Scholarlink

Purpose of Review <p>This critical review aimed to identify and challenge historical (e.g., past events, collective attitudes, and conditions), political (e.g., impacts of policies and legislations), and social (e.g., racialized perceptions of ability and competence) contexts that create exclusionary and discriminatory practices for Black learners with intellectual dis/abilities when accessing higher education.</p> Recent Findings <p>A systematic search yielded 600 articles; 65 underwent abstract screening, and nine entered a full-text review. Utilizing a critical disability studies framework and tenets of disability critical race theory, the literature revealed historical, political, and social contextual barriers that perpetuate discriminatory practices. Common barriers were overrepresentation in special education, color-blind policies, ableist dis/ability policies, and racist ableism.</p> Summary <p>Systemic and interpersonal changes are necessary to create diverse, equitable, and inclusive higher education environments. Recommendations centering dis/abled, Black students’ experiences navigating higher education are provided to address historical, political, and social contextual barriers and increase access. </p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Challenging and Addressing Historical, Political, and Social Contexts To Improve Accessibility for Black Students with Intellectual Disabilities in Higher Education

  • 期刊论文

  • 发表日期：

    2025年10月17日

查看全文
  • Rexella Dwomoh,
  • Laura Mullins

摘要

Purpose of Review

This critical review aimed to identify and challenge historical (e.g., past events, collective attitudes, and conditions), political (e.g., impacts of policies and legislations), and social (e.g., racialized perceptions of ability and competence) contexts that create exclusionary and discriminatory practices for Black learners with intellectual dis/abilities when accessing higher education.

Recent Findings

A systematic search yielded 600 articles; 65 underwent abstract screening, and nine entered a full-text review. Utilizing a critical disability studies framework and tenets of disability critical race theory, the literature revealed historical, political, and social contextual barriers that perpetuate discriminatory practices. Common barriers were overrepresentation in special education, color-blind policies, ableist dis/ability policies, and racist ableism.

Summary

Systemic and interpersonal changes are necessary to create diverse, equitable, and inclusive higher education environments. Recommendations centering dis/abled, Black students’ experiences navigating higher education are provided to address historical, political, and social contextual barriers and increase access.