrook@ubc.ca, Bulk, Laura1 (AUTHOR), Ghanouni, Parisa1 (AUTHOR), Lee, Michael1 (AUTHOR), Opini, Bathseba1 (AUTHOR), Roberts, Earllene2 (AUTHOR), Parhar, Gurdeep3 (AUTHOR), Jarus, Tal1 (AUTHOR)
Source: Disability & Society. Nov2015, Vol. 30 Issue 10, p1505-1520. 16p.
Subject Terms: *Young adults, *Higher education, *Discrimination against people with disabilities, *Education of students with disabilities, *College students, *Health occupations students, *Sensory perception, *Special education, *Teacher-student relationships, *Data analysis, *Attitudes toward disabilities, Interviewing, Psychology of People with disabilities, Prejudices, Research funding, Social stigma, Thematic analysis, Data analysis software
Geographic Terms: Canada
Abstract: Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenges that they experienced. We found that students had to legitimate their ability to perform the roles of student and future practitioner. This legitimization process involved three components: negotiation of the disability label, selective disclosure, and advocacy. Our findings demonstrate how subtle and insidious forms of marginalization and stigmatization work to create barriers for students with disabilities. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenges that they experienced. We found that students had to legitimate their ability to perform the roles of student and future practitioner. This legitimization process involved three components: negotiation of the disability label, selective disclosure, and advocacy. Our findings demonstrate how subtle and insidious forms of marginalization and stigmatization work to create barriers for students with disabilities. [ABSTRACT FROM AUTHOR]
ISSN:09687599
DOI:10.1080/09687599.2015.1108183