Doctorate Student (PhD) University of North Carolina at Greensboro
This presentation examines the critical need to address systemic ableism in higher education, which persists despite accessibility mandates. By prioritizing inclusive community engagement strategies, we advocate for greater investment in anti-oppressive practices to enhance mental well-being, emotional health, and service provisions for students with learning disabilities.
Learning Objectives:
At the end of this session, attendees should be able to:
Explore how the use of Conflict Theory can position Social Work Educators and Students to successfully meet the needs of students with disabilities who oppressive practices in order to improve their mental well-being and self-efficacy.
Analyze the impact of disability justice principles—such as intersectionality, interdependence, and collective access—on creating inclusive and equitable educational environments.
Identify key structural barriers and systemic ableism within higher education that hinder the academic success and well-being of students with learning disabilities.
