Date of Graduation

Summer 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Transformative Education and Social Change

Committee Chairperson

John Elmore, PhD

Committee Member

Jason Wozniak, PhD

Committee Member

Dana Morrison, PhD

Abstract

The Americans with Disabilities Act (ADA) has been in place for over 35 years, yet the systems it created to ensure equity are riddled with inherent barriers and often fail to provide equal access because of the ableism baked into American society. Institutions of higher education exemplify this failure as they largely treat disability as a compliance-issue, not as a marginalized identity that deserved dedicated inclusion efforts. Most institutions provide disability inclusion solely through the ADA-mandated accommodation process for students and employees, which falls far short of creating fully accessibility cultures. Crucially, these case-by-case processes isolate disabled people and do not provide opportunity for robust social and community development.

To address this concern, I will outline a two-day Disability Self-Advocacy Summit where disabled students and employees can come together to strengthen advocacy skills, build community, and engage in dialogue around the ableism they experience at their institution. The Summit will be a launching point for a creating a praxis of reflection and action. During the Summit, participants will expand their understanding of disability lived experience, identify key issues on their campus, and establish networks needed to address systemic inequities. Societal inclusion for people with disabilities has always been driven by disabled people working in community to demand change. Grounded in Critical Disability Studies methodology and critical pedagogy, this thesis presents an opportunity for disabled people on campuses to continue that change-making work to push higher education beyond compliance.

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