Overview

Based on a 10-year longitudinal study in the United States, this much-needed text offers insight into the developmental trajectories of people with disabilities from childhood through adulthood using their language and amplifying their voices. Through in-depth interviews with 14 disabled people, the authors learned important lessons about how each individual developed and enacted a sense of life purpose. Their experiences are illustrated through rich and unfiltered narratives about childhood, family interactions, primary and secondary education, college, and work experiences. These life stories also illuminate growth over time, capturing details of educational, identity, relationship, and career trajectories. Featuring discussion questions at the end of each chapter, the book stimulates individual and group reflection and invites readers to engage in action as allies and advocates for equity and inclusion for disabled people. Disability Life Stories is essential reading for everyone—especially educators (in-service and pre-service), disability scholars, families, community organizations, healthcare professionals, and disabled people themselves.

Full Product Details

9781032801544

Table of Contents

Reviews

Wanting to be seen and heard is a universal desire, yet one the disability community rarely experiences. The history of disability is rife with assumptions made by those who are not disabled. In this ground-breaking text, the authors offer authentic insight into the lives of 14 disabled persons. Their ‘unfiltered advice’ for meaningful inclusion makes this compelling book a must-read for educators, policymakers, politicians, and community members. Dr. Wendy Murawski, Eisner Endowed Chair, Center for Teaching & Learning, California State University Northridge, USA Disability Life Stories comprehensively presents the school, career, and interpersonal experiences of 14 young adults with disabilities. Hearing these voices is critically important to examining environments, systems, and factors that enhance, and impede, positive adult outcomes. These stories and suggestions provide an invaluable framework for a range of audiences to examine, evaluate, and act on a range of points to promote successful outcomes for young adults with disabilities. Dr. Joseph W. Madaus, Director of the Collaborative on Postsecondary Education and Disability and Professor in the Department of Educational Psychology, Neag School of Education, University of Connecticut, USA This compelling exploration of the lived experiences of 14 individuals with disabilities captures their triumphs and challenges in navigating school, family, and careers. Drawing from a decade-long study, this book provides invaluable perspectives on resilience and life’s purpose through authentic narratives tracing journeys from childhood to adulthood. A great choice for book studies! Dr. Julie Irene Bost, Clinical Associate Professor, University of North Carolina-Greensboro and 2025 Council for Exceptional Children (CEC) President, USA Vaccaro and colleagues have crafted a beautiful text that celebrates and centers the authentic voices and developmental journeys of individuals with disabilities! This masterfully curated collection of unfiltered, first-person life stories that demonstrate the diversity of the disabled experience is a critically poignant read for families, educators, employers, and others who care about disabled people. Dr. Adam R. Lalor, Vice President for Neurodiversity Research and Innovation, Landmark College, USA This book does a rare thing – it shares stories of disabled college students in all their complexity, individuality, and nuance. For the 21% of undergraduates with disabilities, this book offers understanding, validation, empathy, and encouragement. This book also asks higher education faculty, employees, and researchers to consider how their work can better address ableism and treat disabled students and fields of disability with the same respect these authors demonstrate. Dr. Wendy S. Harbour, Director, National Center for College Students with Disabilities, Association on Higher Education And Disability (AHEAD), United States

Author Information

Annemarie Vaccaro, Ph.D. (she/her) is a Professor and Associate Dean in the College of Education at the University of Rhode Island (URI). Adam M. Moore, Ph.D. (he/him) is an Associate Professor of Special Education and Coordinator of Special Education Graduate Programs at the University of Rhode Island (URI). Barbara M. Newman, Ph.D. (she/her) is a professor emeritus in the Department of Human Development and Family Science at the University of Rhode Island (URI). Philip R. Newman, Ph.D. (he/him) is a social psychologist whose research has focused on the transition to high school as well as on group identity and alienation. Ezekiel W. Kimball, Ph.D. (he/him) is Professor of Higher Education and Interim Dean of the College of Education & Human Development at the University of Maine. Alexis Carlson, MA (she/her) is an educator at a public high school in Rhode Island. She also teaches education courses as a part-time instructor at the University of Rhode Island (URI). Emily Doffing, MA (she/they) is a scholar-activist conducting critical Participatory Action Research (PAR) with disabled graduate students' lived experiences at California State University in Long Beach.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available