Margaret Price's Mad at School: Rhetorics of Mental Disability and Academic Life employs a disability studies framework to critique how U.S. higher education systematically marginalizes individuals with mental disabilities. Price argues that academic discourse relies on "topi," or commonplaces, such as rationality, criticality, participation, and collegiality, which inherently disadvantage neuroatypical students and faculty. Through analyses of medical discourse, narratives of school shootings, independent scholarship, and counter-diagnostic autobiographies, Price advocates for a transformation of academic infrastructure using principles of universal design to create a more inclusive, "multimodal" environment that values diverse ways of thinking and being.