AHEAD Conference, PEPNet 2.0 Training Institute to Join Forces in New Orleans

FOR IMMEDIATE RELEASE


December 1, 2011



AHEAD Conference, PEPNet 2.0 Training Institute to Join Forces in New Orleans



AHEAD and PEPNet 2.0—two premier professional organizations—will combine their national conferences to provide attendees from the disability and education communities a broader array of training that can build institutional capacity to work with post-secondary students with disabilities. The two concurrent events will be held at the Sheraton Hotel Canal Street in New Orleans on July 9 – 14, 2012.



The Association on Higher Education And Disability (AHEAD) 35th annual conference offers attendees a diverse array of professional development opportunities covering issues relating to the full spectrum of disabilities.  AHEAD is the premiere professional membership organization for individuals developing policy and providing effective services to meet the needs of persons with disabilities in all areas of higher education. AHEAD has formal partnerships with 34 Regional Affiliates and many other professional organizations to advance equity in higher education for people with disabilities.  AHEAD promotes full and equal participation by individuals with disabilities in higher education, and supports the systems, institutions, professions, and professionals who participate in fulfilling this important mission.



The new Postsecondary Education Programs Network 2.0 (PEPNet 2.0) Training Institute will run concurrently with the AHEAD conference and will focus on issues, service provision, and best practices for working with postsecondary students who are deaf or hard of hearing and those with co-occurring disabilities.  PEPNet has 15 years of experience in the issues of working with these low-incidence disabilities and has recently consolidated four regional centers into one national center. PEPNet 2.0 will continue to provide technical assistance and personnel development to improve educational and employment outcomes for individuals who are deaf or hard of hearing.  Baseline data and information collected during the new five-year grant cycle will drive development of evidence-based resources to increase institutional capacity, enrollment, retention, and graduation rates for these students.



To leverage the resources offered by both organizations, to help stakeholders stretch tight budgets, and to deliver their respective information and training to the largest possible audience, AHEAD and PEPNet 2.0 have combined their conferences. Attendees at either event will have access to presentations at both conferences, meet and network with other postsecondary education and disability professionals from many disciplines, and view displays and vendor booths in a 30,000 square foot exhibition hall.



PEPNet 2.0, based at the California State University, Northridge (CSUN) is supported by a grant from the Research to Practice Division, Office of Special Education Programs and the U.S. Department of Education via grant award #H326D110003. The grant cycle began October 1, 2011 and runs through September 30, 2016.



Registration and other information about these events are available at www.ahead.org <http://click.icptrack.com/icp/relay.php?r=20194994&msgid=163808&act=8140&c=1015335&destination=http%3A%2F%2Fwww.ahead.org%2F>  and www.pepnet.org <http://click.icptrack.com/icp/relay.php?r=20194994&msgid=163808&act=8140&c=1015335&destination=http%3A%2F%2Fwww.pepnet.org%2F>



AHEAD and PEPNet 2.0 look forward to welcoming hundreds of interested professionals from across the country and around the world to New Orleans in 2012 to learn and share information that can enhance educational opportunities for professionals and consumers.



Contacts:



Stephan J. Hamlin-Smith

Executive Director

AHEAD

107 Commerce Centre Drive, Suite 204

Huntersville, NC  28078

e: stephan@ahead.org



Catherine McLeod

Director – PEPNet 2.0

California State University Northridge

National Center on Deafness

18111 Nordhoff Street

Northridge, CA 91330-8267

e: info@pepnet.org

Post Doctoral opportunity

Post Doctoral Trainee Opportunities in Translational and Transformational

Research to Improve Outcomes for Persons with Disabilities





The Department of Disability and Human Development, University of Illinois
at Chicago is inviting applications from qualified candidates in any
relevant discipline for postdoctoral research training experiences in
research to improve health, employment, and community engagement and
participation outcomes for persons with disabilities. This interdisciplinary
post-doctoral program emphasizes preparing scholars to conduct research that
has real world impact..



The training program includes:  a) didactic preparation, b) close mentoring
by highly qualified researchers, c) immersion in ongoing research, and d)
field placement in carefully selected programs or organizations where
employment of disabled persons is being addressed. Trainees undergo a
structured and closely-supervised training process with a range of
opportunities for didactic and experiential training and with common
expected milestones.  Each trainee's program will be individually designed
to assure that the trainee has access to the most rigorous and relevant
concepts and research methodologies for his/her chosen focus for studying
vocational needs, services and outcomes.



Applicants must have received their Ph.D. or M.D. degrees within the past
four years.  The length of the fellowship experience will vary.  Ordinarily,
it will be for one to two years.  Trainees receive a competitive salary and
full benefits, tuition support for any courses taken and a modest travel
budget. Applicants should submit a curriculum vita and three reference
contacts.  Copies of relevant publications and a brief statement of research
experience and research goals must be provided for full consideration.



The appointments can begin any time.



Submit documentation to:

                                                  Tamar Heller, Ph.D.

                                                  Professor/Head

                                                  Department of Disability
and Human Development (MC 626)

                                                  The University of
Illinois at Chicago

                                                  1640 West Roosevelt Road


                                                  Chicago IL  60608-6904


                                                  theller@uic.edu

                                                  312-413-1647

Call for Papers: Volume 4 Critical Disability Discourse (CDD)

http://pi.library.yorku.ca/ojs/index.php/cdd/announcement/view/89

Call for Papers: Volume 4 Critical Disability Discourse (CDD)

York University’s Critical Disability Studies Graduate Student Program launched an academic journal in November 2009. Critical Disability Discourse is a bilingual, interdisciplinary journal, publishing articles that focus on experiences of disability from a critical perspective. The journal considers articles from graduate scholars in a variety of academic fields, but undergraduate students, activists, and community members/organizers are also invited to contribute. Critical Disability Discourse's goals are to provide emerging scholars an opportunity to contribute to the expanding field of critical disability studies and to gain exposure for their work in the public sphere.

Possible topics can include but are not limited to the following:

• Critical theory and disability: feminism, post-modernism, postcolonial theory, transnational analysis, Marxism, etc.
• History of disability: Antiquity, Middle Ages, Victorian Age, Industrial Age, etc.
• Law and public policy, and disability
• Qualitative and quantitative research pertaining to disability
• Education and disability
• Culture: disability-related popular culture, television, videos, blogs, arts, literature and film analysis
• Employment, market, workforce, and income security in relation to disability
• Disability-related topics in social sciences: psychology, sociology, geography, political science
• Assessment of accessibility accommodations
• Technology and disability

Submission guidelines are as follows:

1. Articles must critically address a question about an aspect of disability and offer a new angle of thought and insight; they should contribute to scholarship in the field of Critical Disability Studies. Articles must involve a critical argument, rather than be only descriptive.

2. Articles must be submitted in either English of French. Authors must consent to the translation of their articles for publication.

3. In submitting a manuscript, authors affirm that the research is original and unpublished, is not in press or under consideration elsewhere, and will not be submitted elsewhere while under consideration by the Journal.

4. Articles must be 3,000-7,000 words (including quotations, references, footnotes, tables, figures, diagrams, and illustrations).

5. In promoting inclusion and accessibility, the journal accepts and encourages tables, figures, diagrams, and illustrations within the article. However, all tables, figures, diagrams, and illustrations must include detailed written descriptions.

6. An abstract of 100-150 words should summarize the main arguments and themes of the article, the methods and results obtained, if the author’s own research was conducted, and the conclusions reached. A list of 5-7 keywords should also be included after the abstract.

7. We ask that authors are mindful of their language choices pertaining to disability and that they justify the use of controversial words.

8. Articles are peer-reviewed. Authors’ names and other identifying information must be removed in order to be sent to reviewers.

9. Authors are responsible for ethics approval for manuscripts by receiving approval from their own institutions. Proof of ethics approval (if applicable) should be provided to the Journal.

10. The Journal’s style generally follows the most recent edition of the Publication Manual of the American Psychological Association; English spelling follows the most recent edition of the Canadian Oxford Dictionary.

11. Manuscripts must be entirely double-spaced (including quotations, notes, references) in 12-point Times New Roman font.

12. The Journal accepts footnotes, but only sparingly.

To submit, please register as an author on our website and undergo the submission process. Registration is free. If you have any questions, contact the CDD Managing Editor, Catherine Duchastel, at cdsj@yorku.ca.

Submission deadline is February 1, 2012.

For more information and updates, please use the following links:

• Critical Disability Studies Students’ Association Homepage: http://cdssa.wordpress.com/
• Critical Disability Discourse Online Journal: https://pi.library.yorku.ca/ojs/index.php/cdd

The Need For Safety Carpeting

In my younger days, when I was a student at McGill University, in Montreal, I successfully advocated for the installation of safety carpeting inside all downtown campus buildings.  In winter, especially, wet floors are slippery; and some of McGill's older buildings—like its Arts building—have treacherous, marble floors.

I now think that all restaurants and medical buildings should be required by law to install or put safety carpeting inside their entrances. 

Last autumn, I entered a restaurant when the weather was a mix of rain and flurries, and my canes skidded on the wet entrance floor and I nearly fell.  Upset, I summoned the manager and suggested that he install safety carpeting inside that entrance. I was pleasantly surprised, when I finished my meal and was leaving the premises, to discover that a large piece of safety carpeting had been manually placed where I had requested.  I certainly did not leave without first thanking the manager for his quick response.

We are an aging society: many of us use canes, crutches, walkers, and wheelchairs.  We are frailer and our balance uncertain.  It's time for establishments to do the right thing and put safety carpeting inside their premises.  This common sense request, if adopted widely, will curtail falls, injuries,  and subsequent lawsuits.  It's simply the right thing to do.

Call For Media Review Submissions: Journal of Developmental Disability

Journal of Developmental Disability

Call for media review submissions

In 2008, the JODD dedicated a media column to critically examine
representations of developmental disability.  The column includes reviews
of both ‘old’ and ‘new’ media, encompassing submissions addressing
Internet, online websites, virtual forums, computer applications,
computer games and gaming sites, Youtube sites,  independent and popular
film and television programs, and print media. Through this column, we
seek to redress the absence of analyses attending to people labeled with
developmental disabilities and to interrogate current and emerging
representations.

We welcome submissions that take up media and developmental disability in
three distinct ways:

Specific work review: We accept reviews of specific media portrayals of
developmental disability, including books, artwork, television programs,
films, games, websites, Youtube videos and other specific examples of
media content.

Media trends: We are interested in identifying and documenting emerging
discourses in developmental disability in the media. This may include a
sharp rise in public discussions of developmental disability as evidenced,
for example, through a spate of films, news reports, books, promotional
campaigns and so forth addressing either a general or specific issue
pertaining to developmental disabilities or people who are so labeled.
Contributors are invited to trace and comment upon these trends and the
significance they may have both for people labeled with developmental
disabilities and the way developmental disability, normalcy, reason and
personhood are conceptualized.

Emergence of new media forms: Media has dramatically shifted its form and
reach with successive technological advances. The emergence of new media
technologies has broadened the opportunities for knowledge production,
reproduction, dissemination and consumption. Contributors are invited to
consider the symbolic and material implications of these innovations for
people with developmental disabilities.


Contributors are encouraged to address the following questions in their
submissions:
How does the reviewed subject create new framings and understandings of
developmental disability?
How does the reviewed subject include or influence the voices of people
with developmental disability?
How does the reviewed subject create opportunities for addressing the
intersections of disability with race, class, age, gender and sexual
orientation?

Who may submit a review?
We welcome contributions from those whose lives and work intersect with
developmental disabilities in diverse ways. We encourage contributions not
only from academics at any stage, but also from people labeled as having
developmental disabilities, their family members, friends and
practitioners. Collaborative reviews between academic and community
partners, family members, community groups, self advocates and other forms
of team contributions are very welcome.

Submissions should be between 2000 to 3000 words, word-processed, double-
spaced, using APA citation format. Please see oadd.org (follow the links
to JODD) for more details about the formatting requirements.  For more
information please contact Esther Ignagni at eignagni@ryerson.ca or Ann
Fudge Schormans at fschorm@mcmaster.ca.

Register Now for Online Spring Course Advanced Seminar in Disability and Diversity Studies

REGISTER NOW FOR ONLINE SPRING, 2012 COURSE IN DISABILITY AND DIVERSITY
STUDIES



Advanced Seminar in Disability Studies (DIS 687)



Taught by Megan A. Conway, Ph.D., Center on Disability Studies, University
of Hawaii at Manoa



CONTENT

A synchronous, online seminar offering in-depth explorations of compelling
topics related to the social, political, and economic integration of
individuals with disabilities and related academic disciplines. The course
includes instructor and guest lectures on disability studies topics, and
the opportunity for students to work with a faculty mentor to develop a
class session on a topic of their choosing. This is an elective course in
the five class sequence for a graduate, interdisciplinary Certificate in
Disability and Diversity Studies. The course is open to both current UH
Manoa graduate level students and individuals outside of the university who
hold at least a Bachelor’s Degree.



REGISTRATION DETAILS



DIS 687 is a three unit, graduate level course. The cost of the course is
approximately $1300 but UHM Graduate Assistantship and Faculty/Staff
tuition waivers are accepted.



Requires attending live, online weekly sessions using Elluminate/Blackboard
Wednesdays, 1:00pm-2:30pm Hawaii Standard Time (3pm-4:30pm PST).



Course runs from January 11-May 2, 2012.



UHM graduate students, faculty and staff register using CRN 85695.



Non-UHM students apply and register via the UHM Outreach College
www.outreach.hawaii.edu

CRN 3270 (non-Hawaii residents should pay resident tuition due to the
online format).



MORE INFORMATION



Email Megan Conway mconway@hawaii.edu

Certificate Program Website www.cds.hawaii.edu/certificates




--
*Megan A. Conway, Ph.D.*

*Assistant Professor, Center on Disability Studies
<http://www.cds.hawaii.edu>**
Managing Editor, Review of Disability Studies <http://www.rds.hawaii.edu>**
Training Coordinator, Students with Disabilities as Diverse Learners
Project<http://www.ist.hawaii.edu>
*

Center on Disability Studies, University of Hawaii at Manoa
1776 University Avenue, UA 4-7, Honolulu, HI 96822
Phone: 808-956-6166 Fax: 808-956-7878 Email: mconway@hawaii.edu

[Event] Centre for Culture and Disability Studies Research Forum: Dr. Alex Tankard

Centre for Culture and Disability Studies

“There was something very peculiar about Doc”: Disability and Queer
Friendship in Representations of Doc Holliday and Wyatt Earp

Dr. Alex Tankard
University of Chester

Date: Wednesday 7 December 2011

Time: 2.15pm–3.45pm
Place: Eden 109, Liverpool Hope University

Nineteenth-century representations of “consumptive” gunslinger Dr John
Henry Holliday often expressed admiration rather than censure for his
unusually intense devotion to his friends. However, even in the 1880s and
1890s, Holliday was an object of curiosity for newspaper reporters shocked
to discover that, as well as being a fearless killer, Holliday was “a
victim of consumption” – a disabled man who emphasised rather than
concealed his physical delicacy and vulnerability, in the midst of an
overwhelmingly violent, macho society. Their expressions of astonishment
may hint at an underlying discomfort about Holliday’s status as an
aberration of frontier masculinity.
The confusion would only intensify over the decades as these complex
representations were reinterpreted and rewritten ever further from their
original cultural context. In the second half of the twentieth century,
film representations of Holliday demonstrated varying degrees of anxiety
and even homophobic suspicion about his friendship with lawman Wyatt Earp.
Most films are equally clumsy in their use of Holliday’s incurable illness
to explain (and thereby “straighten”) his peculiar willingness to risk his
life for Earp, desperately denying the homoerotic possibilities of their
relationship and ignoring the more subtle and complex ways in which
Holliday’s disability might shape his interaction with other men.
Dr. Tankard will suggest that queerness and disability converge at crucial
points in their story, and will discuss the ways in which representations
of Holliday as a disabled man who loved other men were censored, rewritten
and reimagined by twentieth-century writers and film-makers.




For further information, please contact:

Dr. David Bolt

Director, Centre for Culture & Disability Studies
ccds.hope.ac.uk

Editor, Journal of Literary & Cultural Disability Studies
http://liverpool.metapress.com/content/121628

Lecturer and Recognised Researcher, Education
http://www.hope.ac.uk/boltd

Founder, International Network of Literary & Cultural Disability Scholars
http://www.facebook.com/pages/International-Network-of-Literary-and-
Cultural-Disability-Scholars/174137315933446
http://twitter.com/#!/INLCDS

Email: boltd@hope.ac.uk

Telephone: 0151 291 3346

Office: EDEN 128

Postal address: Graduate School, Faculty of Education, Liverpool Hope
University, Liverpool, L16 9JD.