Positives This book is widely praised as a strong, necessary, and well-researched critique of institutional attempts at "access" that often frame disability as an individual problem rather than a shared relationship. Reviewers highlight its value in articulating the unique challenges faced by disabled individuals in higher education, offering new perspectives for scholarship and teaching, particularly within disability studies and rhetoric and composition. The author's methodological approach is also commended as a useful guide for new researchers. Many readers found the book to be highly impactful, introducing key concepts that help illuminate the harms within academia and suggesting ways to resist and counteract them.
Negatives However, several reviewers note that the book's theoretical framework can be quite dense, making it potentially inaccessible to general readers or academics outside of specialized fields. Chapter one, in particular, is cited as a challenge for those not already familiar with the cited theorists and theories. Another common criticism concerns the conclusion, which some found to be anemic, disappointing, or difficult to practically achieve compared to the depth of the preceding discussion. There were also observations that the book's focus was primarily on faculty teaching credit-bearing courses, potentially overlooking the distinct experiences and levels of autonomy among other academic professionals.
Conclusion Overall, despite some concerns regarding its theoretical density and the scope of its focus, this book is highly recommended as a significant contribution to the discussion around access and disability within institutional settings. It provides a crucial re-evaluation of current accommodation systems and their real-world impact. This book would be particularly valuable for scholars, researchers, and students in disability studies, rhetoric and composition, and higher education, as well as anyone deeply interested in disability rights, access, neurodiversity inclusion, and understanding systemic barriers in academic and similar environments.
