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.
Cite this
David J. Connor, Susan L. Gabel, Deborah J. Gallagher, Missy Morton (2008). Disability studies and inclusive education — implications for theory, research, and practice. International Journal of Inclusive Education. https://doi.org/10.1080/13603110802377482
@article{j2008disability,
title = {Disability studies and inclusive education — implications for theory, research, and practice},
author = {Connor, David J. and Gabel, Susan L. and Gallagher, Deborah J. and Morton, Missy},
year = {2008},
journal = {International Journal of Inclusive Education},
doi = {10.1080/13603110802377482}
}Citations in this library
Stored only when both papers are in the corpus — 315 citations exist upstream.