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disability studies, education, practice
This introductory article serves as the springboard for a greater discussion of the question: How applicable are the ideas of Disability Studies in Education to educational policy and the practice of teaching? As guest editors of the special forum of RDS, we illustrate how DSE continues to inform educational theory, research, policy, and practice. First, we chronicle the rapid growth of DSE over the past decade. Second, as educators of teachers, we raise three topics to contemplate further for our field: (1) improving the relationship between science and ethics, (2) better connecting knowledge, beliefs, and values to practice, and (3) determining the position of DSE scholars within the field of special education. Third, we briefly highlight the four featured articles from Belgium, New Zealand, Scotland, and the USA that constitute this special forum. Finally, we urge the field of education to be more critical of special education practices and continue to be receptive toward DSE.
Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367-384.
Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. (2011). Disability studies and special education: The need for plurality of perspectives on disability. Remedial and Special Education, 32(4), 267-278.
Brantlinger, E. (2006). The big glossies: How textbooks structure (special) education. In E. Brantlinger (Ed.), Who benefits from special education? Remediating (fixing) other people’s children (pp. 45-75). Mahway, NJ: Erlbaum.
Children’s Defense Fund (2007). America’s cradle to prison pipeline. Washington, DC: Author.
Connor, D. J., Gabel, S. L., Gallagher, D., & Morton, M. (2008). Disability studies and inclusive education--Implication for theory, research, and practice. International Journal of Inclusive Education, 12(5-6), 441-457.
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Gabel, S. (Ed.). (2005). Disability studies in education: Readings in theory and method. New York: Peter Lang.
Gabel, S., & Danforth, S. (Eds.). (2006). Vital questions for disability studies in education. New York: Peter Lang.
Gallagher, D. J., Heshusius, L., Iano, R. P., & Skrtic, T. M. (2004). Challenging orthodoxy in special education: Dissenting voices. Denver, CO: Love.
Gregg, N. (2007). Underserved and unprepared: Postsecondary learning disabilities. Learning Disabilities Research & Practice, 22(4), 219-228.
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Losen, D. J., & Orfield, G. (Eds.). (2002). Racial inequality in special education. Cambridge, MA: Harvard University Press.
Moxley, D., & Finch, J. (Eds.). (2003). Sourcebook of Rehabilitation and Mental Health Practice. New York: Plenum.
Thurlow, M. L., Sinclair, M. F., & Johnson, D. R. (2002). Students with disabilities who drop out of school—Implications for policy and practice. Issue Brief, 1(2). Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=425
U.S. Department of Education (2005). Retrieved from http://www.ed.gov/
Valle, J. W., & Connor, D. J. (2010). Rethinking disability: A disability studies approach to inclusive practices. New York: McGraw-Hill.
Ware, L. (Ed.). (2004). Ideology and the politics of (in)exclusion. New York: Peter Lang.