@article{oai:tsukuba-tech.repo.nii.ac.jp:00001237,
 author = {Borst, Randall E. and Borst, Randall E.},
 journal = {TCT Education of Disabilities},
 month = {Mar},
 note = {Because higher education in the United States is the principle force for training American professionals and for advancing American culture, Americans with disabilities must become well integrated into higher education if they are ever to become integrated into American society. As the twentieth century progressed, two trends diverged. A new, large class of Americans with disabilities emerged while infrastructure and management practices came to favor an image of the ideal body and mind. Progress in modern technologies in rehabilitation programs coupled with newly-won civil rights led to a self-awareness on the part of Americans with disabilities as being capable of living more meaningful, socially inclusive lives. Through higher education, hundreds of thousands of Americans with significant disabilities have now taken their place, working and living alongside their nondisabled peers. Though progress in the early stages of full integration of people with disabilities in higher education in the United States has been considerable, much work remains to be done to legitimize disability service programs as fully-functioning units within American colleges and universities. An educational paradigm is needed to foreground the legalistic disability dialogue, while professional training and development of service professionals in higher education must find an academic home.},
 pages = {19--25},
 title = {Historical Issues in Higher Education for People with Disabilities in the United States},
 volume = {2},
 year = {2003}
}