Center on Disability Studies eNewsletter, December 2023

As the year draws to a close and the holiday season is upon us, I want to extend my gratitude to our partners, collaborators, participants, students, and stakeholders on behalf of CDS. We genuinely appreciate the collective efforts that continually contribute to the success of our projects and initiatives. Looking ahead, we're gearing up for our Pac Rim Conference in February 2024, centered around the theme "Beyond Access: Building a Culture of Belonging," a concept we're deeply passionate about. This ethos guides our efforts within our unit and throughout our projects. Additionally, I encourage you to read about Dr. Steve Brown and his impactful legacy on CDS, within the AUCD network, and on Disability Culture. We celebrate his life and honor his memory

The Role of Undergraduate Research Programs in Influencing Aspirations to Pursue Graduate Education and Faculty Careers Among Underrepresented Students

M.Ed. University of Hawaii at Manoa 2016.Includes bibliographical references

A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland

The increasing demand for equitable higher education necessitates changes in how to consider and develop inclusive university settings. Using a systems-thinking lens, this article examines the whole-campus approach to technology and inclusion of college students with disabilities in Ireland. In-depth interviews with students with disabilities and other stakeholders representing higher education, non-profit organizations, and government bodies uncovered critical areas and dynamics for understanding and building institution-wide capacity for overcoming barriers to technology and access, and creating a systemic culture of inclusion in higher education. Five themes were identified: equity of technology-based access; shared responsibility and accountability; staff knowledge development; institutional commitment and management; and student partnership. The study indicated that embedding guidance, recognition and expectations for universal design, technology-inclusive practice, and meaningful input of students with disabilities across all areas of university life would help to cultivate more equitable higher education for all