Disability policy and practice at the University of Saskatchewan
Date
2008
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
Students with disabilities have to overcome many barriers when attaining post-secondary education. This thesis investigates how programs and policies affect students with disabilities. Using a survey-based research method, the project explores the gap that exists between disability policy and programs at the University of Saskatchewan as perceived students. Discussions with disability service providers also informed the study. A communication disconnect between faculty, service providers, and students was found to be one of the key reasons why the gap between program and policies is increasing as opposed to decreasing. Rather than being reliant on the medical model of disability and integrated approach, which includes more social conceptions of disability, related to delivery of programs should be advocated. Reflection on the current literature related to disability and the findings of this thesis lead to a construction of a model. This model advocates the inclusion of disability studies as an integral part of university curriculum using and interdisciplinary approach. The expanded role of disability studies can have a positive influence on university culture, and improve understandings of disability on university campuses, as well as in the broader social context.
Description
Keywords
post-secondary, practice, education, disability, policy
Citation
Degree
Master of Arts (M.A.)
Department
Sociology
Program
Sociology