Disability Studies in Education and Inclusive Education

2020 ◽  
Author(s):  
Susan Baglieri ◽  
Jessica Bacon
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
Disability Studies ◽  
Critical Examination ◽  
Research And Practice ◽  
Cultural Conditions ◽  
Models Of Disability ◽  
Shape Learning ◽  
Disability Studies In Education ◽  
Scholarly Inquiry

Disability studies (DS) is a transdisciplinary field of scholarly inquiry whose members seek to understand disability and disablement as cultural phenomena. Scholars who adopt disability studies in education (DSE) perspectives aim to understand how disability is conceptually configured in the research and practice that shape learning, education, and schooling. The DSE field strives to discern and theorize medical and social models of disability in order to promote critical examination of the cultural conditions in which educational practices are performed. The commitments and understandings that arise within DSE lead proponents to conceptualize inclusive education reform as a radical project, and call for the development of policy, teaching, and teacher education practices that acknowledge and resist ableism.

Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education

2011 ◽  
Vol 113 (10) ◽  
pp. 2115-2121 ◽  
Author(s):  
Susan Baglieri ◽  
Lynne M. Bejoian ◽  
Alicia A. Broderick ◽  
David J. Connor ◽  
Jan Valle
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
Disability Studies ◽  
American Educational Research Association ◽  
Research Association ◽  
Columbia University ◽  
Special Issue ◽  
Disabled People ◽  
Teachers College ◽  
Disability Studies In Education

In March 2008, we, the guest editors of this special issue, served as cochairs to the Eighth Annual Second City Conference on Disability Studies in Education hosted by Teachers College, Columbia University.1 We organized the conference around the theme, “Mitigating Exclusion: Building Alliances Toward Inclusive Education Reform in Pedagogy and Policy.” As explicated in our call for proposals, the purpose of this conference was to explore the politics of exclusion with view to strengthening alliances in complementary areas of study (e.g., feminist studies, queer studies, critical race studies, and so on) as we continue to agitate for and implement change toward more inclusive policies and practices in public education…. The sponsoring organization for this conference is the Disability Studies in Education (DSE) special interest group (SIG) [of the American Educational Research Association]. As such, the participants and audience of this conference have historically been comprised of scholars working in the field(s) of disability. This year we aim to broaden our alliances in working toward inclusive education reform, by seeking both to build alliances with researchers in complementary areas of study, as well as by seeking the broader input and participation of other constituencies invested in inclusive education reform (i.e. classroom teachers, individuals labeled with disability/disabled people, family members of individuals labeled with disability/disabled people).

scholarly journals The Desire for New Humanisms

2020 ◽  
pp. 1-20
Author(s):  
Dan Goodley ◽  
Rebecca Lawthom ◽  
Kirsty Liddiard ◽  
Katherine Runswick-Cole-Cole
Keyword(s):  
Social Justice ◽  
Inclusive Education ◽  
Social Theory ◽  
Disability Studies ◽  
The Political ◽  
Cultural Economic ◽  
Critical Disability Studies ◽  
Global Context ◽  
New Humanism ◽  
Disability Studies In Education

This paper articulates our desire for new humanisms in a contemporary cultural, economic and global context that has been described as posthuman. As researchers committed to modes of radical, critical, politicised and inclusive education, we are mindful of the significance of social theory and its relationship with articulations of social justice. Whilst sympathetic to the potentiality of posthuman thought we grapple with the imperative to embrace new humanisms that historicise and recognise global inequalities that concurrently exist in relation to a myriad of human categories including class, age, geopolitical location, gender, sexuality, race and disability. We focus in on the latter two categories and draw on ideas from postcolonial and critical disability studies. Our argument considers the problem of humanism (as a product of colonial Western imaginaries), the critical responses offered by posthuman thinking and then seeks to rearticulate forms of new humanism that are responsive to the posthuman condition and, crucially, the political interventions of Postcolonial and Critical Disability Scholars. We then outline six new humanist projects that could productively feed into the work of the Journal of Disability Studies in Education.

scholarly journals Introduction: Disability Studies in Education—Critical Conversations

2020 ◽  
Vol 9 (5) ◽  
pp. 1-19
Author(s):  
Patty Douglas ◽  
Alan Santinele Martino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Health ◽  
Inclusive Education ◽  
Disability Studies ◽  
Canadian Journal ◽  
Academic Disciplines ◽  
Special Issue ◽  
Childhood Education ◽  
Disability Studies In Education

This special issue of the Canadian Journal of Disability Studies brings together 19 articles by scholars and activists across broad academic disciplines and activist communities— from disability studies to inclusive education, early childhood education, decolonial studies, feminist anti-violence organizing, community health and more—as well as geopolitical locations.

[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child

2011 ◽  
Vol 113 (10) ◽  
pp. 2122-2154 ◽  
Author(s):  
Susan Baglieri ◽  
Lynne M. Bejoian ◽  
Alicia A. Broderick ◽  
David J. Connor ◽  
Jan Valle
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Research Question ◽  
The United States ◽  
Human Diversity ◽  
Disability Studies In Education ◽  
Heuristic Device ◽  
Background Context ◽  
Harmful Effects ◽  
Objective Research

Background/Context This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to the creation of “normalcy” and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints. Research Design Analytic essay. Conclusions/Recommendations The authors call for the dissolution of the normative center of schools through an interdisciplinary alliance between disability studies and other criticalist fields that share the aim of claiming value in human diversity over standardization.

scholarly journals Using Disability Studies in Education (dse) and Professional Development Schools (pds) to Implement Inclusive Practices

2021 ◽  
pp. 1-23
Author(s):  
Brent C. Elder ◽  
Lesa Givens ◽  
Andrea LoCastro ◽  
Lisa Rencher
Keyword(s):  
Professional Development ◽  
General Education ◽  
Disability Studies ◽  
Professional Development School ◽  
Steering Committee ◽  
Inclusive Practices ◽  
Communication Structures ◽  
Models Of Disability ◽  
Disability Studies In Education

Abstract This article highlights ways in which disability studies in education (dse) and professional development school (pds) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration pds steering committee members to better understand how students with disability labels could be supported through the development and implementation of dse-informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing dse-informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing general education classrooms. These findings, while a work in progress, show how members of one pds steering committee took steps to resist deficit models of disability and questioned traditional segregated approaches to special education at their school.

scholarly journals Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement

2019 ◽  
pp. 1-11 ◽  
Author(s):  
Roger Slee ◽  
Tim Corcoran ◽  
Marnie Best
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Disability Studies ◽  
Children With Disabilities ◽  
Practical Applications ◽  
Disability Studies In Education ◽  
Conceptual Foundations ◽  
Theoretical Foundations

This paper provides the historical and theoretical foundations for the emergent field of Disability Studies in Education. Disability Studies in Education proceeds from the trans-disciplinary work we find in the continuing development of Disability Studies. It applies the principles and conceptual threads of Disability Studies to critique the ableist traditions, structures and cultures of education and to suggest how education might be otherwise. The paper makes clear the distinction between special education and disability studies in education. Special education has proven its resilience and willingness to appropriate the discourse of inclusive education in order to adapt and sustain its core assumptions about children with disabilities and their education. Accordingly, it is critical that this journal make explicit the distinctions between the conceptual foundations and practical applications of special education and Disability Studies in Education. This first paper is an attempt at draw these lines of distinctions and the aspirations for the Journal of Disability Studies in Education.

Disability studies and inclusive education — implications for theory, research, and practice

2008 ◽  
Vol 12 (5-6) ◽  
pp. 441-457 ◽  
Author(s):  
David J. Connor ◽  
Susan L. Gabel ◽  
Deborah J. Gallagher ◽  
Missy Morton
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Research And Practice ◽  
Theory Research

scholarly journals Does Dis/ability Now Sit at the Table(s) of Social Justice and Multicultural Education? - A Descriptive Survey of Three Recent Anthologies

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
David Connor
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Disability Studies ◽  
Research And Practice ◽  
Social Justice Pedagogy ◽  
Policy Theory ◽  
Disability Studies In Education ◽  
Theory Research ◽  
Descriptive Survey ◽  
Micro Analysis

<p>Keywords: disability, diversity, culture, social justice</p><p>In this paper I contemplate the recent inclusion of disability within three contemporary diversity-based anthologies on social justice and multicultural education: Diversity and Multiculturalism: A Reader (2009), The Handbook of Social Justice in Education (2009), and Social Justice Pedagogy Across the Curriculum (2010). Using a macro analysis of each book and a micro analysis of ninety-nine chapters in total, I analyze emergent themes and contemplate ways in which disability is framed within broader conceptions of social justice and notions of multiculturalism. Additionally, I discuss the implications for Disability Studies in Education being included within these anthologies on social justice and multicultural education, and describe potential areas of interdisciplinary growth within policy, theory, research and practice.</p>

Art Creation as an Instrument in Education of Individuals with Disabilities

2016 ◽  
Vol 6 (1) ◽  
pp. 56-69
Author(s):  
Pavel Sochor
Keyword(s):  
Art Education ◽  
Inclusive Education ◽  
Outsider Art ◽  
Individuals With Disabilities ◽  
Artistic Style ◽  
Models Of Disability ◽  
Art Brut ◽  
Mainstream Society ◽  
The Impact

Theoretical study deals with approaches towards art education of individuals with disabilities. Arts and Education are crucial cultural components and significantly affect the quality of life of people with disabilities in our society. Nowadays both components may serve to promote the ideas od lifelong inclusive education. Intervention in education is influenced by models of disability concepts reflecting different approaches. Art therapy and approach presenting the impact of disability on the basis of social reality is confronted with the presentation of disabled artist´s personality and his diversity. Unique environment of art education centres and art studios provides opportunity for cultivation of personality of a person with disability. The establishment of author with a disablity in artistic style art brut and outsider art in mainstream society can be considered as a form of socialization.

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