While the ADA addresses accessibility as a whole, Social Security seeks to remove barriers to employment for people who receive disability benefits through the Protection and Advocacy for Beneficiaries of Social Security (PABSS) program. Isn’t it helpful to hear and see announcements for stops when riding a bus or subway line? Those audible and visual announcements are required so that people who are blind or have low vision or are deaf or hard of hearing can know when their stops are approaching. That’s why the ADA requires minimum headroom clearance and minimum horizontal protrusions. No one likes to hit their head on wall sconces or walk into handrails, signs on posts, or wall-mounted drinking fountains. Thanks to accessible design, we have access to elevators! And while elevators are convenient for moving your luggage, they’re required to provide airport vertical access for people with disabilities. Moving between floors can be challenging when carrying luggage at the airport. They are also required on open boarding platforms in rail stations to discourage people from standing too close to the edge of the platform. Have you ever wondered what those surface patterns of small domes that cross curb ramps are for? They are detectable warning surfaces, designed to alert pedestrians who are blind or have low vision to the presence of a hazard, such as a road. Ramps and curb ramps help everyone using wheeled devices like strollers and wheeled briefcases! They are required in the ADA Accessibility Standards for wheelchair access. The Access Board is celebrating accessible design features encountered in everyday life that benefit everyone, not just those with disabilities. This landmark civil rights law protects millions of people with disabilities across the country. Art educators should strive toward innovative research that intersects the perspectives of disabled students, artists, and educators with Special Education as well as with intersecting identity issues.July 26, 2023, marks the 33 rd anniversary of the Americans with Disabilities Act (ADA). Art education is failing to serve disabled people by its omission of sustained research on issues "about us." In this article, John Derby argues that as a progressive field, art education must pay closer attention to Disability Studies and other disability self-activism measures regarding Special Education. The trend defies the logic of inclusive education and is counterintuitive to the steady increase of disabled students being placed in regular art classrooms (Causton-Theoharis & Burdick, 2008). This is an unfortunate trend as disabled learners, educators, and others remain grossly underserved despite the truism that disabled people receive better treatment and resources than nondisabled people. This problem is most noticeable in research that promotes orthodox Special Education discourses as well as indulgent uses of disparaging disability metaphors and terminology. Such research typically follows the predominant medical model that conceptualizes disability as a degenerative crisis to be managed by nondisabled caretakers, including teachers. Of the scarce disability research in art education journals, most has been "without us," as nondisabled authors advocate nondisabled perspectives. However, readers have never seen this phrase in "Studies in Art Education." Almost "nothing about us" has appeared in the pages of "Studies" or other major journals in the field despite significant advances in disability research. The disability rights movement slogan, "nothing about us without us," has been trumpeted with such fervor that it is nearly a cliché.
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