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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.

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.

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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)

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.

Disability: The Basics is an engaging and accessible introduction to disability which explores the broad historical, social, environmental, economic and legal factors which affect the experiences of those living with an impairment or illness in contemporary society. The book explores key introductory topics including: the diversity of the disability experience; disability rights and advocacy; ways in which disabled people have been treated throughout history and in different parts of the world; the daily realities of living with an impairment or illness; health, education, employment and other services that exist to support and include disabled people; ethical issues at the beginning and end of life. Disability: The Basics aims to provide readers with an understanding of the lived experiences of disabled people and highlight the continuing gaps and barriers in social responses to the challenge of disability. This book is suitable for lay people, students of disability studies as well as students taking a disability module as part of a wider course within social work, health care, sociology, nursing, policy and media studies.

This is the first book of its kind to feature interdisciplinary art history and disability studies scholarship. Art historians have traditionally written about images of figures with impairments and artworks by disabled artists, without integrating disability studies scholarship, while many disability studies scholars discuss works of art, but do not necessarily incorporate art historical research and methodology. The chapters in this volume emphasize a shift away from the medical model of disability that is often scrutinized in art history by considering the social model and representations of disabled figures from a range of styles and periods, mostly from the twentieth century. Topics addressed include visible versus invisible impairments; scientific, anthropological, and vernacular images of disability; and the theories and implications of looking/staring versus gazing. They also explore ways in which art responds to, envisions, and at times stereotypes and pathologizes disability. The insights offered in this book contextualize understanding of disability historically, as well as in terms of medicine, literature, and visual culture.

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Media is a significant part of contemporary society and culture, and is subsequently crucial to our understanding of disability. How exactly does the media interact with disability and vice versa? Does the media adequately reflect the lives of people with disabilities or offer a means of social inclusion? Does the media perpetuate stigma or deny access to those with disabilities?This concise, integrated introduction to the complex relationship between disability and the media offers a road map to the key areas of participation, access and representation. Bringing together international theoretical work and research on disability, with analysis and examples across a diverse range of media forms – from radio, to news, popular television and new digital technologies – the text explores the potential for establishing a more diverse, rich and just media. It is an invaluable resource for students of Media and Communication Studies, Cultural Studies and Disability Studies.

The Sixth Edition of Disability Law provides a comprehensive overview of the major laws relating to discrimination against individuals with disabilities. It takes a broad approach to understanding how disability discrimination laws apply to the kinds of cases attorneys, policymakers, and judges are likely to face, including cases on harassment and retaliation based on disability. The book includes many of the selected cases, problems, questions, and statutory and regulatory references from the Fifth Edition, along coverage of recent developments that reflects recent regulatory and judicial decisions. New features include an introductory overview and chapter goals, definitions of key terms within each chapter, and chapter summaries. The Teacher s Manual and web-related materials include additional hypotheticals, skills exercises, and enrichment materials. A companion book, Disability Law Statutory Appendix: Federal Statutes and Regulations, includes the statutory language of Americans with Disabilities Act as amended, as well as regulations for Titles I, II, and III. The Statutory Appendix includes the disability provisions of the Fair Housing Act Amendments and regulations. Also included are the Familty and Medical Leave Act, and Individuals with Disabilities Education Act. The Statutory Appendix also contains Section 504 of the Rehabilitation Act of 1973 and model regulations.

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.

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Over the last forty years, the field of disability studies has emerged from the political activism of disabled people. In this challenging review of the field, leading disability academic and activist Tom Shakespeare argues that disability research needs a firmer conceptual and empirical footing. This new edition is updated throughout, reflecting Shakespeare’s most recent thinking, drawing on current research, and responding to controversies surrounding the first edition and the World Report on Disability, as well as incorporating new chapters on cultural disability studies, personal assistance, sexuality, and violence. Using a critical realist approach, Disability Rights and Wrongs Revisited promotes a pluralist, engaged and nuanced approach to disability. Key topics discussed include: dichotomies – going beyond dangerous polarizations such as medical model versus social model to achieve a complex, multi-factorial account of disability identity - the drawbacks of the disability movement's emphasis on identity politics bioethics - choices at the beginning and end of life and in the field of genetic and stem cell therapies relationships – feminist and virtue ethics approaches to questions of intimacy, assistance and friendship. This stimulating and accessible book challenges disability studies orthodoxy, promoting a new conceptualization of disability and fresh research agenda. It is an invaluable resource for researchers and students in disability studies and sociology, as well as professionals, policy makers and activists.

This book explores the possibilities and limitations re-theorizing disability using historical materialism in the interdisciplinary contexts of social theory, cultural studies, social and education policy, feminist ethics, and theories of citizenship.

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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.