Disability Studies in Education Epistemology

RESUMO: os princípios da Educação Inclusiva apontam para a necessidade de enfrentamento das barreiras presentes nos diferentes contextos de ensino com o intuito de garantir o acesso e a permanência de todos os estudantes nos sistemas de ensino. Assim sendo, este artigo tem como objetivo caracterizar a produção científica sobre o Desenho Universal para Aprendizagem (DUA) e sistematizar algumas contribuições voltadas à eliminação de barreiras metodológicas nos contextos de aprendizagem. Para tanto, foi realizada uma revisão integrativa da literatura sobre o DUA. As informações obtidas foram analisadas a luz dos Disability Studies in Education (DSE) e do modelo social de deficiência. As categorias que emergiram na coleta de dados e estruturaram a discussão foram: a) contribuições históricas e legais; b) contribuições conceituais e críticas acerca da deficiência; c) contribuições de aplicabilidade prática. Os resultados evidenciam a concentração dos estudos sobre o DUA na América do Norte e a inexpressividade de pesquisas no Brasil. Além disso, demarcam a diferenciação entre os princípios e as diretrizes do DUA e as demais perspectivas do Desenho Universal (DU) e apontam estratégias voltadas à eliminação de barreiras no acesso ao conhecimento e mapeiam brevemente o campo de investigação sobre o DUA e as lacunas que precisam de maior investimento. Por fim, o estudo mostra que o DUA, por contemplar a diversidade de formas de aprender, tem o potencial de promover processos educativos inclusivos.

Disability Studies in Education and Inclusive Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1245 ◽

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.

My Learning Dis/Ability and Disability Studies in Education Activism

Peace Review ◽

10.1080/10402659.2019.1800935 ◽

2019 ◽

Vol 31 (4) ◽

pp. 487-496

Author(s):

David I. Hernandez-Saca

Keyword(s):

Disability Studies ◽

Disability Studies In Education

Still Lost in Translation

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-57.4.339 ◽

2019 ◽

Vol 57 (4) ◽

pp. 339-340

Author(s):

Molly A. Barlow ◽

Andrea Villegas ◽

David J. Cox

Keyword(s):

Disability Studies ◽

Medical Model ◽

Shared Value ◽

Helping Professionals ◽

Interdisciplinary Dialogue ◽

The People ◽

Disability Studies In Education ◽

Professional Fields ◽

Lost In Translation

Abstract Interdisciplinary dialogue can help progress and improve professional fields. Progress and improvement may be impeded by barriers within an interdisciplinary dialogue, two of which are false dichotomies and faulty generalizations. It is our opinion that this particular interdisciplinary dialogue will advance productively by avoiding: false dichotomies about the medical model and Disability Studies in Education (DSE) framework; false dichotomies about using a normality approach to establish goals; and faulty generalizations about practitioners within and outside the field in which we are trained. Most helping professionals care passionately about improving the quality of lives of the people with whom they work. Centering interdisciplinary conversations on this shared value can help avoid false dichotomies and faulty generalizations.