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.
The book provides a comprehensive overview of how to attain equality in the area of disability discrimination. It argues that the formal equality or color blind model that has dominated the race discrimination arena does not work well in the disability context. Rather than presume that separate can never be equal, the book explores when separate or integrated solutions are most likely to be effective in a wide range of areas, including K-12 education, higher education, employment, voting, and provision of health care.
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