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Strimel  \nGeorge Mason University  \nGrace L. Francis  \nGeorge Mason University  \nAbstract  \nTo replace the current professional paradigm of higher education disability resources, socially-just disability resources emerged as the next step for the field to progress relative to creating experiences for students with disabilities that are not only accessible and equitable but also socially-just. Overall, descriptions of socially-just disability resources take the social model approach a step further by directly mobilizing disability resource professionals to organize for greater change in higher education to holistically address barriers with an ideal outcome of reducing the need for accommodations altogether. However, because this is a novel framework, there is a paucity of research regarding its implementation. The purpose of this study was to understand what the ideal implementation of socially just disability resources would entail and how these practices can be sustained. Following a review of the findings from an appreciative inquiry initiative conducted with one disability resource center, implications are discussed.  \nKeywords: Appreciative inquiry, socially-just disability resources, higher education, disability  \nPlease direct inquires about this manuscript to: Morgan Strimel, [mthomp26@gmu.edu](mthomp26@gmu.edu)  \nCollege Student Affairs Journal, Volume 41(2), pp. 97-113 ISSN 2381-2338  \nCopyright 2023 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n98 College Student Affairs Journal Vol. 41, No. 2, 2023  \nSJDR framework, however, inherent challenges in its implementation persist. It has consistently been the case, for example, that many DRCs are underfunded and, as a result, insufficiently staffed (Dolmage, 2017). As a result, without proper staffing, disability resource centers likely lack the time and resources to engage in proactive work (e.g., faculty outreach) outside of developing accommodations (Evans et al., 2017) . Further, buy-in from other university stakeholders in SJDR-related efforts is essential to ensure that they translate to greater changes in institutional cultures of inclusion (Mohr, 2021). Due to a paucity of research on SJDR and its impact on disabled students’ experiences and outcomes, however, efforts from DRPsto obtain stakeholder buy-in maybe impeded.  \nFor this reason, developing a foundation of research on SJDR is a necessary first step in understanding its effectiveness in enhancing access and equity for disabled college students and, consequently, obtaining support from stakeholders to support its usage in the field. In the following sections, this paper will:  \n1) Describe appreciative inquiry as an approach to researching SJDR  \n2) Discuss the implementation of an appreciative initiative to explore SJDR in one disability resource center  \n3) Outline key findings and corresponding implications for disability resource centers in using appreciative inquiry methods to explore SJDR  \nTheoretical Framework  \nAppreciative Inquiry  \nAppreciative inquiry1 is increasingly used as a methodology to engage members of an organization in their research to collaboratively bring about positive, systematic change (Dewey & Moeller, 2022; Gray et al., 2019; Perrelle et al., 2022; Shuayb et al., 2009) . More specifically, apprecia-  \n1 Note that appreciative inquiry differs from appreciative advising.  \nAppreciative Inquiry  \ntive inquiry was developed as a framework of analysis for organizations to refine their internal practices by exploring how they function at their ‘best’relative to a specific topic (Cooperrider & Srivasta, 1987) . Although flexible in implementation, conducting an appreciative inquiry involves moving an organization through five key steps (see Table 1): (1) definition,(2) discovery,(3) dream,(4) design, and (5) destiny (Whitney & Trosten-Blo","cbCaiplfACHQ3cGW","https://ap.wps.com/l/cbCaiplfACHQ3cGW","pdf",1073440,17,"English","# Abstract\n## Theoretical Framework\n## Appreciative Inquiry\n## Step 1: Definition\n## Step 2: Discovery\n## Step 3: Dream\n## Step 4: Design\n## Step 5: Destiny","[{\"question\":\"What are socially-just disability resources in higher education?\",\"answer\":\"They are an emerging framework intended to move disability resources beyond accessibility and equity toward experiences that are also socially-just. The approach mobilizes professionals to address barriers in higher education more holistically.\"},{\"question\":\"How does the study investigate socially-just disability resources?\",\"answer\":\"The study uses an appreciative inquiry initiative conducted with a disability resource center. It reviews findings to consider how ideal implementation could be sustained.\"},{\"question\":\"What steps are involved in appreciative inquiry as described in the paper?\",\"answer\":\"The framework moves through five steps: definition, discovery, dream, design, and destiny. Each step guides how an organization frames the focus topic, identifies its positive core, envisions ideal practice, develops action plans, and implements them.\"}]","SOCIALLY-JUST DISABILITY RESOURCES IN HIGHER EDUCATION: AN APPRECIATIVE INQUIRY | PDF",1792088766,43]