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April 27, 2026Teaching History A Journal of MethodsOpen Access

Designing for Access : Learning From Disabled Educators in Higher Education

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Authors

ZDZoe DeanSDSamantha Didrichsen

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Overview

This article discusses how disabled educators' experiences enrich inclusive pedagogy in higher education contexts, suggesting vital instructional changes.

Key Points

  • This research highlights the importance of including disabled educators' perspectives to improve instructional practices in higher education.
  • Analyzed narrative vignettes of disabled educators to illustrate instructional decision-making processes.
  • Shared examples of disability-informed practices that challenge deficit biases in educational settings.
  • Provided recommendations for enhancing inclusion at institutional and individual levels.
  • Disabled educators' experiences lead to more effective instructional practices that benefit all learners.
  • Examples of inclusive strategies reduce cognitive barriers and promote a relational understanding of disability.
  • Recommendations focus on amplifying disabled voices and embedding inclusive strategies in teaching practices.

Cite This Study

Dean et al. (2026) studied this question.

synapsesocial.com/papers/69eefdb5fede9185760d4663https://doi.org/10.33043/v4us7xsdn2b
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Disabled and Neurodivergent Teacher Education Faculty Experiences: Connecting to Inclusion Perspectives Through Disability-Reflective Pedagogy2026 · 2 citations
  2. 2Inclusive Teaching in Higher Education: Challenges of Diversity in Learning Situations from the Lecturer Perspective2024 · 20 citations
  3. 3Confronting Disability Pasts, Constructing Disability Futures: Recommendations for Growing Access, Equity, and Inclusion for Disabled Faculty in Higher Education2026 · 1 citations
  4. 4Beyond Adjustments: Embedding Inclusive Design in University Classrooms2026
  5. 5Creating a Disabled Speakers’ Bureau to Influence Policy and Practice in Teacher Preparation2026