Infusing Disability Studies within Special Education: A Personal Story

Main Article Content

JoDell R Heroux

Keywords

disability studies, special education, teacher preparation

Abstract

Special education has historically been understood as a service provided to students with disabilities who are perceived to be too impaired to successfully progress in the general education curriculum and classroom. This perception has been reinforced through teacher preparation programs that rely heavily on the medical model of disability to prepare both special and general education teachers. While there is an increased push both legislatively and socially for more inclusive practices in education, this over-reliance on the medical model does little to nurture inclusive attitudes and worse, perpetuates deficit assumptions of disability. This paper seeks to explore how the infusion of Disability Studies into the teacher preparation curriculum might be used to foster more inclusive attitudes.
Abstract 649 | PDF Downloads 16 Word Downloads 0 Text Downloads 37

References

Ashby, C. (2012). Disability studies and inclusive teacher
preparation: A socially just path for teacher education. Research and practice for persons with severe disabilities, 37(2), 89-99.

Baglieri, S., & Shapiro, A. (2012). Disability studies and the inclusive classroom: Critical practices for creating least restrictive attitudes. Routledge.

Bogdan, R., & Knoll, J. (1988). The sociology of disability. In E. L. Meyen & T. M.

Skrtic (Eds.) Exceptional children and youth: An introduction (pp. 449-477). Denver: Love Publishing.

Bogdan, R., & Kugelmass, J. (1984). Case studies of mainstreaming: A symbolic interactionist approach to special schooling. Special education and social interests, 173-191.

Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.

Cochran-Smith, M., & Dudley-Marling, C. (2012). Diversity in Teacher Education and Special Education The Issues That Divide. Journal of Teacher Education, 63(4), 237-244.

Council for Exceptional Children’s Ethical Principles and Practice Standards (n.d.). Retreived December 6, 2015, from: https://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards

Erevelles, N. (2005). Rewriting critical pedagogy from the periphery. In S. Gabel (Ed.), Disability studies in education: Readings in theory and method (pp. 65-83). New York: Peter Lang.

Ferri, B. A. (2009). Doing a (dis) service: Reimagining special education from a disability studies perspective. Handbook of social justice in education, 417-430.

Gartner, A. & Lipsky, D. K. (1987). Beyond special education: Toward a quality system for all students, Harvard Educational Review, 57(4), 367-395.

Hardman, M., Drew, C., & Egan, M. (1996). Human Exceptionality: Society, School, and Family (5th ed.) Needham Heights, MA: Allyn and Bacon, Simon & Shuster.

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).

Mercer, J. R. (1973). Labeling the mentally retarded (pp. 197-221). Berkeley: University of California Press.

No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319
(2002).

Scruggs, T. E. & Mastropieri, M. A. (2015). What makes special education special?. In B.Bateman, J. W. Lloyd & M. Tankersly (Eds.), Enduring Issues in Special Education: Personal Perspectives, (pp. 22-35). New York: Routledge.

Skrtic, T. M. (1988). The organizational context of special education. Exceptional children and youth: An introduction, 3, 479-517.

Skrtic, T. M. (1986). The crisis in special education knowledge: A perspective on perspective. Focus on Exceptional Children, 18(7), 1-16.

Slee, R. (2004). Meaning in the service of power. In L. Ware (Ed.), Ideology and the politics of (in)exclusion (pp. 46-60). New York: Peter Lang.

Tomlinson, S. (2012). A Sociology of Special Education (RLE Edu M). Routledge.

Triano, S. (2000). Categorical eligibility for special education: The enshrinement of the medical model in disability policy. Disability Studies Quarterly, 20(4).

Young, K. S., & Mintz, E. A. (2008). A comparison: Difference, dependency, and stigmatization in special education and disability studies. In S. Gabel & S. Dansforth (Eds.), Disability and the politics of education (pp. 499-515). New York: Peter Lang.