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ERIC Number: EJ1022493
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0093-3104
Who "Owns" Dis/ability? The Cultural Work of Critical Special Educators as Insider-Outsiders
Connor, David J.
Theory and Research in Social Education, v41 n4 p494-513 2013
The article describes the work of critical special education scholars and teacher educators in the field of Disability Studies who challenge the fundamental assumptions on which special education is founded, illustrating implications for all educators. A brief history of the field acknowledges the enormity of the institutionalization of special education as a complex, multi-faceted, multi-layered establishment. The intellectual limits of that institution are described through the medicalized knowledge base that has arisen within special education, a base that gives rise to specific, restricted discourses of what constitutes a dis/ability and why. The author presents alternative sociocultural knowledge bases, as informed by Disability Studies and put forth by critical special educators, that broaden the understanding of dis/ability. Contrasting these theoretical groundings, implications for teacher dispositions toward differences among students are discussed, and ways in which a new perspective on dis/ability is related to the goals and practices of social education are identified.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004