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

Connor, David J.; Gabel, Susan L.; Gallagher, Deborah J.; Morton, Missy

doi:10.1080/13603110802377482

Cited by 184 publications

(95 citation statements)

References 6 publications

(3 reference statements)

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“…With tightening government regulations surrounding the provision of funding, the prevailing care paradigm eventually transformed to the education paradigm and a professional acceptance of the principle that all children were educatable took hold (Simmons & Bayliss, 2007). During the latter part of the 20th century, the disability studies movement found considerable traction in the public arena, whereas in education the discourses of mainstreaming and integration took precedence (Connor, Gabel, Gallagher, & Morton, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Education of Australian School Students With the Most Severe Intellectual Disabilities: Where Have We Been and Where Could We Go? A Discussion Primer

Lyons

Cassebohm

2012

Australas. j. spec. educ.

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The education of Australian students with the most severe intellectual disabilities continues to present substantial challenges to policymakers, practitioners and families. These are complex and involve philosophy and ethics generally, and curriculum assessment and pedagogy specifically. In light of the various phases of development for an Australian Curriculum, the authors advocate for broad-based debate about the nature of education for these students. To prime discussion, this paper looks at the past, present and possible futures with respect to the education of Australian students with the most severe intellectual disabilities.

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Section: Introductionmentioning

confidence: 99%

The Education of Australian School Students With the Most Severe Intellectual Disabilities: Where Have We Been and Where Could We Go? A Discussion Primer

Lyons

Cassebohm

2012

Australas. j. spec. educ.

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“…In fact, the current representation of disability in education and rehabilitation is often contradictory to DS concepts (Connor et al, 2008;Linton, 1998). To illustrate this point, Valle and Connor (2011) describe how schools often view disability in medical terms that ultimately focuses on a "problem" that requires "fixing."…”

Section: What Is Ds and How Is It Different From Special Education?mentioning

confidence: 99%

“…DSE informs the "why" and "how" of inclusive educational practices (Connor et al, 2008). DSE presumes that access to inclusive educational settings is not only what is best for students but also a civil right (Baglieri, Bejoian, Broderick, Connor, & Valle, 2011).…”

Section: Ds and Applications In Education Practicementioning

confidence: 99%

“…For example, teachers may learn about Universal Design for Learning, but may not have developed a theoretical framework that is related to why creating such lessons is so important for students with disabilities and other marginalized groups. DSE provides a theoretical framework that situates access to general education curriculum and contexts not as simply "best practice" but a basic civil right for students with disabilities and other marginalized groups of students in schools (Connor et al, 2008).…”

Section: Ds and Applications In Education Practicementioning

confidence: 99%

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Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies

Cosier

Pearson

2016

Sage Open

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Disability Studies reframes the study of disability by focusing on it as a social phenomenon, social construct, metaphor, and culture utilizing a minority group model. It examines ideas 626766S GOXXX10.1177/2158244015626766SAGE OpenCosier and Pearson AbstractDespite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.

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“…While adhering to an emancipatory stance, Freirean theory lends itself to informing a critical disability orientation as it calls for inclusive research that recognizes and privileges knowledge derived from people's lived experiences (Connor, Gabel, Gallagher, & Morton, 2008).…”

Section: Theoretical Orientationmentioning

confidence: 99%

Disability, Sexual Health, and Participatory Video: Advocating for Sexual Rights

Sitter

2015

Cult. and Ped. Inq.

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This action research study addresses sexual health as a critical human rights issue in the disability community. Twelve participants engaged in the co-creation and editing of a series of videos about the dimensions of sexual rights as experienced and understood by persons with developmental disabilities. The participants also uploaded the videos onto digital platforms and took on the role of community educators while incorporating their videos into their larger advocacy campaign.This article begins with a brief review of the literature on sexual health and disability, noting there is a paucity of research that considers storied narratives when exploring the topic of sexual rights and disablement. Drawing on critical disability theory and Freirean pedagogy, the second section explores how a group of adults with developmental disabilities used participatory video as an advocacy tool in disrupting colonial voices through reclaiming histories and leading discussions about their sexual rights. Further implications and limitations to this study are also addressed.

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

Cited by 184 publications

References 6 publications

The Education of Australian School Students With the Most Severe Intellectual Disabilities: Where Have We Been and Where Could We Go? A Discussion Primer

The Education of Australian School Students With the Most Severe Intellectual Disabilities: Where Have We Been and Where Could We Go? A Discussion Primer

Can We Talk? The Underdeveloped Dialogue Between Teacher Education and Disability Studies

Disability, Sexual Health, and Participatory Video: Advocating for Sexual Rights

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