This book does not start from the premise that separate is
inherently unequal. Writing from an "anti-subordination
perspective," Professor Colker provides a framework for the courts
and society to consider what programs or policies are most likely
to lead to substantive equality for individuals with disabilities.
In some contexts, she argues for more tolerance of
disability-specific programs and, in other contexts, she argues for
more disability-integrated programs. Her highly practical
investigation includes the topics of K-12 education, higher
education, employment, voting, and provision of health care. At the
end of the book, she applies this perspective to the racial arena,
arguing that school districts should be given latitude to implement
more use of racial criteria to attain integrated schools because
such environments are most likely to help attain substantive
equality from an anti-subordination perspective. The book measures
the attainment of equality not on the basis of worn-out mantras but
instead on the basis of substantive gains.
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