Designing Inclusion in Higher Education: Rethinking Space, Time, and Access

Dr. Margaret Price (The Ohio State University) draws upon 10 years of research to consider ways that disability and mental health is included—and not included—in higher-education settings including classrooms, meeting spaces, and extracurricular activities. Price argues that “including” students (as well as employees) with disabilities and mental health histories in higher education will mean more than simply offering extra supports. Instead, it will mean rethinking many of the structures and texts that we’ve come to rely upon in higher education, so that we are not merely including those with mental-health and other disabilities, but consistently expecting them. Price offers a means to this rethinking through her theories of “kairotic space” and “crip spacetime,” and also offers practical suggestions for how to implement those theories in the everyday life of higher education teaching and administration.

Co-sponsored by Middlebury’s Academic Enrichment Fund, Advisory Group on Disability Access and Inclusion, Center for Teaching, Learning and Research, Office of the Dean for Faculty Development & Research, Program in Education Studies, and Wonnacott Commons