{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T18:23:51Z","timestamp":1777573431007,"version":"3.51.4"},"reference-count":21,"publisher":"SAGE Publications","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EFI"],"published-print":{"date-parts":[[2024,6,14]]},"abstract":"<jats:p>Amid the growing body of research on disability and neurodiversity, disabled and neurodiverse Ph.D. students are not often in the focus, despite the fact that Ph.D. students occupy a unique position of a learner-scholar-teacher in academia. A particular gap is felt in the field of Library &amp; Information Science (LIS). This study stands to address this gap by focusing on the experiences of disabled and neurodiverse Ph.D. students in American and Canadian LIS Programs during the COVID-19 pandemic and in its immediate aftermath. Guided by the Holistic Empowering Methodological Approach (HEMA) that puts participants in the driver\u2019s seat and allows them to determine the nature and extent of participation, the study spotlights participants\u2019 experiences during the remote learning and returning to campus phases of the lingering public health crisis. The findings show that while there was a fair balance of positive and negative experiences during the earlier stage of the pandemic, the stage of returning to campus was associated with additional challenges and an overwhelming number of negative experiences. The article addresses personal, program-related, and environmental factors in both positive and negative experiences, using the findings as a basis for conclusions and recommendations to Ph.D. program administrators and faculty.<\/jats:p>","DOI":"10.3233\/efi-230088","type":"journal-article","created":{"date-parts":[[2024,1,19]],"date-time":"2024-01-19T11:35:02Z","timestamp":1705664102000},"page":"195-228","source":"Crossref","is-referenced-by-count":2,"title":["The experiences of disabled and neurodiverse Ph.D. students in LIS programs during the COVID-19 pandemic: Weathering the storm1"],"prefix":"10.1177","volume":"40","author":[{"given":"Keren","family":"Dali","sequence":"first","affiliation":[{"name":"Morgridge College of Education, University of Denver, Denver, CO, USA"}]},{"given":"Deborah H.","family":"Charbonneau","sequence":"additional","affiliation":[{"name":"School of Information Sciences, Wayne State University, Detroit, MI, USA"}]}],"member":"179","reference":[{"key":"10.3233\/EFI-230088_ref1","doi-asserted-by":"crossref","unstructured":"Andrew, E.E. (2017). Disability models. In Budd, M.A., et al. (eds.), Practical Psychology in Medical Rehabilitation. Springer. pp. 77-83.","DOI":"10.1007\/978-3-319-34034-0_9"},{"key":"10.3233\/EFI-230088_ref2","unstructured":"Bowman, C., & Jaeger, P. (2007). Academic interviews and persons with disabilities. In M.L. Vance (Ed.), Disabled Faculty and Staff in a Disabling Society: Multiple Identities in Higher Education. AHEAD, Huntersville, NC, pp. 225-234."},{"issue":"4","key":"10.3233\/EFI-230088_ref3","doi-asserted-by":"publisher","first-page":"273","DOI":"10.1037\/tep0000203","article-title":"Diversity in the professional psychology training-to-workforce pipeline: Results from doctoral psychology student population data","volume":"12","author":"Callahan","year":"2018","journal-title":"Training and Education in Professional Psychology"},{"issue":"4","key":"10.3233\/EFI-230088_ref4","doi-asserted-by":"publisher","first-page":"757","DOI":"10.1007\/s10734-020-00513-6","article-title":"Neurodiversity in higher education: A narrative synthesis","volume":"80","author":"Clouder","year":"2020","journal-title":"Higher Education"},{"issue":"9\/10","key":"10.3233\/EFI-230088_ref5","doi-asserted-by":"publisher","first-page":"486","DOI":"10.1108\/ILS-04-2018-0032","article-title":"The right to be included: Introducing a new model of an oppressive workplace environment experienced by people with disabilities","volume":"119","author":"Dali","year":"2018","journal-title":"Information & Learning Science"},{"issue":"2","key":"10.3233\/EFI-230088_ref6","doi-asserted-by":"publisher","first-page":"88","DOI":"10.1086\/690735","article-title":"Diversity by design","volume":"87","author":"Dali","year":"2017","journal-title":"The Library Quarterly"},{"key":"10.3233\/EFI-230088_ref7","doi-asserted-by":"publisher","DOI":"10.3233\/EFI-240001"},{"key":"10.3233\/EFI-230088_ref8","doi-asserted-by":"publisher","DOI":"10.3138\/jelis-2023-0018"},{"key":"10.3233\/EFI-230088_ref9","doi-asserted-by":"crossref","unstructured":"Dali, K., & Jaeger, P.T. (2023). We, who can\u2019t unlearn: (un)learning and disabled faculty in American (post)pandemic academia. In K. Dali & K. Thompson (Eds.), Inglorious Pedagogy: Difficult, Unpopular, and Uncommon Topics in LIS Education in Times of Crisis and Quiet. 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