26,706
Views
447
CrossRef citations to date
0
Altmetric
Articles

Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

, &
Pages 1-31 | Received 11 Sep 2012, Accepted 12 Sep 2012, Published online: 30 Oct 2012

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (143)

Chelsea W. Morgan, Gregory A. Cheatham, Sumin Lim, Jennifer M. Amilivia & Jose R. Martinez. (2023) Enacting the Social-Relations Approach: A Relational Framework for Inclusive Early Childhood Education. Exceptionality 31:5, pages 362-378.
Read now
Henry Parada, Laura Perez Gonzalez, Marsha Rampersaud & Veronica Escobar Olivo. (2023) “Parents don’t know they have the option to say no”: the experiences of Caribbean and Latin American parents navigating special education in Ontario. Race Ethnicity and Education 0:0, pages 1-20.
Read now
Toni Saia, Rana Yaghmaian, Rachel Cuesta, Carlyn Mueller & Roxanna N. Pebdani. (2023) A call to action for disability and rehabilitation research using a DisCrit and Disability Justice framework. Disability and Rehabilitation 0:0, pages 1-7.
Read now
Saili S. Kulkarni, Amanda L. Miller, Emily A. Nusbaum, Holly Pearson & Lydia XZ Brown. (2023) Toward disability-centered, culturally sustaining pedagogies in teacher education. Critical Studies in Education 0:0, pages 1-21.
Read now
Kari E. Weaver, Alex C. Lange & Jodi L. Linley. (2023) White student leaders’ deflections of diversity conversations. International Journal of Qualitative Studies in Education 36:6, pages 1092-1108.
Read now
Rashmi Chordiya, Stephanie Dolamore, Jeannine M. Love, Erin L. Borry, Adana Protonentis, Brendan Stern & Geoffrey Whitebread. (2023) Staking the tent at the margins: Using disability justice to expand the theory and praxis of social equity in public administration. Administrative Theory & Praxis 0:0, pages 1-26.
Read now
Sherry Marx. (2023) Mapping as critical qualitative research methodology. International Journal of Research & Method in Education 46:3, pages 285-299.
Read now
Jasmine P. Brown-Hollie & Yolanda Suarez-Balcazar. (2023) Participation Outcomes Among Black Children with Disabilities: A Scoping Review. Physical & Occupational Therapy In Pediatrics 0:0, pages 1-18.
Read now
Isaac Woods$suffix/text()$suffix/text(), Kamontá Heidelburg, Tai Collins, Jarrett Murphy & Scott Graves$suffix/text()$suffix/text(). (2023) Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success. School Psychology Review 52:3, pages 243-249.
Read now
Tai A. Collins, Tamika P. La Salle, Jesslynn Rocha Neves, Josalyn A. Foster & Meagan N. Scott. (2023) No Safe Space: School Climate Experiences of Black Boys With and Without Emotional and Behavioral Disorders. School Psychology Review 52:3, pages 250-263.
Read now
Cora Palma, Annmary S. Abdou, Scot Danforth & Amy Jane Griffiths. (2023) Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection. Equity & Excellence in Education 0:0, pages 1-17.
Read now
Michelle Grenier, Aija Klavina, Lauren J. Lieberman & T. Nicole Kirk. (2023) Youth participation in a wheelchair tennis program from a social relational perspective. Sport, Education and Society 28:3, pages 272-285.
Read now
Catherine Kramarczuk Voulgarides, Susan Larson Etscheidt & David I. Hernández-Saca. (2023) Educational inequality and the paradox of dis/Ability rights in a schooled society: moving towards an intersectional discursive, material, and emotive approach. Educational Review 0:0, pages 1-18.
Read now
Jamie N. Pearson, Kayla M. Malone, Jared H. Stewart-Ginsburg, Lonnie D. C. Manns, DeVoshia M. Martin & K. M. Palazzo. (2023) “We Should All Be Welcome:” A Discourse Analysis of Religious Coping for Black Parents Raising Autistic Children. Journal of Disability & Religion 0:0, pages 1-25.
Read now
Rebecca A. Cruz, Allison R. Firestone & Matthew Love. (2023) Beyond a seat at the table: imagining educational equity through critical inclusion. Educational Review 0:0, pages 1-27.
Read now
Tamara Handy & Elizabeth B. Kozleski. (2023) Examining youth agency in post-conflict, Sri-Lankan school settings. International Journal of Qualitative Studies in Education 36:2, pages 135-151.
Read now
Federico R. Waitoller, Rebecca Woodard, Arthi Rao & Veronica Kang. (2023) Untangling ideologies of disablement: the perils of the (in)visibility of dis/ability in urban teacher education programs. International Journal of Qualitative Studies in Education 36:2, pages 152-172.
Read now
Amanda L. Miller. (2023) Disabled girls of color excavate exclusionary literacy practices and generate promising sociospatial-textual solutions. International Journal of Qualitative Studies in Education 36:2, pages 247-270.
Read now
Kristina Fuentes, Shaelynn Hsu, Stuti Patel & Sally Lindsay. (2023) More than just double discrimination: a scoping review of the experiences and impact of ableism and racism in employment. Disability and Rehabilitation 0:0, pages 1-22.
Read now
Federick Ngo & Dañelle Mata Sundell. (2023) Inequities at the intersection of race and disability: evidence from community colleges. Race Ethnicity and Education 0:0, pages 1-25.
Read now
Rachel Roegman, A. Lin Goodwin, Emilie M. Reagan, Laura Vernikoff, Joonkil Ahn & Andrew Pau Hoang. (2023) Advancing Racial Equity in Extended Clinical Practice. Equity & Excellence in Education 0:0, pages 1-15.
Read now
Beth S. Fornauf, Emilie Mitescu Reagan, Kathryn Mccurdy, Bryan Mascio & Marie Collins. (2023) Universal Design for Learning in a Teacher Residency: Re]Framing Tensions through Collaborative Self-Study. Studying Teacher Education 19:1, pages 102-124.
Read now
Melissa A. Collier-Meek, Thomas R. Kratochwill, Hao-Jan Luh, Lisa M. H. Sanetti & Annisha Susilo. (2023) Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities. Journal of Educational and Psychological Consultation 33:1, pages 10-44.
Read now
Carla García-Fernández. (2023) Shattering deaf and hearing dualism through a Deaf-Latinx epistemology lens. International Journal of Qualitative Studies in Education 36:1, pages 72-86.
Read now
Valentina Migliarini. (2023) Excluded by choice: urban students with disabilities in the education marketplace. Journal of Education Policy 38:1, pages 189-190.
Read now
Austin Gerhard Oswald, Shéár Avory & Michelle Fine. (2022) Intersectional expansiveness borne at the neuroqueer nexus. Psychology & Sexuality 13:5, pages 1122-1133.
Read now
Carlos E. Lavín & Grace L. Francis. (2022) Looking in the Shadows: Literature on Undocumented Latinx Students with Disabilities. Journal of Latinos and Education 0:0, pages 1-14.
Read now
Sarah Gallo & Anel V. Suriel. (2022) Transborder DisCrit: Dreaming Across Disjunctures from Mexico. Equity & Excellence in Education 55:4, pages 408-421.
Read now
Valentina Migliarini & María Cioè-Peña. (2022) Performing the good (im)migrant: inclusion and expectations of linguistic assimilation. International Journal of Inclusive Education 0:0, pages 1-20.
Read now
G. T. Reyes. (2022) A love letter to educational leaders of Color: “CREWing UP” with critical whiteness studies. International Journal of Qualitative Studies in Education 35:7, pages 780-790.
Read now
Phillip Andrew Boda, Emily A. Nusbaum & Saili S. Kulkarni. (2022) From ‘what is’ toward ‘what if’ through intersectionality: problematizing ableist erasures and coloniality in racially just research. International Journal of Research & Method in Education 45:4, pages 356-369.
Read now
Miron Kumar Bhowmik & Kerry J. Kennedy. (2022) Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong. Cambridge Journal of Education 52:4, pages 519-537.
Read now
adam patrick bell, Atiya Datoo, Brent Matterson, Joseph Bahhadi & Chantelle Ko. (2022) Assessing accessibility: an instrumental case study of a community music group. Music Education Research 24:3, pages 350-363.
Read now
Ronni Zuckerman, Melissa Jenkins, Travis Albritton, Evi Taylor & Melissa Lippold. (2022) Challenging Anti-Black Racism in HBSE: Using Critical Race Theory to Interrogate Traditional Developmental Paradigms. Journal of Teaching in Social Work 42:2-3, pages 190-206.
Read now
Maria Berghs & Simon M. Dyson. (2022) Intersectionality and employment in the United Kingdom: Where are all the Black disabled people?. Disability & Society 37:4, pages 543-566.
Read now
Phyllis Robertson, Karen N. McCaleb & Laura A. McFarland. (2022) Preparing All Educators to Serve Students with Extensive Support Needs: An Interdisciplinary Approach. The New Educator 18:1-2, pages 87-109.
Read now
Laura Vernikoff, Jenna Kamrass Morvay & Joni Kolman. (2022) Where Is Antisemitism in Teacher Preparation? An Exploration of the Perspectives and Practices of Equity-Oriented Teacher Educators. Equity & Excellence in Education 0:0, pages 1-14.
Read now
Kelly L. Edyburn, Agustina Bertone, Tara C. Raines, Tameisha Hinton, Jennifer Twyford & Erin Dowdy. (2022) Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health. School Psychology Review 0:0, pages 1-23.
Read now
Hui-Chin Yeh & Leechin Heng. (2022) Rethinking the purposes of teacher education: an exploratory study of Aotearoa New Zealand and Taiwan. Oxford Review of Education 48:2, pages 201-217.
Read now
Kyle Waldman, Andrew Stickley, Beverly Araujo Dawson & Hans Oh. (2022) Racial discrimination and disability among Asian and Latinx populations in the United States. Disability and Rehabilitation 44:1, pages 96-105.
Read now
Sharolyn D. Pollard-Durodola & Gloria Miller. (2021) Student interns and their field supervisors’ perceptions of a school psychology training program to support emergent bilinguals. International Journal of School & Educational Psychology 9:sup1, pages S166-S181.
Read now
Ariel Sarid. (2021) The radical critique of culture and social justice educational leadership. International Journal of Leadership in Education 24:6, pages 743-759.
Read now
Valentina Migliarini, Brent C. Elder & Simona D’Alessio. (2021) A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy. Equity & Excellence in Education 54:4, pages 409-425.
Read now
Saili S. Kulkarni & Melanie M. Chong. (2021) Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis. Equity & Excellence in Education 54:4, pages 378-392.
Read now
Shehreen Iqtadar, David I. Hernández-Saca, Bradley S. Ellison & Danielle M. Cowley. (2021) Global conversations: recovery and detection of Global South multiply-marginalized bodies. Race Ethnicity and Education 24:5, pages 719-736.
Read now
Lilly B. Padía & Rachel Elizabeth Traxler. (2021) Traerás tus Documentos (you will bring your documents): navigating the intersections of disability and citizenship status in special education. Race Ethnicity and Education 24:5, pages 687-702.
Read now
Beth S. Fornauf & Bryan Mascio. (2021) Extending DisCrit: a case of universal design for learning and equity in a rural teacher residency. Race Ethnicity and Education 24:5, pages 671-686.
Read now
Saili Kulkarni, Emily Nusbaum & Phillip Boda. (2021) DisCrit at the margins of teacher education: informing curriculum, visibilization, and disciplinary integration. Race Ethnicity and Education 24:5, pages 654-670.
Read now
Hailey R. Love, Sylvia N. Nyegenye, Courtney L. Wilt & Subini A. Annamma. (2021) Black families’ resistance to deficit positioning: addressing the paradox of black parent involvement. Race Ethnicity and Education 24:5, pages 637-653.
Read now
David J. Connor, Beth A. Ferri & Subini A. Annamma. (2021) From the Personal to the Global: Engaging with and Enacting DisCrit Theory Across Multiple Spaces. Race Ethnicity and Education 24:5, pages 597-606.
Read now
Ron Avi Astor, Pedro Noguera, Edward Fergus, Vivian Gadsden & Rami Benbenishty. (2021) A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research. School Psychology Review 50:2-3, pages 172-190.
Read now
Margaret R. Beneke, Shayla Collins & Selma Powell. (2021) Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care. Equity & Excellence in Education 54:3, pages 328-344.
Read now
Ariel Sarid. (2021) Crossing boundaries: connecting adaptive leadership and social justice leadership for educational contexts. International Journal of Leadership in Education 0:0, pages 1-22.
Read now
Catherine Voulgarides. (2021) Equity, parental/caregiver ‘Power,’ and disability policy in the U.S. Context. International Journal of Inclusive Education 0:0, pages 1-18.
Read now
Edward Fergus. (2021) The beliefs about race and culture operating in our discipline strategies: a commentary. Preventing School Failure: Alternative Education for Children and Youth 65:3, pages 216-222.
Read now
Ain A. Grooms & Joshua Childs. (2021) “We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures. Journal of Education for Students Placed at Risk (JESPAR) 26:2, pages 135-156.
Read now
Harriet Cameron. (2021) ‘It’s been taken away’: an experience of a disappearing dyslexia diagnosis. International Journal of Inclusive Education 0:0, pages 1-15.
Read now
Valentina Migliarini & Chelsea Stinson. (2021) Inclusive education in the (new) era of anti-immigration policy: enacting equity for disabled English language learners. International Journal of Qualitative Studies in Education 34:1, pages 72-88.
Read now
Hyejung Kim, Andrea Lynn Ruppar, Diana Baker, Sunyoung Kim & Betty Yu. (2020) Interweaving disentangled: Korean American students with autism go to college. Race Ethnicity and Education 0:0, pages 1-22.
Read now
Cristina Santamaría Graff, Josh Manlove, Shanna Stuckey & Michelle Foley. (2020) Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach. Preventing School Failure: Alternative Education for Children and Youth 65:1, pages 20-37.
Read now
Valentina Migliarini, Simona D’Alessio & Fabio Bocci. (2020) SEN Policies and migrant children in Italian schools: micro-exclusions through discourses of equality. Discourse: Studies in the Cultural Politics of Education 41:6, pages 887-900.
Read now
Valentina Migliarini. (2020) Inclusive Education for Disabled Refugee Children: A (Re)Conceptualization through Krip-Hop. The Educational Forum 84:4, pages 309-324.
Read now
Amy E. Fisher, Sycarah Fisher, Chelsea Arsenault, Rachel Jacob & Jessica Barnes-Najor. (2020) The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents. School Psychology Review 49:3, pages 291-305.
Read now
Sara E. N. Kangas. (2020) Counternarratives of English learners with disabilities. Bilingual Research Journal 43:3, pages 267-285.
Read now
María Cioè-Peña. (2020) Bilingualism for students with disabilities, deficit or advantage?: Perspectives of Latinx mothers. Bilingual Research Journal 43:3, pages 253-266.
Read now
JaeRan Kim & Claudia Sellmaier. (2020) Making Disability Visible in Social Work Education. Journal of Social Work Education 56:3, pages 496-507.
Read now
Annemarie Vaccaro, Melanie N. Lee, Nina Tissi-Gassoway, Ezekiel W. Kimball & Barbara M. Newman. (2020) Gender and Ability Oppressions Shaping the Lives of College Students: An Intracategorical, Intersectional Analysis. Journal of Women and Gender in Higher Education 13:2, pages 119-137.
Read now
Kathleen Hulgin, E. Frank Fitch & M. Nickie Coomer. (2020) Optimizing a critical juncture: Trauma, neoliberal education and children’s agency. Journal of Curriculum and Pedagogy 17:2, pages 158-185.
Read now
Patricia Martínez-Álvarez & Hsu-Min Chiang. (2020) A Bilingual Special Education Teacher Preparation Program in New York City: Case Studies of Teacher Candidates’ Student Teaching Experiences. Equity & Excellence in Education 53:1-2, pages 196-215.
Read now
Neera R. Jain. (2020) Political disclosure: resisting ableism in medical education. Disability & Society 35:3, pages 389-412.
Read now
Paul Warmington. (2020) Critical race theory in England: impact and opposition. Identities 27:1, pages 20-37.
Read now
Saili S. Kulkarni, Jen Stacy & Heather Kertyzia. (2020) A Collaborative Self-Study: Advocating for Democratic Principles and Culturally Responsive Pedagogy in Teacher Education. The Educational Forum 84:1, pages 4-17.
Read now
David DeMatthews. (2020) Addressing Racism and Ableism in Schools: A DisCrit Leadership Framework for Principals. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 93:1, pages 27-34.
Read now
David Connor, Wendy Cavendish, Taucia Gonzalez & Patrick Jean-Pierre. (2019) Is a bridge even possible over troubled waters? The field of special education negates the overrepresentation of minority students: a DisCrit analysis. Race Ethnicity and Education 22:6, pages 723-745.
Read now
Subini Ancy Annamma & Maisha Winn. (2019) Transforming Our Mission: Animating Teacher Education through Intersectional Justice. Theory Into Practice 58:4, pages 318-327.
Read now
Ashley Taylor & Lauren Shallish. (2019) The logic of bio-meritocracy in the promotion of higher education equity. Disability & Society 34:7-8, pages 1200-1223.
Read now
Subini Ancy Annamma & Tamara Handy. (2019) DisCrit solidarity as curriculum studies and transformative praxis. Curriculum Inquiry 49:4, pages 442-463.
Read now
Dana N. Thompson Dorsey & Gwen D. Roulhac. (2019) From Desegregation to Privatization: A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina. Peabody Journal of Education 94:4, pages 420-441.
Read now
Lisa W. Loutzenheiser & Nirmala Erevelles. (2019) ‘What’s Disability Got To Do With It?’: Crippin’ Educational Studies at the Intersections. Educational Studies 55:4, pages 375-386.
Read now
Maya L. Steinborn & Emily A. Nusbaum. (2019) Cripping Human Rights Education with Disability Studies: An Undergraduate Reading List. Educational Studies 55:4, pages 489-504.
Read now
Irene H. Yoon. (2019) Haunted Trauma Narratives of Inclusion, Race, and Disability in a School Community. Educational Studies 55:4, pages 420-435.
Read now
Valentina Migliarini. (2019) DisCrit: disability studies and critical race theory in education. Educational Review 71:3, pages 397-397.
Read now
Shaquinta L. L. Richardson & Zolinda Stoneman. (2019) It takes a sister: sisterhood and Black womanhood in families of people with intellectual and developmental disabilities. Disability & Society 34:4, pages 607-628.
Read now
David Hernández-Saca & Mercedes Adell Cannon. (2019) Interrogating disability epistemologies: towards collective dis/ability intersectional emotional, affective and spiritual autoethnographies for healing. International Journal of Qualitative Studies in Education 32:3, pages 243-262.
Read now
Carl Algood & Amber M. Davis. (2019) Inequities in Family Quality of Life for African-American Families Raising Children with Disabilities. Social Work in Public Health 34:1, pages 102-112.
Read now
Pauline Hanesworth, Seán Bracken & Sam Elkington. (2019) A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy. Teaching in Higher Education 24:1, pages 98-114.
Read now
Gene Fellner & Helen Kwah. (2018) Transforming the embodied dispositions of pre-service special education teachers. International Journal of Qualitative Studies in Education 31:6, pages 520-534.
Read now
Paul Banahene Adjei. (2018) The (em)bodiment of blackness in a visceral anti-black racism and ableism context. Race Ethnicity and Education 21:3, pages 275-287.
Read now
Subini Annamma & Deb Morrison. (2018) Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom. Equity & Excellence in Education 51:2, pages 114-131.
Read now
David Gillborn, Paul Warmington & Sean Demack. (2018) QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race Ethnicity and Education 21:2, pages 158-179.
Read now
Karen Keifer-Boyd, Aaron D. Knochel, Ryan M. Patton & Robert W. Sweeny. (2018) Posthumanist Movement Art Pedagogy: Geolocative Awareness and Co-Figurative Agency With Mobile Learning. Studies in Art Education 59:1, pages 22-38.
Read now
Hilary Lustick. (2017) Making discipline relevant: toward a theory of culturally responsive positive schoolwide discipline. Race Ethnicity and Education 20:5, pages 681-695.
Read now
María Cioè-Peña. (2017) The intersectional gap: how bilingual students in the United States are excluded from inclusion. International Journal of Inclusive Education 21:9, pages 906-919.
Read now
Hilary Lustick. (2017) Administering discipline differently: a Foucauldian lens on restorative school discipline. International Journal of Leadership in Education 20:3, pages 297-311.
Read now
David J. Connor, Jan W. Valle & Chris Hale. (2017) Authors’ reply. European Journal of Special Needs Education 32:2, pages 295-298.
Read now
Gene Fellner, Mark Comesañas, Laritza Duperoy & Yaritza Duperoy. (2017) What it means to be special: two sisters discuss their experiences. Disability & Society 32:3, pages 323-343.
Read now
Subini Ancy Annamma, Darrell D. Jackson & Deb Morrison. (2017) Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society. Race Ethnicity and Education 20:2, pages 147-162.
Read now
Barbara Pini & Kalwant Bhopal. (2017) Racialising rural education. Race Ethnicity and Education 20:2, pages 192-196.
Read now
Heather Powers Albanesi. (2017) Encountering disability studies in the social sciences. The Social Science Journal 54:1, pages 1-3.
Read now
Subini Annamma. (2016) Disrupting the carceral state through education journey mapping. International Journal of Qualitative Studies in Education 29:9, pages 1210-1230.
Read now
Baudelaire Ulysse, Theodorea Regina Berry & James C. Jupp. (2016) On the elephant in the room: toward a generative politics of place on race in academic discourse. International Journal of Qualitative Studies in Education 29:8, pages 989-1001.
Read now
David Gillborn. (2016) Softly, softly: genetics, intelligence and the hidden racism of the new geneism. Journal of Education Policy 31:4, pages 365-388.
Read now
Jennifer R. Wolgemuth, Vonzell Agosto, Gary Yu Hin Lam, Michael W. Riley, Roderick Jones & Tyler Hicks. (2016) Storying transition-to-work for/and youth on the autism spectrum in the United States: a critical construct synthesis of academic literature. Disability & Society 31:6, pages 777-797.
Read now
Kathryn S. Young. (2016) How student teachers (don’t) talk about race: An intersectional analysis. Race Ethnicity and Education 19:1, pages 67-95.
Read now
Bathseba Opini. (2016) Walking the talk: towards a more inclusive field of disability studies. International Journal of Inclusive Education 20:1, pages 67-90.
Read now
Kathleen M. Collins, Preston C. Green$suffix/text()$suffix/text(), Steven L. Nelson & Santosh Madahar. (2015) Cyber Charter Schools and Students With Dis/Abilities: Rebooting the IDEA to Address Equity, Access, and Compliance. Equity & Excellence in Education 48:1, pages 71-86.
Read now
Beth A. Ferri & David J. Connor. (2014) Talking (and not talking) about race, social class and dis/ability: working margin to margin. Race Ethnicity and Education 17:4, pages 471-493.
Read now
Subini A. Annamma, Amy L. Boelé, Brooke A. Moore & Janette Klingner. (2013) Challenging the ideology of normal in schools. International Journal of Inclusive Education 17:12, pages 1278-1294.
Read now
Carrie Elizabeth Mulderink. Critiques of ableist educational spaces. Disability & Society 0:0, pages 1-17.
Read now

Articles from other publishers (304)

Naheed A. Abdulrahim. (2024) Troubling teacher preparation: Intersections of identity, diversity, and inclusive practice. Teaching and Teacher Education 138, pages 104414.
Crossref
Adai A. Tefera & Gustavo E. Fischman. (2023) Beyond Good Intentions in Special Education Policy: Engaging With Critical Disability Intersectional Research. Qualitative Inquiry 30:1, pages 48-58.
Crossref
Nirmala Erevelles & Marina Morrow. 2021. Handbook of Disability. Handbook of Disability 1 24 .
Kimiya Sohrab Maghzi & Marni E. Fisher. 2023. Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective. Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective 141 161 .
Rebekka J. Jez. 2023. Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective. Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective 113 139 .
David Isaac Hernández-Saca, Catherine Kramarczuk Voulgarides & Susan Larson Etscheidt. (2023) A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens. Education Sciences 13:12, pages 1212.
Crossref
Rebecca A. Cruz, Catherine M. Kramarczuk Voulgarides, Allison R. Firestone, Logan McDermott & Zhihui Feng. (2023) Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality. Review of Educational Research.
Crossref
Cathery Yeh. (2023) DisCrit noticing: Theorizing at the intersections of race and ability in mathematics education . School Science and Mathematics.
Crossref
Dosun Ko, Dian Mawene, Boris Krichevsky & Sumin Lim. (2023) Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs. Review of Educational Research.
Crossref
Emily B. Clark. (2023) “Aggravated, everyday aggravated—everyday”: senseMaking to truth tell, talkback and find belonging in educational research. Frontiers in Education 8.
Crossref
Katherine E. McDonald, Ariel E. Schwartz, Micah Fialka Feldman, Tia Nelis & Dora M. Raymaker. (2023) A Call-In for Allyship and Anti-Ableism in Intellectual Disability Research. American Journal on Intellectual and Developmental Disabilities 128:6, pages 398-410.
Crossref
Allison Daniel Anders, James M. DeVita, Leslee A. Fisher, Chris Corr & Christina L. Myers. (2023) Looking Back to Look Forward: Exploring Crenshaw’s Political, Structural, and Representational Intersectionality in Sport. Cultural Studies ↔ Critical Methodologies.
Crossref
Ami Goulden, Shanna K. Kattari, Elspeth M. Slayter & Sarah E. Norris. (2023) ‘Disability Is an Art. It's an Ingenious Way to Live.’: Integrating Disability Justice Principles and Critical Feminisms in Social Work to Promote Inclusion and Anti-Ableism in Professional Praxis. Affilia 38:4, pages 732-741.
Crossref
Tammy Ellis-Robinson, Elizabeth Slusarz, Maria Haji-Georgi, Julienne Slichko, Audrey Mohammed, Kayla Terry & Ketrina Hazell. (2023) Collaborative Action Research with diverse stakeholders: Building the Disability Champions Mentoring Network. Career Development and Transition for Exceptional Individuals.
Crossref
Charles Bell & Miltonette Olivia Craig. (2023) Suspended, restrained, and secluded: Exploring the relationship between school punishment, disability, and black and white parents’ health outcomes. Children and Youth Services Review 153, pages 107119.
Crossref
Rachel Lowy, Chung Eun Lee, Gregory D. Abowd & Jennifer G. Kim. (2023) Building Causal Agency in Autistic Students through Iterative Reflection in Collaborative Transition Planning. Proceedings of the ACM on Human-Computer Interaction 7:CSCW2, pages 1-26.
Crossref
Devadrita Talapatra, Laurel A. Snider, Kayla McCreadie & Eileen Cullen. (2023) Elevating disabled voices: Decentering power in school psychology scholarship. School Psychology International.
Crossref
Subini A. Annamma, Brian Cabral, Brianna Harvey, Jennifer M. Wilmot, Annie Le & Jamelia Morgan. (2023) “When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis. American Educational Research Journal.
Crossref
Sara T. Kover & Leonard Abbeduto. (2023) The Work Ahead for Intellectual and Developmental Disabilities Research. American Journal on Intellectual and Developmental Disabilities 128:5, pages 388-392.
Crossref
Khalilah Robinson Johnson. (2023) The Equity Agenda in Intellectual and Developmental Disabilities Research. American Journal on Intellectual and Developmental Disabilities 128:5, pages 379-381.
Crossref
Sara T. Kover & Leonard Abbeduto. (2023) Toward Equity in Research on Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities 128:5, pages 350-370.
Crossref
Jay Ke‐Schutte & Joshua Babcock. (2023) Toward a Non‐binary Semiotics of Intersectionality: Linguistic Anthropology in the Wake of Coloniality. Journal of Linguistic Anthropology.
Crossref
Michelle L. Damiani & Brent C. Elder. (2023) A call for critical PDS: infusing DisCrit into the nine essentials. School-University Partnerships 16:1, pages 92-100.
Crossref
Tracy Dayman. 2023. Approaches to Teaching and Teacher Education. Approaches to Teaching and Teacher Education 173 187 .
Audrey A. Trainor & Lindsay Romano. (2023) Intersectional Research as a Methodology for Shaping Transition Research in Support of Equitable Postschool Outcomes. Career Development and Transition for Exceptional Individuals 46:3, pages 169-180.
Crossref
Morgan M. Strimel, Sarah A. Nagro, Pamela H. Baker & Colleen A. Thoma. (2023) The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 46:3, pages 243-259.
Crossref
Mercedes A. Zapata & Frank C. Worrell. (2023) Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD. Journal of Learning Disabilities.
Crossref
Rebekka J. Jez, Christopher Dennis, Michelle Coleman, Corné Conradie, Abongile Matyaleni, Diana Ramirez, Chanté Rezandt, Kayla Wilkins & Cassie Herndon. (2023) Changemakers share their why, collaborate as critical friends, and highlight leadership skills. African Journal of Teacher Education and Development 2:1.
Crossref
Lilly Padía. (2023) Toward a Model of Reciprocal Carryover: Learning From Communication Systems of Families of Nonspeaking Bilingual Children. Language, Speech, and Hearing Services in Schools 54:3, pages 716-728.
Crossref
Vishnu KK Nair, Warda Farah & Ian Cushing. (2023) A Critical Analysis of Standardized Testing in Speech and Language Therapy. Language, Speech, and Hearing Services in Schools 54:3, pages 781-793.
Crossref
María Rosa Brea-Spahn & Clara Vaz Bauler. (2023) Where Do You Anchor Your Beliefs? An Invitation to Interrogate Dominant Ideologies of Language and Languaging in Speech-Language Pathology. Language, Speech, and Hearing Services in Schools 54:3, pages 675-687.
Crossref
Chelsea Privette. (2023) Embracing Theory as Liberatory Practice: Journeying Toward a Critical Praxis of Speech, Language, and Hearing. Language, Speech, and Hearing Services in Schools 54:3, pages 688-706.
Crossref
Christina Payne-Tsoupros. (2023) Using Human Resources Planning to Disrupt Racism and Ableism in the IDEA. Journal of Education Human Resources 41:3, pages 466-476.
Crossref
Jemimah Young, Jamaal Young, John Williams, Monica Neshyba, Quinita Ogletree & Marlon James. (2023) Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research. SAGE Open 13:3.
Crossref
Courtney L. Wilt, Sarah R. Carlson & Sylvia N. Nyegenye. 2023. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement 57 77 .
Pricella Morris, Monica Brown & Monique Matute-Chavarria. 2023. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement 40 56 .
Alyssa Uher, Mikeya Dunnigan & Marisa H. Fisher. (2023) Putting Concepts Into Action: A Brief Description of 2022 BACB Ethics Code Standard 1.07 & Actionable Recommendations for Evolving Practices of Behavior Analysts. Behavior Analysis in Practice.
Crossref
Teresa Girolamo, Nichol Castro, Alison Eisel Hendricks, Samantha Ghali & Inge-Marie Eigsti. (2023) Implementation of Open Science Practices in Communication Sciences and Disorders Research With Black, Indigenous, and People of Color. Journal of Speech, Language, and Hearing Research 66:6, pages 2010-2017.
Crossref
Mildred Boveda & Subini Ancy Annamma. (2023) Beyond Making a Statement: An Intersectional Framing of the Power and Possibilities of Positioning. Educational Researcher 52:5, pages 306-314.
Crossref
H Emily Hayden & Angela MT Prince. (2020) Disrupting ableism: Strengths-based representations of disability in children’s picture books. Journal of Early Childhood Literacy 23:2, pages 236-261.
Crossref
Cathery Yeh, Ruchi Agarwal-Rangnath & Alejandra Albarran Moses. (2023) Abolition and ethnic studies in early care and education. Contemporary Issues in Early Childhood 24:2, pages 208-225.
Crossref
James M. Kauffman, Mack D. Burke & Dimitris Anastasiou. (2022) Hard LRE Choices in the Era of Inclusion: Rights and Their Implications. Journal of Disability Policy Studies 34:1, pages 61-72.
Crossref
Benjamin W. Fisher & Amy E. Fisher. (2023) Criminal justice system contact of students with disabilities by race and ethnicity: Examining the role of school police. Children and Youth Services Review 149, pages 106953.
Crossref
Rocco Giovanni Catrone, Natalia A. Baires, Melanie R Martin Loya & Jasmine P. Brown-Hollie. (2022) An Intersectional Examination of Disability and Race Models in Behavior-Analytic Practice. Behavior and Social Issues 32:1, pages 152-181.
Crossref
Josh P. Taylor, LaRon A. Scott, Lauren P. Bruno, Regina Frazier, Colleen A. Thoma & Meagan Dayton. (2023) We have to stand up for ourselves: Barriers to self-determination experienced by Black youth in the transition to adulthood. Journal of Intellectual Disabilities, pages 174462952311806.
Crossref
Ceema Samimi, Noah Jefferson, Shelby Flanagan & Yolanda Anyon. (2023) Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students’ School Discipline Outcomes. The Urban Review.
Crossref
Courtney E. O’Grady & Michaelene M. Ostrosky. (2023) Early Educators’ Perceptions of Behavior. Topics in Early Childhood Special Education, pages 027112142311707.
Crossref
Teresa Girolamo, Lue Shen, Amalia Monroe-Gulick, Mabel L Rice & Inge-Marie Eigsti. (2023) Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review. Autism, pages 136236132311667.
Crossref
Pamela D’Andrea Martínez, Leah Q. Peoples & Jeremy Martin. (2023) Becoming Culturally Responsive: Equitable and Inequitable Translations of CRE Theory into Teaching Practice. The Urban Review.
Crossref
Sarah L. Woulfin & Britney Jones. (2023) Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era. Journal of Educational Change.
Crossref
Peishi Wang, Dia Jackson, Shaqwana Freeman-Green, Jessica Kamuru & Melissa Driver. (2022) Integrating Culturally Sustaining Pedagogy and Evidence-Based Practices to Support Students With Learning Disabilities in a Social Justice Mathematics Lesson. TEACHING Exceptional Children 55:5, pages 360-365.
Crossref
Ruby Batz & Asha Yadav. (2023) Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis. Journal of Early Intervention, pages 105381512311649.
Crossref
Alyssa Uher, Marisa H. Fisher & Cynde K. Josol. (2023) Cultural competency training for the social service professions: A systematic literature review. Multicultural Learning and Teaching 0:0.
Crossref
Phi Nguyen & Charles Munter. (2023) Secondary mathematics preservice teachers’ perceptions of program (in)coherence. Journal of Mathematics Teacher Education.
Crossref
Adai A. Tefera, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, Alexandra Aylward & Sarah Alvarado. (2023) The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts. American Educational Research Journal 60:2, pages 367-404.
Crossref
Karrie A. Shogren. (2023) The Right to Science: Centering People With Intellectual Disability in the Process and Outcomes of Science. Intellectual and Developmental Disabilities 61:2, pages 172-177.
Crossref
Lauren A. Rivera & András Tilcsik. (2023) Not in My Schoolyard: Disability Discrimination in Educational Access. American Sociological Review 88:2, pages 284-321.
Crossref

Displaying 200 of 447 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.