| Title | 3. Institutional Systems, Disability Services, and the Tensions of Self-Advocacy and Disclosure |
|---|---|
| Contributor | Ash Lierman(author) |
| DOI | https://doi.org/10.11647/obp.0420.03 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0420/chapters/10.11647/obp.0420.03 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Ash Lierman |
| Publisher | Open Book Publishers |
| Published on | 2024-11-04 |
| Long abstract | This chapter, and those following in Part 2, synthesize existing research on higher education experiences of neurodivergent students and those with invisible disabilities in several areas. This chapter begins by describing the issues students encounter in higher education in general and with overarching systems in institutions, including their choice of institution and curriculum, their experiences with campus disability services and accommodations, and their internal and external struggles with seeking and receiving support. |
| Page range | pp. 61–82 |
| Print length | 22 pages |
| Language | English (Original) |
Dr. Ash Lierman (they/them) is the Instruction & Education Librarian at Campbell Library on the Glassboro campus of Rowan University, in southern New Jersey, USA. They are also the chair of Rowan University Libraries’ DEI Committee. They support teaching and learning across the university, particularly for the College of Education, graduate students, and online learners. As a disabled, queer, nonbinary and agender librarian, their research and professional interests focus on social justice for marginalized academic library users and workers, especially those who are disabled and LGBTQ+. They have also co-contributed a chapter to Toward Inclusive Academic Librarian Hiring Practices (Houk, Nielsen, & Wong-Welch, eds.), published in 2024 by the Association of College and Research Libraries (ACRL).