Books for Faculty and TAs with Disabilities

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This list of books, journal articles, and book chapters is not meant to be comprehensive, but instead to serve as a starting point for the topic of higher education instructors with disabilities. If you have additional suggestions for this list or require specific assistance, please contact the NCCSD at nccsd@ahead.org. Also be sure to see our list of books about disability and higher education.

  • Abram, S. (2003). The Americans with Disabilities Act in higher education: The plight of disabled faculty. Journal of Law and Education, 3(1), 1-20.
  • Anderson, R. C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.
  • Baltaru, R-D. (2019). Universities' pursuit of inclusion and its effects on professional staff: The case of the United Kingdom. Higher Education, 77(4), 641-656.
  • Blankmeyer Burke, T. (2014). Armchairs and stares: On the privation of deafness. In H-Dirksen, L. Bauman, & J. J. Murray (Eds.) Deaf gain: Raising the stakes for human diversity (pp. 3-22). Minneapolis, MN: The University of Minnesota Press.
  • Brewster, S., Duncan, N., Emira, M., & Clifford, A. (2017). Personal sacrifice and corporate cultures: Career progression for disabled staff in higher education. Disability & Society, 32(7), 1027-1042.
  • Brown, N., & Leigh, J. (2020). Ableism in academia: Theorising experiences of disabilities and chronic illness in higher education. London: UCL Press.
  • Brueggemann, B. J. (2002). An enabling pedagogy. In S. L. Snyder, B. J. Brueggemann, and R. G. Thomson (Eds.) Disability studies: Enabling the humanities (pp. 317-336). New York: The Modern Language Association.
  • Damiani, M. L., & Harbour, W. S. (2015). Being the wizard behind the curtain: Teaching experiences of graduate teaching assistants with disabilities in U.S. universities. Innovative Higher Education, 40(5), 399-413.
  • Dolmage, J. T. (2017). Academic ableism: Disability and higher education. Ann Arbor, MI: University of Michigan Press.
  • Evans, N. J., Broido, E. M., Brown, K. R., & Wilke, A. K. (2017). Disability in higher education: A social justice approach. San Francisco, CA: John Wiley & Sons, Inc.
  • Fox, A. M. (2010). How to crip the undergraduate classroom: Lessons from performance, pedagogy, and possibility. Journal of Postsecondary Education and Disability, 23(1), 39-49.
  • Franke, A. H., Bérubé, M. F., O’Neil, R. M., & Kurland, J. E. (2012, January). A report. Accommodating faculty members who have disabilities. Washington, DC: American Association of University Professors (AAUP).
  • Freedman, D. P., & Stoddard Holmes, M. (Eds.). (2003). The teacher's body: Embodiment, authority, and identity in the academy. Albany, NY: State University of New York.
  • Fuecker, D., & Harbour, W. S. (2011). UReturn: University of Minnesota services for faculty and staff with disabilities. W. S. Harbour & J. W. Madaus (Eds.) New Directions for Higher Education, Issue 154 (pp. 45-54). San Francisco: Jossey-Bass.
  • N. (2019). Stutterer interrupted: The comedian who almost didn't happen. Berkeley, CA: She Writes Press.
  • Germon, P. (1998). Activists and academics: Part of the same or a world apart? In T. Shakespeare (Ed.) The Disability Reader: Social Science Perspectives (pp. 245-255). New York, NY: Cassell.
  • Harbour, W. S. (2015). The Big Bang Theory: Mad geniuses and the freak show of higher education. Review of Disability Studies: An International Journal, 11(2).
  • Harbour, W. S., & Greenberg, D. (2017). NCCSD Research Brief: Campus Climate and College Students with Disabilities. (Research brief). Huntersville, NC: National Center for College Students with Disabilities, Association on Higher Education And Disability (AHEAD). Available at www.NCCSDClearinghouse.org.
  • Higbee, J. L., & Mitchell, A. A. (2009). Making good on the promise: Student affairs professionals with disabilities. Lanham, MD: University Press of America, Inc.
  • Hockman, L. (2010). A longer journey of reflexivity: Becoming a domesticated academic. In D. Driedger (Ed.) Living the edges: A disabled women’s reader (pp. 16-28). Toronto: Innana Publications and Education, Inc.
  • Hussein, T. (1997). The days. Taha Hussein: His autobiography in three parts. Cairo: The American University in Cairo Press.
  • Jeffress, M. S. (2018). International perspectives on teaching with disability: Overcoming obstacles and enriching lives. New York, NY: Routledge.
  • Kernan, W., Bogart, J., & Wheat, M. (2011). Health-related barriers to learning among graduate students. Health Education, 111(5), 425-455.
  • Kim, E., & Aquino, K. C. (2017). Disability as diversity in higher education: Policies and practices to enhance student success. New York, NY: Routledge.
  • Kerschbaum, S. L., Eisenman, L. T., & Jones, J. M. (Eds.). (2017). Negotiating disability: Disclosure and higher education. Ann Arbor, MI: University of Michigan Press.
  • Kornasky, L. (2009, March 17). Identity politics and invisible disability in the classroom. Inside Higher Ed. Available at https://www.insidehighered.com/views/2009/03/17/identity-politics-and-invisible-disability-classroom
  • Lang, J. M. (2005). Learning sickness: A year with Crohn's disease. Grand Junction, CO: Capital Books.
  • Lang, J. M. (2005). Life on the tenure track: Lessons from the first year. Baltimore: The John Hopkins University Press.
  • Mahmoud, E., Brewster, S., Duncan, N., Clifford, A. (2018). What disability? I am a leader! Understanding leadership in HE from a disability perspective. Educational Management Administration & Leadership, 46(3), 457-473.
  • Marquis, E. (2018). Beautiful minds and unruly bodies: Embodiment and academic identity in Still Alice and The Theory of Everything. Discourse, 39(6), 829-840.
  • Marshall, J. E., Fearon, C., Highwood, M., & Warden, K. (2020). "What should I say to my employer... if anything?" My disability disclosure dilemma. The International Jounral of Educational Management, 34(7), 1105-1117.
  • McMaster, C., & Whitburn, B. (Eds.). (2019). Disability and the university: A disabled students' manifesto. New York, NY: Peter Lang Publishing, Inc.
  • Merchant, W., Read, S., D'Evelyn, S., Miles, C., & Williams, V. (2020). The insider view: Tackling disabling practices in higher education institutions. Higher Education, 80(2), 273-287.
  • Michalko, R. (2001). Blindness enters the classroom. Disability and Society, 16(3), 349-359.
  • Montoya, A. (2009). A comparison of the educational supports needed and provided for undergraduate and graduate students with learning disabilities in higher education. Ph.D. dissertation, University of Florida.
  • Murphy, R. F. (1990). The body silent: The different world of the disabled. New York: W. W. Norton.
  • Myers, K. A., Jenkins Lindburg, J., & Nied, D. M. (2013). Allies for inclusion: Disability and equity in higher education. Hoboken, NJ: Wiley Periodicals, Inc.
  • Nichols, J. C., & Tanksley, C. B. (2004). Revelations of African-American women with terminal degrees: Overcoming obstacles to success. The Negro Educational Review, 55(4), 175-185.
  • Prahlad, A. (2017). The secret life of a black aspie: A memoir. Fairbanks, AK: University of Alaska Press.
  • Price, M. (2011). Mad at school: Rhetorics of mental disability and academic life. Ann Arbor, MI: The University of Michigan Press.
  • Price, M. P., Salzer, M. S., O'Shea, A., & Kerschbaum, S L. (2017). Disclosure of mental disability by college and university faculty: The negotiation of accommodations, supports, and barriers. Disability Studies Quarterly, 37(2), n. p. Available at https://dsq-sds.org/article/view/5487/4653
  • Prince-Hughes, D. (2002). Introduction: Autism in the academy. In D. Prince-Hughes (Ed.), Aquamarine blue 5: Personal stories of college students with autism (pp. xvii-xxiv). Ohio: Swallow Press.
  • Prince-Huges, D. (2005). Songs of the gorilla nation: My journey through autism. Boston, MA: Crown/Archetype.
  • Saks, E. R. (2008). The center cannot hold: My journey through madness. New York, NY: Hatchette Books.
  • Schalk, S. (2013). Coming to claim crip: Disidentification with/in disability studies. Disability Studies Quarterly, 33(2), n.p. Available athttp://dsq-sds.org/article/view/3705/3240
  • Sierra-Zarella, E. (2005). Adapting and “Passing”: My experiences as a graduate student with multiple invisible disabilities. In L. Ben-Moshe, R. C. Cory, M. Feldbaum, & K. Sagendorf (Eds.) Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum (pp. 139-146). Syracuse, NY: The Graduate School, Syracuse University.
  • Solis, S. (2009). I’m “coming out” as disabled but I’m “staying in” to rest: Reflecting on elected and imposed segregation. Equity and Excellence in Education, 39, 2, 146-153.
  • Susan. (2005). Susan. In D. Prince-Hughes (Ed.), Aquamarine blue 5: Personal stories of college students with autism. Athens, OH: Swallow Press.
  • Tidwell, R. (2004). The “invisible” faculty member: The university professor with a hearing disability. Higher Education, 47, 197-210.
  • Titchkosky, T. (2011). The question of access: Disability, space, meaning. Toronto: University of Toronto Press.
  • Vance, M. L. (Ed.). (2007). Disabled faculty and staff in a disabling society: Multiple identities in higher education. Huntersville, NC: The Association on Higher Education And Disability.
  • Waterfield, B., Beagan, B. B., & Weinberg, M. (2018). Disabled academics: A case study in Canadian universities. Disability & Society, 33(3), 327-348.
  • White, R. (2008). Instructor disclosure of mental illness in the social work classroom. Social Work Forum, 40-41, 127-142.