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University gatekeepers' use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada.

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Title: University gatekeepers' use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada.
Authors: Easterbrook, Adam1 adam.easterbrook@ualberta.ca, Bulk, Laura Yvonne2, Jarus, Tal2, Hahn, Brian2, Ghanouni, Parisa2, Lee, Michael2, Groening, Marlee3, Opini, Bathseba4, Parhar, Gurdeep5
Source: Disability & Society. Jan2019, Vol. 34 Issue 1, p1-23. 23p.
Subject Terms: *Autonomy (Psychology), *Medical education, *Citizenship, *Students with disabilities, *Universities & colleges, *College teacher attitudes, Interviewing, Labor productivity, Psychosocial factors, Psychology
Geographic Terms: Canada
Abstract: Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS programs regarding their perceptions and experiences of working with students with disabilities. We found that the rhetoric of citizenship, specifically notions of rationality, autonomy, and productivity, interacts with beliefs about students with disabilities to allow stakeholders to justify their exclusion or limited participation. Our findings demonstrate how taken-for-granted beliefs can limit the inclusion of students with disabilities in ways that seem natural and unproblematic. [ABSTRACT FROM AUTHOR]
Copyright of Disability & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: University gatekeepers' use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada.
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  Data: <searchLink fieldCode="JN" term="%22Disability+%26+Society%22">Disability & Society</searchLink>. Jan2019, Vol. 34 Issue 1, p1-23. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+productivity%22">Labor productivity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS programs regarding their perceptions and experiences of working with students with disabilities. We found that the rhetoric of citizenship, specifically notions of rationality, autonomy, and productivity, interacts with beliefs about students with disabilities to allow stakeholders to justify their exclusion or limited participation. Our findings demonstrate how taken-for-granted beliefs can limit the inclusion of students with disabilities in ways that seem natural and unproblematic. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Disability & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=135889818
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        Value: 10.1080/09687599.2018.1505603
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        Text: English
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        Type: general
      – SubjectFull: Medical education
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      – SubjectFull: Citizenship
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Universities & colleges
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      – SubjectFull: College teacher attitudes
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      – SubjectFull: Interviewing
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      – SubjectFull: Labor productivity
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Psychology
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      – SubjectFull: Canada
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              Text: Jan2019
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