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In this chapter, I discuss intersections of Mad Studies and Critical Disability Studies, and outline mad-affirming pedagogies and implications or Universal Design for Learning in Higher Education. The role of university instructors and accessibility case workers are explored in relation to inclusive faculty teaching training and implications for curriculum development and administration of academic accommodations. A significant consideration is to develop increasingly empathetic, trauma-informed pedagogies that draw directly on the voices and knowledges of often marginalized disabled and Mad persons in ways that inform critical and supportive teaching and learning practices.

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Mad Studies in Education: A Mad-Positive Manifesto for Faculty Training, Universal Design for Learning, and Inclusive Pedagogy

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  • 发表日期：

    2026年

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  • Mark A. Castrodale

摘要

In this chapter, I discuss intersections of Mad Studies and Critical Disability Studies, and outline mad-affirming pedagogies and implications or Universal Design for Learning in Higher Education. The role of university instructors and accessibility case workers are explored in relation to inclusive faculty teaching training and implications for curriculum development and administration of academic accommodations. A significant consideration is to develop increasingly empathetic, trauma-informed pedagogies that draw directly on the voices and knowledges of often marginalized disabled and Mad persons in ways that inform critical and supportive teaching and learning practices.