[Re]claiming “Inclusive Education” Toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child by Susan Baglieri, Lynne M. Bejoian, Alicia A. Broderick, David J Connor & Jan Valle — 2011Background/Context: This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students.
Purpose/Objective/Research Question/Focus of Study: By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to creation of “normalcy” and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints.
Research Design: Analytic essay.
Conclusions/Recommendations: The authors call for the dissolution of the normative center of schools through an interdisciplinary alliance between disability studies and other criticalist fields that share the aim of claiming value in human diversity over standardization.
To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: |
- Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education
- “Coming Out Crip” in Inclusive Education
- [Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?
- Smartness as Property: A Critical Exploration of Intersections Between Whiteness and Disability Studies
- Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts
- Disability Life Writing and the Politics of Knowing
- Creating Alliances Against Exclusivity: A Pathway to Inclusive Educational Reform
- Reading Embodied Citizenship: Disability, Narrative, and the Body Politic
- The Blind Advantage: How Going Blind Made Me a Stronger Principal and How Including Children with Disabilities Made Our School Better for Everyone
- Inclusive Education: Examining Equity on Five Continents
- The Woman Who Changed Her Brain: And Other Inspiring Stories of Pioneering Brain Transformation
- d/Deaf and d/Dumb
- Scripted Curriculum: What Movies Teach About Dis/ability and Black Males
- Agency in Real Time? Situating Teachers’ Efforts Toward Inclusion in the Context of Local and Enduring Struggles
- Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms
- The Principal's Handbook for Leading Inclusive Schools
- The New Inclusion: Differentiated Strategies to Engage ALL Students
- Youth, Education and the Role of Society: Rethinking Learning in the High School Years
- Education Reform: Confronting the Secular Ideal
- Condition Critical—Key Principles for Equitable and Inclusive Education
- Leading Educational Change: Global Issues, Challenges, and Lessons on Whole-System Reform
- (Un)Learning Disability: Recognizing and Changing Restrictive Views of Student Ability
- Promising Practices To Empower Culturally And Linguistically Diverse Families Of Children With Disabilities
- Becoming a Great Inclusive Educator (Disability Studies in Education)
- Culturally Inclusive Educator: First Step in the Right Direction
- Inclusive Education for Students with Intellectual Disabilities
- Moving Children, Distorting Data: Changes in Testing of Students With Disabilities in Connecticut from 2000–2013
- The Use of Test Accommodations as a Gaming Strategy: A State-Level Exploration of Potential Gaming Tendencies in the 2007–2009 Period and Implications for Re-directing Research on Gaming Through Test Accommodations
- Learning Disabilities and Challenging Behaviors: Using the Building Blocks Model to Guide Intervention and Classroom Management
- Examining Racial Disparities in Teacher Perceptions of Student Disabilities
- Philosophy as Disability & Exclusion: The Development of Theories on Blindness, Touch, and the Arts in England, 1688-2010
- Locating the Problem Within: Race, Learning Disabilities, and Science
- Pushed to the Edge: Inclusion and Behaviour Support in Schools
- DisCrit: Disability Studies and Critical Race Theory in Education
- Barriers and Belonging: Personal Narratives of Disability
- The Other School Reformers: Conservative Activism in American Education
- Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2
- Word Study in the Inclusive Secondary Classroom: Supporting Struggling Readers and Students with Disabilities
- Assigning Blame: The Rhetoric of Education Reform
- Letters to a Young Education Reformer
- Educational Policies and Youth in the 21st Century
- A Sociology of Special and Inclusive Education: Exploring the Manufacture of Inability
- Addicted to Reform: A 12-Step Program to Rescue Public Education
- The Role of Attending Center-Based Care for Kindergarten-Aged Children With Disabilities
- The Secret Life of Stories: From Don Quixote to Harry Potter, How Understanding Intellectual Disability Transforms the Way We Read
- Susan Baglieri
Long Island University, Brooklyn Campus
SUSAN BAGLIERI is an assistant professor in the School of Education at Long Island University’s Brooklyn campus in New York City. Her research interests are teacher education, inclusive education, and disability studies.
- Lynne Bejoian
City University of New York
LYNNE M. BEJOIAN is a committed educator to the full inclusion of and access for all persons with disabilities in all aspects of human endeavors. She is an experienced disability advocate and services professional. Currently, she teaches disability studies in education within the City University of New York. Research areas of interest include women and disability, media representations and disability, inclusive teaching and collaboration, and spirituality and disability.
- Alicia Broderick
Teachers College, Columbia University
ALICIA A. BRODERICK is an assistant professor in the Department of Curriculum and Teaching at Teachers College, Columbia University. Her work is grounded in commitments to pursue inclusive schooling from a collaborative stance informed by disability studies in education (DSE) and other criticalist perspectives. Her research and teaching interests include critical explorations of cultural representations of dis/ability (particularly autism), and the role of DSE in pursuing socially just and inclusive schooling.
- David Connor
DAVID J. CONNOR is an associate professor in the School of Education at Hunter College, City University of New York. He also teaches a course in disability studies in education for CUNY’s School of Professional Studies and is a faculty member at large of CUNY’s Graduate Center doctoral program in urban education. His research interests include disability, learning disabilities, inclusive education, and general issues of social justice.
- Jan Valle
City College of New York
JAN VALLE is an associate professor in the Department of Teaching, Learning, and Culture at the City College of New York. Her research interests include parents and families of children with disabilities, parent and professional collaboration in schools, disability studies in education, and disability and the arts.