Disability in Higher Education: From Person-Based to Interaction-Based
Abstract
The meaning of disability is analyzed from a conventional and an alternative perspective. Results of this analysis are applied to such higher education issues as institutional role, pedagogical expectations, and program quality. The article advances a view of disability as interaction-specific rather than person-specific, as arising when the nature of the academic task or instructional environment fails to support adequately the learning characteristics of the student. Within this view, learning environments (including teachers) have a primary influence in creating or preventing educational disability. Implications of this position for all students in higher education, not only those conventionally designated as disabled, are explored.
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