Convergence of Inclusive Education and Disability Studies: A Critical Framework
Disability studies is an academic field of study that emerged alongside the Disability Rights Movement. Disability studies is an interdisciplinary field which acknowledges that disability “sits at the intersection of many overlapping disciplines in the humanities, sciences, and social sciences” (“What is Disability Studies?”). Goals of disability studies scholars and programs include: challenging the view of disability as an individual deficit that can be fixed through medical intervention or rehabilitation; exploring models and theories that examine economic, political, cultural, and social factors that define disability; working to destigmatize disease, illness, and impairment; and interrogating the connections between medical practices of disability and stigma (“What is Disability Studies?”). Disability studies has numerous philosophical foundations that relate to the various political, social, and economic aspects of disability and society as a whole.
One such philosophical and...
- Armstrong, A., Armstrong, D., & Spandagou, I. (2010). Globalization: Internationalization of inclusive education. In A. Armstrong, D. Armstrong, & I. Spandagou (Eds.), Inclusive education: International policy & practice (pp. 43–54). London: Sage.Google Scholar
- Baglieri, S., Bejoian, L., Broderick, A., Connor, D., & Valle, J. (2011). [Re]claiming “inclusive education” toward cohesion in educational reform: Disability studies unravels the myth of the normal child. Teachers College Record, 113(10), 2122–2154.Google Scholar
- Individuals with Disabilities Education Act Amendments of 2004, 20 U.S.C. §§ 1400, 300.1.Google Scholar
- Katz, B. (2013). Special Education Guide. Retrieved from http://www.specialeducationguide.com/
- Linton, S. (1998). Claiming disability: Knowledge and identity. New York: New York University Press.Google Scholar
- Mutua, K., & Smith, R. M. (2008). Disrupting normalcy and the practical concerns of classroom teachers. In S. Danforth & S. L. Gabel (Eds.), Vital questions facing disability studies in education (pp. 121–132). New York: Peter Lang Publishing.Google Scholar
- Shakespeare, T., & Watson, N. (2001). The social model of disability: An outdated ideology? Research in social science and disability (pp. 9–28).Google Scholar
- Silvers, A. (2000). Philosophy & disability: An overview. Philosophy Now, 30. Retrieved from https://philosophynow.org/issues/30/Philosophy_and_Disability_an_overview
- Taylor, S. J. (2008). Before it had a name: Exploring the historical roots of disability studies in education. In S. Danforth & S. L. Gabel (Eds.), Vital questions facing disability studies in education (xiii-xxiii). New York: Peter Lang Publishing..Google Scholar
- Thomas, G., & Loxley, A. (2001). Special education- theory and theory talk. In G. Thomas & A. Loxley (Eds.), Deconstructing special education and constructing inclusion. Buckingham: University Press.Google Scholar
- Villa, R. A., & Thousand, J. S. (2005). Creating an inclusive school. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
- Wasserman, D., Asch, A., Blustein, J., & Putnam, D. (2015). Disability: Definitions, models, experience. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/archives/win2015/entries/disability/.
- “What is Disability Studies.” Society for Disability Studies. [Web]. Retrieved from http://www.disstudies.org/about/what_is_ds
- Zaretsky, L. (2005). From practice to theory: Inclusive models require inclusive theories. American Secondary Education, 33(3), 65–86.Google Scholar