The social psychology of disability in higher education

Abstract

The rise of rights-based approaches to development has led to the recognition of the need to meaningfully include people with disabilities in all sectors of society, including in higher education. Despite notable achievements in inclusion of people with disabilities in higher education it is necessary to ensure that participation goes beyond enrollment. There is still need to eliminate disadvantages arising from circumstances that are beyond the control of individuals, but which powerfully shape outcomes and actions needed to achieve those outcomes. This chapter, using concepts in social psychology of disability and the social model of disability, explores how a university's social context shapes people with disabilities' identities as democratic citizens within and outside university campuses. By focusing on more nuanced disabling assumptions and attitudes that can interfere with contributions of students with disabilities within and outside the classroom, the chapter argues that by paying more and nuanced attention to disability, higher education institutions can become more democratic, more inclusive, and more equitable.