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The release of a report by the Modern Language Association, “Foreign Languages and Higher Education: New Structures for a Changed World,” focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued “Diversity and Inclusion in Language Programs,” a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors—adjunct faculty, long-time instructors, and graduate assistants alike—confronting a changing and diversifying world language classroom.

VEVOR Automatic Door Opener, 100-240V for Max.220lbs Doors, Swing Door Operator for Disabilities w/ 2 Wireless Remotes, 2 Exit Buttons, Keypad, 5 ID Cards, 2 Stainless Steel Push Buttons, CE ListedOutswing/Inswing Door Opener2.4G Sensor Automatic OpenChoose Manual WaysSwitch The ModesEasy to InstallUse AnywhereMotor: DC 24 V Brushless Motor,Opening Time: 3-7 s,Environment Temperature: -4-122 °F/ -20-50 °C,Max. Door Frame Depth: 17.7 in/ 45 cm,Max. Door Weight: 220 lbs/ 100 kg,Voltage: 100-240 VAC +/-10%,Model: VV-LBKMJ-450,Suggested Opening Angle: 90°,Max. Opening Angle: 120°,Door Width: 21.6-47 in/ 55-120 cm,Power Consumption: 50 W,Item Size(L x W x H): 20.5 x 3.2 x 3.7 in/ 52 x 8.2 x 9.5 cm,Hold Open Time: 1-30 s

Saying goodbye to the cold and inconvenience of traditional handrails, we use high-quality silicone material to create a soft touch and excellent anti-slip grip, perfectly fitting your five fingers, whether it is wet hands or wet environment, to ensure a solid grip and completely eliminate the risk of slipping. Designed for the elderly, the disabled, pregnant women and children who need extra care, this stainless steel and silicone handrail is not only waterproof and durable, but also has an incredible 500 lbs. load bearing capacity to provide rock-solid support and balance for your family members. Keep in mind that it is part of the weight of the auxiliary support, not all of it, but it is enough to be a safe choice in your daily life. The installation process is simple and quick, and simply follow our clear assembly instructions for easy and safe installation at any wall Angle. The hidden screw design is even more ingenious, allowing you to easily cover the screw hole, keep the bathroom, toilet and shower room clean and beautiful, so that safety and beauty coexist. Not only that, this handrail is used in a wide range of applications, from the bathtub to the shower, from the stairs to the kitchen, and even in the living room, bedroom and laundry room, it can become your family's effective assistant to prevent falling. No matter where in the home, you can feel our meticulous care and protection for you and your family.

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Images of disability pervade language and literature, yet disability is, as sex was in the Victorian world, the ubiquitous unspoken topic in today's culture. The twenty-five essays in Disability Studies provide perspectives on disabled people and on disability in the humanities, art, the media, medicine, psychology, the academy, and society.

Based on a study of 12 women in the West Midlands of England, Read (applied social studies, U. of Warwick) explores the perspectives of mothers of disabled sons and daughters about how they find themselves acting as mediators between their children and a world that can be hostile to their interests. They detail the ways in which they attempt to present their children to the world and the world to their children in both formal and informal interactions, and describe challenging discussions with children and other family members as well as battles and negotiations elsewhere. She links their particular experiences with wider research and theory on motherhood and caring, the life patterns of disabled children, and discrimination. Distributed in the US by Taylor and Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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The release of a report by the Modern Language Association, “Foreign Languages and Higher Education: New Structures for a Changed World,” focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued “Diversity and Inclusion in Language Programs,” a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors—adjunct faculty, long-time instructors, and graduate assistants alike—confronting a changing and diversifying world language classroom.

This book argues for the rights of women with disabilities, who live on the periphery of society, and seeks to eradicate the exclusion and stigma that are part of their lives. It brings together the perspectives of academicians and activists in trying to understand the various social issues faced by women with disabilities and argues for a society where they are not denied respect, equality, and justice. Filling the gap in the existing feminist research, this book seeks to influence the way in which society treats women with disabilities and will be of interest to scholars and researchers in the field of women’s rights, disability rights, and rehabilitation.

Used for SPGN 251 at EMU. Great Condition, like new

Disability has always been a preoccupation of American society and culture. From antebellum debates about qualification for citizenship to current controversies over access and reasonable accommodations, disability has been present, in penumbra if not in print, on virtually every page of American history. Yet historians have only recently begun the deep excavation necessary to retrieve lives shrouded in religious, then medical, and always deep-seated cultural, misunderstanding. This volume opens up disability's hidden history. In these pages, a North Carolina Youth finds his identity as a deaf Southerner challenged in Civil War-era New York. Deaf community leaders ardently defend sign language in early 20th century America. The mythic Helen Keller and the long-forgotten American Blind People's higher Education and General Improvement Association each struggle to shape public and private roles for blind Americans. White and black disabled World War I and II veterans contest public policies and cultural values to claim their citizenship rights. Neurasthenic Alice James and injured turn-of-the-century railroadmen grapple with the interplay of disability and gender. Progressive-era rehabilitationists fashion programs to make crippled children economically productive and socially valid, and two Depression-era fathers murder their sons as public opinion blames the boys' mothers for having cherished the lads' lives. These and many other figures lead readers through hospital-schools, courtrooms, advocacy journals, and beyond to discover disability's past. Coupling empirical evidence with the interdisciplinary tools and insights of disability studies, the book explores the complex meanings of disability as identity and cultural signifier in American history.

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Unread book in perfect condition.

Building on the insights of both disability studies and civil rights scholars, Mark C. Weber frames his examination of disability harassment on the premise that disabled people are members of a minority group that must negotiate an artificial yet often damaging environment of physical and attitudinal barriers. The book considers courts’ approaches to the problem of disability harassment, particularly the application of an analogy to race and sex harassment and the development of legal remedies and policy reforms under the Americans with Disabilities Act (ADA). While litigation under the ADA has addressed discrimination in public accommodations, employment, and education, Weber points out that the law has done little to combat disability harassment. He recommends that arguments based on unused provisions of the ADA should be developed and new legal remedies advanced to address the problem. Disability Harassment also draws on case law to explore special problems of harassment in the public schools, and closes with an appeal to judges and lawmakers for expanded legal protection against harassment.

The third edition of Disability remains an indispensable tool for human service practitioners in understanding disability from an empowerment perspective. The authors address policy, theory, description, and practice, stressing the difference of disability rather than the dysfunction of disability. The text is illustrated with in-depth personal narratives by those living with disability and thought-provoking sidebars that ask readers to consider the implications of their own reactions to disability. Mackelprang and Salsgiver establish the historical and societal context in which those with disabilities are marginalized, discuss the major groupings of disabilities, and finally offer a model for assessment and practice that human service practitioners can adopt. The book develops a contemporary perspective in which people with disabilities are considered valuable and contributing members of society. Using this book, students will find not only a prescription for professional assessment and practice, but also the necessary understanding of common issues those with disabilities face, the social contexts in which they live, and the tools to work with people with disabilities as equals and partners.

Mental and physical disability, ubiquitous in texts of the Hebrew Bible, receive their first thoroughgoing treatment in this monograph. Olyan seeks to reconstruct the Hebrew Bible's particular ideas of what is disabling and their potential social ramifications. Biblical representations of disability and biblical classification schemas - both explicit and implicit - are compared to those of the Hebrew Bible's larger ancient West Asian cultural context, and to those of the later Jewish biblical interpreters who produced the Dead Sea Scrolls. This study will help the reader gain a deeper and more subtle understanding of the ways in which biblical writers constructed hierarchically significant difference and privileged certain groups (e.g., persons with "whole" bodies) over others (e.g., persons with physical "defects"). It also explores how ancient interpreters of the Hebrew Bible such as the Qumran sectarians reproduced and reconfigured earlier biblical notions of disability and earlier classification models for their own contexts and ends.

Providing an accessible introduction to the subject, this concise survey explores the concept of disability as it has been conceived from the late 19th century to the present. The examination looks at when, how, and why new categories of disability are created, describing how capitalism benefits from and enforces disabled people’s oppression. Critiquing the model that currently dominates the discipline—the social model of disability—this book offers an alternative: the radical disability model, which builds on the original while drawing from more recent schools of radical thought, particularly feminism and critical race theory. The study reveals how this new model emphasizes the role of intersecting oppressions in the marginalization of disabled people, stressing the importance of addressing disability both independently and in conjunction with other oppressions. Intertwining theoretical and historical analysis with personal experience, this reference is a poignant portrayal of disabled people in Canada and the United States—and a radical call for social and economic justice.

Brand New! Usually ships within one business day! This item is: Disability Law: Cases and Materials (American Casebook Series), Befort, Porter; 2nd ed., 2021; '; ISBN: 9781647084868. For fastest delivery, choose Expedited Shipping. We represent the Internet's largest independent legal bookstore!

This book presents an inventory of disability care in several European countries and the United States of America during a critical twenty-five year period, from 1980 to 2005, during which there emerged a real awareness of the absence of defined rights for disabled people leading to a transformative change in the mentality of political leaders and breakthrough legislation to address this situation. When contemplating a person with a disability from the outside, one can have the mistaken impression that it's a concern only for the affected person. Yet, if you consider that the disabled person could have been you—whether due to fate, illness, an accident or genetics--you realize that it can happen to you in an instant without warning, regardless of gender, social status or geographical region, and with unprecedented brutality. Caring for People with disabilities means looking after Each One of Us.Michel Tessier was born in Paris, France, and currently lives in the United States of America. He is an internationally recognized advocate and authority on disabled children’s rights, serving in numerous roles including National Delegate for Disability, Vice President of Public Education Parents Association and President of European Parents of Disabled Students. He is best known for initiating a law in the French parliament providing Scholar Life Assistants for special needs children in public schools. In recognition of his actions and contributions as an authority on disabilities, he received the distinction of "Chevalier dans l'Ordre National de la Légion d'Honneur, Knight in the National Order of the Legion of Honor” from the President of the French Republic.

Book is in NEW condition. 0.98