Disability Studies In Education

As a field of inquiry, disability studies in education stands at the broad intersection of disability studies and educational studies. This book introduces graduate students, educational researchers, and teacher educators to the range of scholarly inquiry emerging from this exciting new field. Susan L. Gabel pulls together a sampling of the vast array of available scholarship that includes readings that intersect curriculum theory, critical policy analysis, personal narrative, and much more. Although disability studies in education has only recently been recognized as a field of inquiry with an identifiable body of literature, the chapters in this book present the work of some of the major scholars of disability studies in education.

Disability studies in education is a provocative and innovative field of social inquiry that challenges standard ways of thinking about disability in education, practices that serve to exclude disabled people from equal educational opportunity, and policies that support or drive inequality. This book brings together the best disability studies in education scholars to address the pressing questions facing the field. It provides an introduction to the field for the newcomer, a sharp challenge to the status quo in special and general education, and a map to understanding the serious disability issues confronting education today.

Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education. The chapters address a range of important topics related to the field of critical disability studies in education and include sections dedicated to Schools, Higher Education, Family and Community and Theorising. The contributors entered into discussions during the 2014 AERA Special Interest Group annual meeting hosted by Victoria University in Australia. The perspectives offered here include academic, practitioner, student and parent with contributions from Australia, New Zealand, Nigeria, the UK and the US, providing transnational interest. This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives. The book is accessible for scholars and students in disciplines including education, sociology, psychology, social work, youth studies, as well as public and allied health. The Introduction by Professor Roger Slee (The Victoria Institute, Victoria University, Australia) and Afterword by Professor David Connor (City University of New York) provide insightful and important commentary. Cover photograph by Paul Dunn and design by Hendrik Jacobs.

Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone

Righting Educational Wrongs brings together the work of scholars from the fields of disability studies in education and law to examine contemporary struggles around in-clusion and access to education. Specifically, contributors examine policies and practices as they contribute to or undermine educational access for individuals with disabilities. Kanter and Ferri expand our understanding about the potential of legal studies to inform work around disability studies in education and vice versa. Contributors explore the intersections between disability studies, law, and education, forging a theoretical framework for thinking about educational access. Several essays take a critical look at some of the histories of exclusion in education and the ways that these exclusions have been upheld by a variety of educational policies and practices. Other essays reflect on how students with disabilities and their families experience the Individuals with Disabilities in Education Act. By bridging various disciplines, Righting Educational Wrongs offers new insights to allow us to better understand the multiple perspectives and voices within the field of disability studies.

Vital Questions Facing Disability Studies in Education provides an overview and introduction to the growing field of disability studies in education, including the application of the interdisciplinary field of disability studies to inclusive education, teacher education, educational research, and educational policy development

This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

Disability Studies and the Inclusive Classroom is a core textbook that integrates knowledge and practice from the fields of disability studies and special education. The second edition has been fully revised and updated throughout to include stronger connections between race, class, sexual orientation, gender, and disability to emphasize intersecting identities and experiences; stronger emphasis on curriculum and teaching rather than on attitudes toward disability; and updates to current events, cultural references, resources, research literature, laws, and policies.