Skip to Main Content

Education Literature Alerts: Jan. '17 - Accessibility

Items of interest from VCC Library

Education Literature Alerts

Recommended Books

Articles of Interest

Association for the Study of Higher Education. The new movement in disability education and advocacy. (2013). ASHE Higher Education Report 39(5), 101-120.
The article describes the state of disability education and advocacy within higher education in the U.S. Topics discussed include strategies for addressing inequity for people with disabilities and the gaps and challenges associated with ensuring inclusion [Abstract excerpt from the publisher]
Carpenter, C., & Readman, T. (2006). Exploring the literacy difficulties of physically disabled people. Adult Basic Education: An Interdisciplinary Journal for Adult Literacy Educational Planning, 16(3), 131–150.
The purpose of this qualitative study was to explore the literacy difficulties experienced by people with physical disabilities, and the factors that prevent them from improving their literacy skills. Semi-structured interviews were conducted with 25 individuals with physical disabilities who defined themselves as having literacy difficulties. [Abstract excerpt from the authors]
Cowden, P. A. (2010). Preparing college students with moderate learning disabilities with the tools for higher level success. College Student Journal, 44(2), 230-233.
Many people believe that individuals with moderate disabilities cannot learn how to read. They think that reading is too complicated and requires high levels of language and cognitive ability that individuals with moderate disabilities do not possess. However, research about reading has begun to provide evidence that students with moderate disabilities can be taught reading skills. Five essential components of reading instruction for beginning readers are identified: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. [Abstract excerpt from the author]
Kattari, S. K. (2015). Examining ableism in higher education through social dominance theory and social learning theory. Innovative Higher Education, 40(5), 375–386.
In most societies, some social identity groups hold a disproportionate amount of social, cultural, and economic power, while other groups hold little. In contemporary U.S. society, examples of this power are evident around issues of ability/disability, with able-bodied individuals wielding social dominance and people with disabilities experiencing a lack of social, cultural, and economic power. However, this relationship between able-bodied individuals and people with disabilities is neither static nor determinant; and through social modeling it may be altered to foster increased positive outcomes for people with disabilities, including both undergraduate and graduate students. As educators and institutional staff members frequently engage with students with disabilities, improving ally behavior and overall accessibility will increase rapport building with students, leading to more just and equitable interactions. [Abstract from the author]
Martin, J. K., Stumbo, N. J., Martin, L. G., Collins, K. D., Hedrick, B. N., Nordstrom, D., & Peterson, M. (2011). Recruitment of students with disabilities: Exploration of science, technology, engineering, and mathematics. Journal of Postsecondary Education and Disability, 24(4), 285–299.
Individuals with disabilities are underrepresented in postsecondary education; in science, technology, engineering, and mathematics (STEM) majors; in graduate and post-doctoral work; and in faculty positions, particularly in STEM. Despite these lags behind their non-disabled counterparts, few organizations recruit persons with disabilities into postsecondary education and/or STEM careers and, thus, scant literature exists on targeted recruitment efforts. The intent of this article is to examine data concerning these lags ... [Abstract excerpt from the authors]
Radovan, M., & Perdih, M. (2016). Developing guidelines for evaluating the adaptation of accessible web-based learning materials. International Review of Research in Open and Distributed Learning, 17(4), 166–181.
Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials. [Abstract excerpt from the authors]

Videos (not strictly literature, but interesting nonetheless!)

Designing for disability (video playlist): TED (10 talks):

"Good design -- and smart technology -- should fuel inclusivity. These talks show how tech and design can empower." [from TED]

Subject Guide

Profile Photo
Alicia Copp
Downtown Campus, Room 242H

Web Resources


Content by Vancouver Community College Library is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License