Chronic Illness and Academic Accommodation
Meeting Disabled Students' "unique needs" and Preserving the Institutional Order of the University
Bibliographic Data
| ID | 11344683 |
|---|---|
| Authors | Karen Elizabeth Jung (Western Michigan University, corresponding author) |
| Year | 2003 |
| Volume | 30 |
| Issue | 1 |
| Publication date | 2003-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Sociology & Social Welfare (JOURNAL) |
| Journal identifiers | ISSN: 0191-5096 • E-ISSN: 0191-5096 |
| Publisher | WMU Department of Occupational Therapy (PUBLISHER) |
| DOI | 10.15453/0191-5096.2875 |
| OpenAlex | W1558878984 |
| Language | EN |
| Citations received | 6 |
| References cited | 13 |
People with disabilities are just one of the groups designated for special attention in relation to equity in postsecondary education. This paper explores the way in which policies that provide academic accommodation for students disabled by chronic illness unfold in practice. As part of the administrative regime of the university, these policies are typically designed to reconcile the interests and relevances of the law with the interests and relevances of the academy. When a disabled student "activates" the policy, regardless of whether or not services and assistance are provided or are useful, the student becomes situated within social relations that make disabled students' "needs" manageable in the organizational context. As applicants for the institution's privileges and services, students actively participate in the accomplishment of the institutional order of the university, i.e., they fulfil the university's legal obligation not to discriminate against students with disabilities. This, I will argue, constitutes an exercise of power and preserves the existing social organization of the university, although it is normally understood as the university acting "in the interests of students with disabilities." Specifically, I show how the individualization ofaccommodation-ostensibly to meet each student's unique needs-shifts the obligation for change to individual students and instructors and forecloses opportunities for the university to become more genuinely accessible and inclusive
Accommodation · Business · Context (archaeology · Equity (law · Higher education · Institution · Obligation · Order (exchange · Pedagogy · Political science · Power (physics · Public relations · Reasonable accommodation · Situated · Social science · Sociology · Disability Education and Employment · Disability Rights and Representation · Healthcare innovation and challenges · Law · Psychology
Illness Experiences among Chinese College Students
The unpredictable body, identity, and disclosure
Workplace accommodation and audit-based evaluation process for compliance with the Employment Equity Act
Funding and inclusion in higher education institutions for students with disabilities
Institutional Ethnography as a Method of Inquiry
Experiences of higher education for students with chronic illnesses
Disabling barriers--enabling environments
Discipline and Punish
Conceptual Practices Power
Knowledge, Experience, and Ruling
Personal and Political
From disability to handicap
Constructions of Deafness
Disabling Barriers-Enabling Environments
Justice interruptus
Changing the Social Relations of Research Production
Discipline and Punish
Can Equity Be Organized? Equity, Development Analysis and Planning
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2011 - 2022 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |