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.

Preparing Student Social Workers to Support Inclusive Education in an Indian Context

2020 ◽  
Author(s):  
Sandhya Limaye
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Inclusive Education ◽  
Disability Studies ◽  
Social Worker ◽  
Children With Disabilities ◽  
Multidisciplinary Teams ◽  
Full Time ◽  
Master's Program ◽  
The Individual

Children with disabilities have a variety of needs that require the expertise of several individuals. Multidisciplinary teams include professionals such as teachers, psychologists, social workers, physiotherapists, and resource teachers, who provide support services that help children with disabilities in inclusive educational environments. These teams often include social workers, but in India the role of the social worker is often overlooked and social workers have to struggle to prove their value. Historically, very few social worker education programs have offered specializations or training in inclusive education, and most social workers who worked with children with disabilities in inclusive settings learn the requisite knowledge, attitudes, and skills on the job. Many used the traditional model of social work rehabilitation, which focuses on the individual without relating to social and environmental contexts. The Center for Disability Studies and Action at the Tata Institute of Social Sciences in Mumbai, India, designed a full-time master’s program in Social Work in Disability Studies and Action, which trains social work professionals to work holistically with people with disabilities, including children with disabilities in inclusive educational settings. The master’s program combines the professional skills and knowledge components for social workers with the core values of inclusive education.

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.

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 The Disability Studies in Education Annual Conference: Explorations of Working Within, and Against, Special Education

2014 ◽  
Vol 34 (2) ◽  
Author(s):  
David Connor
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Disability Studies ◽  
Doctoral Programs ◽  
Special Educators ◽  
Annual Conference ◽  
Alternative Discipline ◽  
Existing Structures ◽  
Disability Studies In Education ◽  
History Of

<p>This article focuses on the Disability Studies in Education (DSE) conference as an example of expanding disability studies (DS). First, the origins, purpose, and history of the DSE conference are described as a valid alternative discipline to special education. Second, the following three questions are posed in relation to DSE scholars: (1) To what degree can we transgress within existing structures of teacher education and doctoral programs without being provided lip-service, coopted, or dismissed as ideological versus practical? (2) To what degree can we engage (and critique) the field of special education within its journals and conferences&mdash;and provide a greater plurality of perspectives within them? And, (3) how can we strategize to widely circulate ideas within DSE throughout education and its related fields? Presentations from the 2012 DSE conference are analyzed, described, and used as a collective response to help answer these questions. Fourth, DSE scholars share post-conference thoughts on the future of DSE. Finally, the deep debt of DSE to DS is acknowledged, along with speculation about possible ways in which DSE may help inform the growth of DS.&nbsp;</p><p><strong>Keywords: </strong>disability studies<strong> </strong>in education, critical special educators,<strong> </strong>teacher education<strong>, r</strong>esearch in education, ideology</p>

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.

scholarly journals “I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow

2020 ◽  
Vol 9 (5) ◽  
pp. 20-41
Author(s):  
David J. Connor
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Disability Studies ◽  
Personal Narrative ◽  
Special Educators ◽  
Disability Studies In Education ◽  
Interdisciplinary Nature ◽  
Educational Career ◽  
Education And Society ◽  
Service Presentation

In this article I use personal narrative to provide a commentary on the value of Disability Studies in Education (DSE). Through a mixture of recollections, observations, and descriptions, along with engagement with scholarship in the fields of both special education and DSE, I highlight ways in which I and other scholars have utilized the latter in our daily professional practices. First, I describe the point in my educational career when I came into contact with Disability Studies (DS). Second, I share the beginnings of how DSE came into existence through the work of a coalition of critical special educators. Third, I provide instances of DSE in action, highlighting a recent in-service presentation and other examples. Fourth, I explain why DSE is needed to protect and develop conceptualizations of disability outside of the traditional special education realm. Fifth, I illustrate the benefits of DSE’s interdisciplinary nature. Finally, I assert that DSE provides a visionary lens for improving educational practices for students with disabilities. In closing, I advocate for DSE’s continued growth in helping change deficit-based understandings of disability that continue to pervade education and society.

[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.

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