Cripping School Curricula: 20 Ways to Re-Teach Disability

Main Article Content

David J. Connor
Lynne Bejoian

Keywords

media, curriculum, disability studies in education

Abstract

As instructors of a graduate level course about using film to re-teach disability, we deliberately set out to “crip” typical school curricula from kindergarten through twelfth grade. Utilizing disability studies to open up alternative understandings and reconceptualizations of disability, we explored feature films and documentaries, juxtaposing them with commonplace texts and activities found in school curricula. In doing so, we sought to challenge any simplistic notions of disability and instead cultivate knowledge of a powerful, and largely misunderstood aspect of human experience. The article incorporates twenty suggestions to re-teach disability that arose from the course. These ideas provide educators and other individuals with a set of pedagogical tools and approaches to enrich, complicate, challenge, clarify, and above all, expand narrowly perceived and defined conceptions of disability found within the discourse of schooling.

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