Infusing Disability Studies into “Mainstream” Educational Thought: One Person’s Story

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David J. Connor


Education and disability studies, in-service, secondary education


The purpose of this article is to explore how ideas from disability studies can inform “mainstream” educational practice. In this autoethnographic narrative I describe a personal journey of planning, teaching, and evaluating a 3-hour “in service” presentation for high school principals. In my account of this event I alternate between a description of the content, my personal reflections, and participant reactions. I demonstrate how the content and format of this kind of presentation can serve as a formalized context for generating a much needed dialogue between disability studies and current practices in the field of education.

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