Author's Keywords: disability studies, funded research, mixed-methods	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: Seventh International Congress of Qualitative Inquiry URL: http://www.icqi.org
Citation: URL: http://citation.allacademic.com/meta/p487269_index.html Direct Link: HTML Code:

Miskovic, Maja. and Gabel, Susan. "When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education" Paper presented at the annual meeting of the Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champain Illini Union, Urbana, IL, May 17, 2011 <Not Available>. 2013-06-09 <http://citation.allacademic.com/meta/p487269_index.html>

Miskovic, M. and Gabel, S. , 2011-05-17 "When numbers don’t add up and words can’t explain: Challenges in defining disability in higher education" Paper presented at the annual meeting of the Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champain Illini Union, Urbana, IL <Not Available>. 2013-06-09 from http://citation.allacademic.com/meta/p487269_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This paper follows the loose threads that were abound in a federally sponsored three year research project at a private, not-for-profit university in Illinois. The project, called 3C (content, context, culture), began in 2008 with an aim to provide quality education for disabled students. Throughout the project we grappled with methodological limitations, verged on impossibility, to account for each disabled student at our university, and are left with a broad-brush picture, accompanied with ambiguous understanding as to what disability is and who is or could be considered disabled. These methodological uncertainties are intertwined with our ethical and political commitment to our students, faculty and staff, state and federal policies, which are sometimes at odds but must be followed by universities, and conceptual deliberations within the field of disability studies itself, which has been debating the ontological nature of disability since its formation.

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