The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

AFRIKAANS: Hierdie proefskrif ondersoek die ontplooiing van die reg rakende persone met gestremdhede in die rigting van ʼn toenemend inklusiewe en geintegreerde regsorde wat die beskerming en bevordering van die regte van persone met gestremdhede op gelyke grondslag met alle ander persone bewerkstellig. Gestremdheid word aan die hand van twee uiteenlopende modelle beoordeel en hanteer. Die twee modelle - die mediese en die sosiale model van gestremdheid - verteenwoordig uiteenlopende opvattinge oor gestremdheid wat in duidelik onderskeibare regsbenaderings neerslag vind. Oor die onlangse dekades het die sosiale model beduidend veld teen die mediese model gewen. Dit het veral neerslag gevind in die internasionale reg, soos dit die afgelope dekades onder die aanvoering van die Verenigde Nasies in omvattende standaardisering en universalisering van menseregte ontwikkel het. Hierdie ontwikkelings word breedvoerig ondersoek. Die groeiende aanklank van die sosiale model ten koste van die mediese model is eweneens merkbaar in twee ander jurisdiksiegebiede, naamlik Europa – binne die konteks van sowel die Europese Raad as die Europese Unie - en die Verenigde State van Amerika. By albei weerspieel die ontplooiing van die positiewe reg ʼn verandering in die beskouing oor die regshantering van persone met gestremdhede. Daarvolgens word gestremdheid toenemend volgens ʼn sosiale model as ʼn vorm van diversiteit eerder as uitsluitlik in terme van ʼn mediese model as afwykend of abnormaal verstaan. Gestremdheid vereis ʼn besondere regsbedeling ten einde daadwerklike gelyke beregtiging vir persone met gestremdhede te verseker eerder as (net) mediese ingryping in ʼn “afwykende toestand” of ʼn “siektetoestand.” Die veranderde regsbedeling oor gestremdheid word deurlopend deur die prisma van die twee modelle beskryf en beoordeel. Na die uitklaar van die betekenis van die modelle aan die begin van die studie volg ʼn historiese oorsig wat die konteks vorm waarbinne die regsontwikkeling rondom gestemdheidsreg sedert die Tweede Wereldoorlog op internasionale terrein (onder die aanvoering van die Verenigde Nasies), in Europa, die VSA en in Suid-Afrika bespreek word. Die studie sluit af met gevolgtrekkings waarin die klem op ʼn beoordeling van die verandering van die reg rakende gestremdheid in die lig van modelle wat in die eerste hoofstuk toegelig is, val. ENGLISH: The thesis investigates a change in perception and the resulting altered juridical management of persons with disabilities towards a more inclusive and integrated public legal order. Such a change positions the protection and promotion of the rights and interests of persons with disabilities on an equal footing with that of other persons. Disability is dealt with and evaluated in relation to two opposing models. The two models of disability – the medical and the social – represent two different perceptions about disability that are laid down in clearly-distinguishable approaches in law. Over the recent decades the social model has gained considerable ground over the medical model. It has found particular favour in international law, as developed over the past decades in the comprehensive standardisation and universalising of human rights under the leadership of the United Nations. These developments are scrutinised thoroughly. The increasing acceptance of the social model to the detriment of the medical model is apparent in two other areas of jurisdiction, namely, Europe – within the context of the European Council and the European Union – and the United States of America. In both these the development of positive law reflects a change in view regarding the way disability is dealt with by the law. Disability is increasingly understood according to a social model as a form of diversity rather than exclusively in accordance with a medical model. Disability requires a unique legal dispensation in order to ensure genuine equal adjudication for persons with disabilities rather than a (mere) medical intervention as a “deviant state” or an “illness”. The changing legal dispensation regarding disability is continuously described and evaluated through the prism of the two models. After an exposition of the models at the beginning of the study a brief historical overview follows, constituting the context within which legal development since the Second World War in the international arena (by way of the activities of the United Nations), in Europe, the USA and South Africa, is discussed. The study ends with conclusions which emphasise an evaluation of the changes in disability law in light of the models that were expounded in the first chapter. / Thesis (LLD)--University of Pretoria, 2010. / Public Law / unrestricted

Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.

Education facilitates community involvement, participation, and acceptance, but not for students with significant disabilities who are taught in separate settings. The policy of separate education derives from arcane beliefs, limited research, and misconceptions that result in people with disabilities having choices made for them not with them. The All IN Pix YPAR asked six high school students with significant disabilities to photo document a week in their high school yearbook class. Each day after school, the students discussed a single photo using a modified photovoice method in structured interviews using the SHOWeD questioning protocol. After data capture, during a Zoom focus group interview, participant photographers picked 10 pictures and identified themes. Study district schoolteachers opted into the ALL IN Pix Gallery Exhibit Survey and shared their reactions to the images and student comments. The teachers found the exhibit impactful in providing a view of the students’ world, giving voices to students, and teaching the teachers more about the people beyond their disabilities. Students felt empowered in classes where they had choice in their education. Student participants became advocates for change over the course of the study. Recommendations for practice include, adopting students’ requests for experiential and choice driven instruction, incorporation of photovoice into individualized education plan development, club involvement, and teacher development. The All IN Pix YPAR study empowered student participants through self-advocacy and personal autonomy, which align to the study theoretical frameworks of empowerment education theory, critical disability theory, and the social model of disability theory (Kunt, 2020).

This PhD Thesis has been immersed in investigating the holistic experience of way-finding in buildings by people who have a range of visual ability. Previous research studies, spanning across a broad spectrum of disciplines, have focused on various characteristics of human way-finding (Arthur and Passini, 1992;Lynch, 1960;Downs and Stea, 1973). It is specifically recognised that the built environment is failing people with visual loss (Barker et al., 1995) and the strategic task and skill of way-finding within a building is a particular problem (Arthur and Passini, 1992). Under the social model of disability (Oliver, 1990) this is recognised as a form of architectural disablement (Goldsmith, 1997). There are few evidence-based studies of way-finding in a building. Furthermore, there are no studies of real-life experiences of way-finding undertaken by real-life participants who have a range of visual ability within the context of a real-life building. This leads to a research question: What are the design issues revealed by participants who have a range of visual ability as they way-find in a large public building? This doctoral research, based within the discipline of architecture, focuses on the holistic experiential components of a Journey (Myerson, 2001;Harper and Green, 2000). It coins and defines the term Way-finding Hot-spot as it explores the events [positive and negative] which are experienced and therefore impact on a Way-finding Journey around a building. To fill an important gap in the current knowledge a research enquiry, based on a user-centred design approach, was implemented. Exploratory in nature, the methodology was inductive and it evolved throughout the study. A series of Research Principles, borrowed from the established methodologies of Grounded Theory (Glaser, 1968) and Case Study (Yin, 2003a;Yin, 2003b), guided this study. Ten participants [with varying degrees of visual ability, different ages and other forms of disability] undertook a Way-finding Scenario designed to evaluate both existing memories of way-finding and present way-finding experience. This was composed of a Purposeful Conversation (Burgess, 1982) and a context specific Way-finding Task. The study has produced a large amount of data based on user experience in a real-world way-finding context – this has not been done before. Participant data contributed to a new Theory of Way-finding – The Experiential Charting of a Way-finding Journey – which derived from experiential data, was found to be composed of three elements: Journey Stages, Tasks Components and Communication Requirements. This thesis presents detailed findings which generate dialogue in the design of way-finding systems suitable for a diverse range of way-finders. It provides a research-based foundation to open the problem area and provide an insight into the issues people with different visual abilities encounter as they undertake a Way-finding Journey around a building. It generates a greater understanding of the problems and joys of way-finding in a building which will be of use in professional practice across disciplines of architecture and design as well as in areas of rehabilitation, policy-making and academia. This research is a start, but it is not the end. Future research questions have been revealed and these, combined with further reviews of literature and creative use of method, will further explore the phenomenon of way-finding within the context of buildings.

Avhandlingen beskriver och analyserar hur frågor kring tillgänglighet/handikapp för första gången aktualiserades och implementerades i planeringen och utformningen av den byggda miljön i Aten, nämligen processen i samband med beslut, planering och implementering av jätteprojektet Atens Metro. Studien tecknar framväxten av olika handikapporganisationer, som från att ha varit svaga aktörer successivt lyckades få gehör för sina krav inom stadens förvaltning, politiska organ, den grekiska riksdagen och inte minst inom de företag som byggde metrosystemet. Avhandlingen diskuterar hur handikapporganisationer och metrosystemet växte fram och påverkade varandra, hur viktiga forum för att diskutera/problematisera olika perspektiv på handikapp skapades där aktörsgrupper med delvis olika intressen förde fram sina ståndpunkter och förhandlade samt vilka konkreta avtryck som dessa processer ledde till i form av en - slutligen - handikappvänlig teknisk konfiguration av metrosystemet. Studien knyter också an till den europeiska diskussionen, bl.a. inom EU, kring handikapp och vilken betydelse som denna diskussion hade för det framväxande metroprojektet, inte minst inför Atens OS-värdskap 2004. Avhandlingen tar sin teoretiska utgångspunkt i dels samhällsvetenskapliga teknik- och vetenskapsstudier, dels "disability studies". / The idea of building a metro network in Athens dates back to the 1950s. It took almost fifty years for the Greek government to develop plans, secure funds and to carry out an effective procurement process for the construction of the Athens metro. In February 1987 the government announced an invitation to tender for the design and construction of the metro. Thirteen years later, in January 2000 the first two lines began operation. The construction of the metro consisted of numerous preliminary studies, different public organizations which dealt with its development and several controversies concerning its design. One of these controversies referred to the issue whether the metro would be accessible to disabled people or not. Integrating accessibility provisions in the metro design constituted a controversial issue where different actors argued and acted for and against its implementation. This study describes and analyses the process of making the metro accessible. The analysis focuses on how questions regarding accessibility/disability were actualized for the first time in the planning and design of the Greek built environment and in particular on the process of building the biggest and most complicated infrastructure project in Greece, the Athens metro. At the same time, the study describes the evolution of disability organizations in Greece: they changed from being weak actors who were unable to influence socio-political configurations to actors that successively gained attention within the public administration, political organs, the Greek Parliament and the company that constructed the metro. The study discusses how disability organizations and the metro were developed and influenced each other and how important forums, where several actors with diverse interests problematized and produced different perspectives on disability, were initiated. These forums constituted public spaces within the public administration and eventually contributed to the construction of an accessible metro network. The analysis is also connected to Athens hosting of the Olympic and Paralympic Games of 2004 which created increasing demands for constructing an accessible built environment, including the metro. Furthermore, the study also draws upon the discussion within the EU on disability and on which kind of consequences this discussion implied for the developing metro. The theoretical basis for this study is located at the intersection of two broad fields, namely science and technology studies (S&TS) and disability studies.

<p dir="ltr">Institutions of higher education within the United States have not had a reputation of inclusivity. The discrimination and oppression of people with disabilities is an important topic of conversation within these educational spaces, not only to change the way that society thinks of disability on a whole, but to incite discussions surrounding the best ways to support students with disabilities and their educational goals. This paper will provide a deconstruction of what ableism is, how it impacts mental health and wellness and how it shows up within institutions of higher education. This paper will also provide details on a training course for higher education faculty members that provides practical applications of the ethical ways of creating a supportive learning environment for students with disabilities. This paper will explore how critical disability theory, the social model and some aspects of the medical model can be utilized to provide faculty and staff with the competency to understand and interact with students with disabilities in ways that not only support their learning but contribute to positive social change and the deconstruction of ableist actions.</p>

Living Disability: Ways Forward from Decontextual Models of Disability consists of six articles that provide both theoretical and pragmatic commentaries on decontextual approaches to vulnerability and disability. In What Contemporary Models of Disability Miss: The Case for a Phenomenological Hermeneutic Analysis I argue many commonly accepted models for understanding disability use a vertical method in which disability is defined as a category into which people are slotted based on whether or not they fit its definitional criteria. This method inevitably homogenizes the experiences of disabled people. A hermeneutic investigation of commonly accepted models for understanding disability will provide an epistemological tool to critique and to augment contemporary models of disability. In A Phenomenological Hermeneutic Resolution to the Principlist- Narrative Bioethics Debate Narrative, I note narrative approaches to bioethics and principlist approaches to bioethics have often been presented in fundamental opposition to each other. I argue that a phenomenological hermeneutic approach to the debate finds a compromise between both positions that maintains what is valuable in each of them. Justifying an Adequate Response to the Vulnerable Other examines the possibility of endorsing the position that I, as a moral agent, ought to do my best to respond adequately to the other’s vulnerability. I contend that, insofar as I value my personal identity, it is consistent to work toward responding adequately to the vulnerability of the other both ontologically and ethically. Who Can Make a Yes?: Disability, Gender, Sexual Consent and ‘Yes Means Yes’ examines the ‘yes means yes’ model of sexual consent, and the political and ethical commitments that underpin this model, noting three fundamental Ph.D. Thesis – C. Kavanagh; McMaster University - Philosophy v disadvantages. This position unfairly polices the sexual expression of participants, particularly vulnerable participants such as disabled people, it demands an unreasonably high standard for defining sexual interaction as consensual, and allows perpetrators of sexual violence to define consent. In Craving Sameness, Accepting Difference: The Possibility of Solidarity and Social Justice I note realist accounts typically define solidarity on the basis of a static feature of human nature. We stand in solidarity with some other person, or group of people, because we share important features in common. In opposition to such realist accounts, Richard Rorty defines solidarity as a practical tool, within which there is always an ‘us’, with whom we stand in solidarity, and a ‘them’, with whom we are contrasted. I argue that by understanding Rorty’s pragmatic solidarity in terms of the relational view of solidarity offered by Alexis Shotwell, it is possible to conceptualise solidarity in a manner that allows for extending the boundaries of the community with whom we stand in solidarity. In Translating Non-Human Actors I examine Bruno Latour’s position that nonhuman things can be made to leave interpretable statements, and have a place in democracy. With the right types of mediators, the scientist can translate for non-humans, and those voices will allow for nonhuman political representation. I wish to suggest that, like scientists, people with disabilities are particularly capable of building networks that facilitate translation between humans and non-humans. / Thesis / Doctor of Philosophy (PhD) / Living Disability: Ways Forward from Decontextual Models of Disability consists of six separate articles that provide both theoretical and pragmatic commentaries on decontextual approaches to vulnerability and disability. The first three articles examine contemporary approaches to understanding vulnerability and disability, and explore what a contextual theoretical approach, one that puts the experiences of people with disabilities at the centre, might look like. The second three articles provide a bioethical examination of practical ethical questions associated with the treatment of people with disabilities when it comes to social and political positions on disability and sexuality, solidarity with people with disabilities, and the relationship between people with disabilities and objects.