Disability studies in education: Difference between revisions
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==Foundations== |
==Foundations== |
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DSE scholarship is based on a social conception of disability that identifies barriers, attitudes, and actions that serve to systematically exclude individuals with disabilities society. It is a reaction to the dominant [[medical model of disability]] which positions people with disabilities as having limitations outside of the "normal" or typical boundaries that require remediation and intervention. DSE has its origins in sociological theories of [[deviance (sociology)|deviance]], [[social stigma]]<ref> |
DSE scholarship is based on a social conception of disability that identifies barriers, attitudes, and actions that serve to systematically exclude individuals with disabilities society. It is a reaction to the dominant [[medical model of disability]] which positions people with disabilities as having limitations outside of the "normal" or typical boundaries that require remediation and intervention. DSE has its origins in sociological theories of [[deviance (sociology)|deviance]], [[social stigma]]<ref>{{Cite journal|last=Scambler|first=Graham|date=2009|title=Health-related stigma|url=http://doi.wiley.com/10.1111/j.1467-9566.2009.01161.x|journal=Sociology of Health & Illness|language=en|volume=31|issue=3|pages=441–455|doi=10.1111/j.1467-9566.2009.01161.x|via=}}</ref><ref>{{Cite journal|last=Bos|first=Arjan E. R.|last2=Pryor|first2=John B.|last3=Reeder|first3=Glenn D.|last4=Stutterheim|first4=Sarah E.|date=2013|title=Stigma: Advances in Theory and Research|url=https://www.tandfonline.com/doi/full/10.1080/01973533.2012.746147|journal=Basic and Applied Social Psychology|language=en|volume=35|issue=1|pages=1–9|doi=10.1080/01973533.2012.746147|issn=0197-3533|via=}}</ref><ref>{{Cite journal|last=Fitch|first=E. Frank|date=2002|title=DISABILITY AND INCLUSION: FROM LABELING DEVIANCE TO SOCIAL VALUING|url=http://doi.wiley.com/10.1111/j.1741-5446.2002.00463.x|journal=Educational Theory|language=en|volume=52|issue=4|pages=463–477|doi=10.1111/j.1741-5446.2002.00463.x|issn=0013-2004|via=}}</ref> and [[labeling theory]]<ref>{{Cite journal|last=Shifrer|first=Dara|date=2013|title=Stigma of a Label: Educational Expectations for High School Students Labeled with Learning Disabilities|url=http://journals.sagepub.com/doi/10.1177/0022146513503346|journal=Journal of Health and Social Behavior|language=en|volume=54|issue=4|pages=462–480|doi=10.1177/0022146513503346|issn=0022-1465|via=}}</ref><ref>{{Cite journal|last=Smith|first=Ronald W.|last2=Osborne|first2=Lynn T.|last3=Crim|first3=D.|last4=Rhu|first4=Anne H.|date=2016|title=Labeling Theory as Applied to Learning Disabilities: Survey Findings and Policy Suggestions|url=http://journals.sagepub.com/doi/10.1177/002221948601900403|journal=Journal of Learning Disabilities|language=en|volume=19|issue=4|pages=195–202|doi=10.1177/002221948601900403|issn=0022-2194|via=}}</ref><ref>{{Citation|last=Bernburg|first=Jón Gunnar|title=Labeling Theory|date=2019|url=http://link.springer.com/10.1007/978-3-030-20779-3_10|work=Handbook on Crime and Deviance|pages=179–196|editor-last=Krohn|editor-first=Marvin D.|place=Cham|publisher=Springer International Publishing|language=en|doi=10.1007/978-3-030-20779-3_10|isbn=978-3-030-20778-6|access-date=2020-11-19|editor2-last=Hendrix|editor2-first=Nicole|editor3-last=Penly Hall|editor3-first=Gina|editor4-last=Lizotte|editor4-first=Alan J.}}</ref> as social construction.<ref>{{Cite journal|last=Conrad|first=Peter|last2=Barker|first2=Kristin K.|date=2010|title=The Social Construction of Illness: Key Insights and Policy Implications|url=http://journals.sagepub.com/doi/10.1177/0022146510383495|journal=Journal of Health and Social Behavior|language=en|volume=51|issue=1_suppl|pages=S67–S79|doi=10.1177/0022146510383495|issn=0022-1465|via=}}</ref> By 1970, there emerged critiques of labeling in special education, now referred to as [[ableism]].<ref>Gabel, S. L. (2005). Disability studies in education: Readings in theory and method (Vol. 3). Peter Lang.</ref> |
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The social model of disability positions physical, intellectual, psychological, sensory, and emotional variations as natural and therefore requires societal changes in the response to those variations. The problem therefore resides not within the individual with impairments, but in the attitudes toward and treatment of people with disabilities. A DSE perspective is grounded in the belief that a collective social response to disability has resulted in systematic inequality, [[marginalization]], discrimination, and oppression. There is also the recognition that disability is both a form of individuation and group identification. Because individual identities are complex and [[Intersectionality|intersect with other identity categories]] (i.e. race, gender, social class, sexual orientation), there are varied ways that individuals may identify themselves as disabled. |
The social model of disability positions physical, intellectual, psychological, sensory, and emotional variations as natural and therefore requires societal changes in the response to those variations. The problem therefore resides not within the individual with impairments, but in the attitudes toward and treatment of people with disabilities. A DSE perspective is grounded in the belief that a collective social response to disability has resulted in systematic inequality, [[marginalization]], discrimination, and oppression. There is also the recognition that disability is both a form of individuation and group identification. Because individual identities are complex and [[Intersectionality|intersect with other identity categories]] (i.e. race, gender, social class, sexual orientation), there are varied ways that individuals may identify themselves as disabled. |
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;2. What counts as research and inquiry? |
;2. What counts as research and inquiry? |
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DSE scholars challenge research methodologies that |
DSE scholars challenge research methodologies that serve to objectify, marginalize, and oppress disabled people. They promote research that is created by and accountable to disabled people, rather than portraying them as subjects. They recognize the value of interdisciplinary approaches within and outside the educational field and promote interaction among researchers from a variety of disciplinary perspectives. |
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;3. What is [[inclusion (education)|inclusion]] and who is included? |
;3. What is [[inclusion (education)|inclusion]] and who is included? |
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Revision as of 05:01, 19 November 2020
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Disability Studies in Education (DSE) is a field of academic study concerned with education research and practice related to disability. DSE scholars promote an understanding of disability from a social model of disability perspective to “challenge social, medical, and psychological models of disability as they relate to education".[1] A DSE perspective situates disability within social and political context and is concerned with the civil and human rights of students with disabilities, including issues of equity, access, and inclusion in educational settings, curricula, and activities. DSE emerged as a part of the broader, interdisciplinary Disability Studies movement and as a critique of special education.
Foundations
DSE scholarship is based on a social conception of disability that identifies barriers, attitudes, and actions that serve to systematically exclude individuals with disabilities society. It is a reaction to the dominant medical model of disability which positions people with disabilities as having limitations outside of the "normal" or typical boundaries that require remediation and intervention. DSE has its origins in sociological theories of deviance, social stigma[2][3][4] and labeling theory[5][6][7] as social construction.[8] By 1970, there emerged critiques of labeling in special education, now referred to as ableism.[9]
The social model of disability positions physical, intellectual, psychological, sensory, and emotional variations as natural and therefore requires societal changes in the response to those variations. The problem therefore resides not within the individual with impairments, but in the attitudes toward and treatment of people with disabilities. A DSE perspective is grounded in the belief that a collective social response to disability has resulted in systematic inequality, marginalization, discrimination, and oppression. There is also the recognition that disability is both a form of individuation and group identification. Because individual identities are complex and intersect with other identity categories (i.e. race, gender, social class, sexual orientation), there are varied ways that individuals may identify themselves as disabled.
Issues
DSE is concerned with critical issues concerning the education of people identified as disabled. Central questions of concern to DSE scholars are:
- 1. What is an appropriate education for students with disabilities?
DSE scholars promote academic activism in that they seek to counter the dominant discourse of the disabled student as deficient and abnormal. They criticize special education as an inadequate response to disability which seeks to remediate the individual in order for them to fit in with the norm. They promote a social justice perspective in which the purpose of education is to accept and care for all students.
- 2. What counts as research and inquiry?
DSE scholars challenge research methodologies that serve to objectify, marginalize, and oppress disabled people. They promote research that is created by and accountable to disabled people, rather than portraying them as subjects. They recognize the value of interdisciplinary approaches within and outside the educational field and promote interaction among researchers from a variety of disciplinary perspectives.
- 3. What is inclusion and who is included?
A DSE perspective foregrounds the interests and voices of disabled students in their education. DSE scholars reject deficit models of disability and assume that all children have the right to equitable, full, and meaningful access to educational opportunities.[10] At the same time, DSE scholars understand that special education ≠ inclusive education ≠ disability studies in education.
References
- ^ "Disability Studies in Education SIG 143".
- ^ Scambler, Graham (2009). "Health-related stigma". Sociology of Health & Illness. 31 (3): 441–455. doi:10.1111/j.1467-9566.2009.01161.x.
- ^ Bos, Arjan E. R.; Pryor, John B.; Reeder, Glenn D.; Stutterheim, Sarah E. (2013). "Stigma: Advances in Theory and Research". Basic and Applied Social Psychology. 35 (1): 1–9. doi:10.1080/01973533.2012.746147. ISSN 0197-3533.
- ^ Fitch, E. Frank (2002). "DISABILITY AND INCLUSION: FROM LABELING DEVIANCE TO SOCIAL VALUING". Educational Theory. 52 (4): 463–477. doi:10.1111/j.1741-5446.2002.00463.x. ISSN 0013-2004.
- ^ Shifrer, Dara (2013). "Stigma of a Label: Educational Expectations for High School Students Labeled with Learning Disabilities". Journal of Health and Social Behavior. 54 (4): 462–480. doi:10.1177/0022146513503346. ISSN 0022-1465.
- ^ Smith, Ronald W.; Osborne, Lynn T.; Crim, D.; Rhu, Anne H. (2016). "Labeling Theory as Applied to Learning Disabilities: Survey Findings and Policy Suggestions". Journal of Learning Disabilities. 19 (4): 195–202. doi:10.1177/002221948601900403. ISSN 0022-2194.
- ^ Bernburg, Jón Gunnar (2019), Krohn, Marvin D.; Hendrix, Nicole; Penly Hall, Gina; Lizotte, Alan J. (eds.), "Labeling Theory", Handbook on Crime and Deviance, Cham: Springer International Publishing, pp. 179–196, doi:10.1007/978-3-030-20779-3_10, ISBN 978-3-030-20778-6, retrieved 2020-11-19
- ^ Conrad, Peter; Barker, Kristin K. (2010). "The Social Construction of Illness: Key Insights and Policy Implications". Journal of Health and Social Behavior. 51 (1_suppl): S67–S79. doi:10.1177/0022146510383495. ISSN 0022-1465.
- ^ Gabel, S. L. (2005). Disability studies in education: Readings in theory and method (Vol. 3). Peter Lang.
- ^ Connor, David J.; Gabel, Susan L.; Gallagher, Deborah J.; Morton, Missy (2008-09-01). "Disability studies and inclusive education — implications for theory, research, and practice". International Journal of Inclusive Education. 12 (5–6): 441–457. doi:10.1080/13603110802377482. ISSN 1360-3116. S2CID 145647216.