Submission Purpose
Main Conference
Type of Proposal
Paper: Theorizing from the literature
Abstract
Adult learners with an intellectual disability have legal protections to access post-secondary learning and vocational opportunities. As individuals strive to maximize potential in the disability space, do cultural barriers of racism disrupt the potential for African American adult learners with intellectual disabilities? One implicit assumption is that race and social status affect advocacy efforts for learners during K-12 experiences, and the adult learners’ ability to self-advocate.
Keywords
Intellectual disabilities, African American adults, racism
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
President, M. Rogers, E., & Messemer, J. (2021). Disability matters: IDEIA, Section 504, and ADA: What do these acts mean for African American learners who experience intellectual disabilities? A critical literature review. AERC [Paper] presented as a part of the Adult Education in Global Times Conference. University of British Columbia. Canada.
Disability matters: IDEIA, Section 504, and ADA: What do these acts mean for African American learners who experience intellectual disabilities? A critical literature review
Adult learners with an intellectual disability have legal protections to access post-secondary learning and vocational opportunities. As individuals strive to maximize potential in the disability space, do cultural barriers of racism disrupt the potential for African American adult learners with intellectual disabilities? One implicit assumption is that race and social status affect advocacy efforts for learners during K-12 experiences, and the adult learners’ ability to self-advocate.
