New Books in Disability Studies

From disability metaphors to narratives structured around bodies presented as aberrant, early medieval English thoughtworlds conveyed the promise of resurrection and the hope of salvation through crip and disabled bodies. Light of the Everlasting Life: Disability and Crip Eschatology in Old English Literature (U Michigan Press, 2025) argues that early medieval Christian eschatology, as manifested in Old English literary texts, was a crip eschatology: a theology of the afterlife that relied upon disabled bodies and concepts related to disability in order to convey promises of resurrection and salvation. In addition to demonstrating how literature manifested theological approaches to the afterlife, Leah Pope Parker articulates the ways of thinking about bodies and disability that were available to ordinary early medieval people, many of whom experienced their bodies in ways that resonate with what we call disability today, but who rarely appear in the historical record.

By analyzing Old English texts, including Alfredian translations, Ælfric's saints' lives, and poetry from the Exeter and Vercelli Books, Parker introduces novel ways of characterizing disability's effects in literature. "Spiritual prosthesis" reveals rhetorical, narrative, and theological reliance upon disability to convey the promise of a Christian afterlife. "Systems of aberrance" emerge as a result, in which bodies marked as deviant--including disabled, monstrous, heroic, saintly, and dead bodies--form a network of embodiments that reinforce the narratives they inhabit and that of Christian salvation history. Locating crip eschatology in early medieval literature, Light of the Everlasting Life rewrites standard histories of disability, of the body, and of medieval Christian eschatology.
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A call to place disability at the center of climate and disaster responsesEvery disaster is a disability disaster, argues Angela Frederick. Disabled Power: A Storm, A Grid, and Embodied Harm in the Age of Disaster (NYU Press, 2025) tells the stories of Texans with disabilities who endured the 2021 Texas power crisis, which forced millions of Texas residents to endure a dayslong winter storm without heat or water. Based on 58 in-depth interviews with disabled Texans and parents of disabled children, Frederick highlights how disabled people and those with chronic health conditions are uniquely harmed when basic infrastructure such as power and water systems fail. She argues that the vulnerability people with disabilities experienced during this disaster was not an inevitable consequence of individual disabled bodies. Rather, disability vulnerability was “produced” by policies that “disabled” vital infrastructure.Frederick also emphasizes another meaning of the phrase “disabled power:” the individual and collective resilience and creativity Texans with disabilities exercised to survive the disaster. Despite common perceptions of people with disabilities as passive victims, Frederick shows how many found strategies to survive and to provide and receive care within their communities. Ultimately, the implications of this disaster extend far beyond Texas and underscore our increased vulnerability to infrastructural failures as extreme weather events become more common. Disabled Power offers a blueprint for reimagining vulnerability and resilience to center people with disabilities in disaster research and emergency response.
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Heart-Centered Connections: Seven Essential Skills for Helping Neurodiverse and Marginalized Children Thrive is a transformative guide for working with a child who is left out, left behind, or labeled “difficult.” Dr. Niki Elliott teaches the best practices to support kids who are misunderstood and marginalized—those who are neurodivergent, have a learning disability, or are trauma survivors. In this practical book, Dr. Elliott brings clear guidance and a hopeful message: when safety, compassion, and trust come first, real learning can begin. Heart-Centered Connections shows you how to create that foundation.

Based on decades of her groundbreaking research, Dr. Elliott offers seven pillars that will help you create environments where kids can achieve their full potential. You will learn how to: increase your ability to handle stress so you remain composed when a child acts out; establish stronger bonds, even with kids who initially seem defiant; teach in a way that creates joy and confidence; design neuro-inclusive environments in which youth of all abilities can flourish; view the child from a new perspective, offering them choice and dignity; and help the child settle their nervous system state so they can focus and learn.

Guest: Dr. Niki Elliott is a clinical professor and director of the Center for Embodied Equity and Neurodiversity at the University of San Diego SOLES, where she leads research, professional certificates, and statewide initiatives that transform K–16 learning environments through trauma-informed, neuro-inclusive design. A veteran educator of more than 30 years, Dr. Niki is known for translating complex neuroscience into powerful, accessible practices that strengthen belonging, emotional safety, and academic engagement for neurodiverse learners.

Host: Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and show host of the Academic Life podcast.

Playlist for Listeners:

Teaching with Positive Psychology Skills

How To Organize Inclusive Events

How We Show Up

The Power of Play in Higher Education

The Burnout Workbook

Empathy Takes Action

Belonging

A Pedagogy of Kindness

How Can Mindfulness Help

Meditation

You Have More Influence Than You Think

Welcome to Academic Life, the podcast for your academic journey—and beyond! Please join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 300+ Academic Life episodes? Find them here. And thank you for listening!
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A new paradigm that honors the wisdom and wholeness of neurodivergent clients. Focusing on autism and what is medically known as ADHD, neurodivergent author Nyck Walsh takes readers on an anti-oppressive, intersectional journey into a new standard of care for neurodivergent clients and their therapists. Whether new to or well-versed in the neurodiversity paradigm, readers will learn how to best support their neurodivergent clients in a way that prioritizes their well-being, honors their self-expertise, encourages their anti-ableist embodiment, and celebrates their joy. Bridging the theoretical with the practical, Walsh’s model offers a tangible framework that can be applied on its own or in tandem with other modalities. Neurodivergent Somatics in Therapy (Norton, 2026) is an intimate and engaging guide to providing accessible, liberatory, whole-person care that will benefit clients and therapists of all neurotypes.

Nyck Walsh, MA, LPC, (he/they) brings a whole person, anti-oppressive, intersectional, somatic lens to working with Autistic and KCS/VAST (what is commonly known as ADHD) folx. An Autistic and VAST counselor, Nyck is the director of Nyck Walsh Counseling & Training Center and creator of the Neurodivergent Somatics model. He curates reparative experiences for late identified Autistic and VAST folx to connect with their innate wisdom, dismantle ableism, be supported in their challenges, and unpack their lives through their unidentified and misunderstood Neurodivergent (ND) experience. His counselor education programs have created an international following, and both ND and neurotypical counselors alike report feeling deeply validated by his approach.

Registration for Public Programs event with Nyck at CIIS on July 16.

waHelena Vissing, PsyD, SEP, PMH-C is a Licensed Psychologist practicing in California and Associate Professor at California Institute of Integral Studies in the Somatic Psychology program. She can be reached at contact@helenavissing.com. She is the author of Somatic Maternal Healing: Psychodynamic and Somatic Treatment of Trauma in the Perinatal Period (Routledge, 2023).
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A powerful exposé of the American public education system's indifference toward marginalized children and the "slow violence" that fashions schools into hostile work and learning environments.In 2017, sociologist Ranita Ray stepped inside a fourth-grade classroom in one of the nation’s largest majority-minority districts in Las Vegas, Nevada. She was there to conduct research on the lack of resources and budget cuts that regularly face public schools. However, a few months into her immersion, a disturbed Ray recognized that that greatest impediment to students was the “slow violence” that preys on their minds, bodies, and spirits at the hands of teachers and administrators who are charged with their care.Slow Violence: Confronting Dark Truths in the American Classroom (St. Martin's Press, 2025) lays bare the routine indifference, racism, and verbal and emotional abuse and harassment that teachers and administrators perpetrate routinely against the most vulnerable children in our schools. We meet Nazli, a bright, funny Black girl, and math wiz, who loses her baby brother, and is told that “grit” will enable her to rise above her grief. Reggie is a devoted student and curious scholar, but his path to success is derailed when teachers fashion him as a predator after they find him looking at two inappropriate photos on his iPad. There’s Nalin, a shy and determined Filipina who has just arrived in the US, but is ignored based on her educator’s assumption that “Asians” are “good at math.” Her entire journey through school is darkened by this stereotype. And there’s Miguel, a sharp, distracted Latino boy who can’t overcome his teachers’ urge to incorrectly diagnose him with autism.Bolstered by an empathetic and passionate voice as well as the latest breaking research in the social sciences, Ray goes beyond timeworn discussions about the school-to-prison pipeline, funding, and achievement gaps to directly address what happens behind the closed doors of classrooms, introducing a compelling—and crucial—new perspective into the conversation about our education system.In the warm, luminous spirit of character-driven books like Invisible Child, Slow Violence allows us to see that the way we’ve tried to make a start in education reform is wrong. To forge new approaches that foster young minds and flourishing generations we have to start with how children experience the classroom. Unflinchingly, Slow Violence tells us—and shows us where to begin.
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