Disability studies and inclusive education — implications for theory, research, and practice

Abstract

This paper serves as a broad introduction to Disabilities Studies in Education (DSE). The emergence of DSE over the last decade has resulted in a vibrant area of academic scholarship as well as a critical forum for social/educational advocacy and activism. First, the authors trace the roots of DSE in the growth of disability studies (DS) within the UK and the USA. Second, they describe the formation of international networks dedicated to DSE. Third, they chart the evolution of DSE’s conceptual framework, complete with tenets and examples, carefully crafted over time by a community of scholars. Fourth, they comment upon twelve papers selected for this special double issue of the International Journal of Inclusive Education, highlighting the contribution of each toward both advancing and elucidating the tenets within the conceptual framework of DSE. Finally, the authors close with reflections on the significance of DSE, contemplating what it offers theorists, researchers, and practitioners, as well as highlighting future possibilities.

Acknowledgements

Selected parts of this paper were taken from the History of DSE, posted since 2005 on the annual DSE conference websites. It was originally assembled from DSE‐SIG members’ collective recollections gathered via email.

Notes

1. The conference also became a co‐sponsored event, receiving support from the Professional Development and Research Institute on Blindness at Louisiana Tech University. The second annual DSE conference (‘Education, Social Action, and the Politics of Disability’) and third conference (‘Traversing the Chasm Between Disability Studies and Education’) remained in Chicago, and the fourth conference (‘Reforming, Restructuring, Resisting in Special Education’) was held in Ruston, Louisiana. At the first milestone of five years, Teachers College, Columbia University hosted the conference (‘The 30th Anniversary of the Individuals with Disabilities Education Act and its Impact on American Society’). The next conference was held at East Lansing, Michigan State University (‘Disability Studies and Inclusive Education: Negotiating Tensions and Integrating Research, Policy, and Practice’). The Chicago‐based seventh conference from which papers in this special double issue are taken (‘Disability Studies and Inclusive Education: Implications for Practice?’) was the first to coincide with AERA. The following year, the eighth conference (‘Mitigating Exclusion: Building Alliances toward Inclusive Education Reform in Pedagogy and Policy’) saw a return to New York City at Teachers College, Columbia University. In addition to being a venue in which papers are given, conferences have also afforded the chance to celebrate the work of scholars in DSE who are honoured by their peers. Senior scholar awards have been given to William Rhodes (2001), Susan Peters (2002), Lous Heshusius (2003), Ellen Brantlinger (2005), D. Kim Reid (2006), Len Barton (2007), and Douglas Biklen (2008). Junior scholar awards have been given to Alicia Broderick (2002), Beth Ferri (2003), David J. Connor (2005), Jan Valle (2006), Srikala Naraian (2007), and Susan Baglieri (2008).

2. The dovetailing of the annual DSE conference and AERA proved very beneficial, especially to international participants, in 2007 and 2008. However, the coupling of conferences is decided on a year‐by‐year basis.