Disability studies in education: The need for a plurality of perspectives on disability

Remedial and Special Education

Volumn 32, Issue 4, 2011, Pages 267-278

  Baglieri, Susan ^a   Valle, Jan W ^b   Connor, David J ^c   Gallagher, Deborah J ^d  

^a Long Island University (Brooklyn Campus)   (United States)

^b CITY COLLEGE OF NEW YORK   (United States)

^c CITY UNIVERSITY OF NEW YORK   (United States)

^d UNIVERSITY OF NORTHERN IOWA   (United States)

Author keywords

disability studies; inclusion; research; special education

Indexed keywords

EID: 79959808776     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/0741932510362200     Document Type: Article

References (77)

1. Allan J.Actively seeking inclusion. London: Falmer; 1999:.
2. Andrews J. E.,Carnine D. W.,Couthinho M. J.,Edgar E. B.,Forness S. R.,Fuchs L.,Jordan D.,Kauffman J. M.,Patton J. M.,Paul J.,Rosell J.,Rueda R.,Schiller E.,Skrtic T.,Wong J.Bridging the special education divide.Remedial and Special Education. 2000;21:258 267-260.
3. BaglieriS. (2006). Rowley reconsidered: The (re)constitution of Free Appropriate Public Education through multiple possible discourses [electronic version]. Disability Studies Quarterly26. Retrieved June 272009from http://dsq-sds.org/2006_spring_toc.html.
4. Baglieri S.,Knopf J. H.Normalizing difference in inclusive teaching.Journal of Learning Disabilities. 2004;37:525-529.
5. Barnes C.,Oliver M.,Barton L.Disability studies today. Barnes C.Oliver M.Barton L.ed. CambridgeUK: Polity Press; 2002:1-17.
6. Barton L.Inclusive education: Romanticsubversive or realistic?.International Journal of Inclusive Education. 1997;1:231-242.
7. Biklen D.The myth of clinical judgment.Journal of Social Issues. 1988;44:127-140.
8. Bogdan R.,Taylor S.The social meaning of mental retardation: Two life stories. New York: Teachers College Press; 1994:.
9. Bogdan R.,Biklen D.Handicapism.Social Policy. 1977;7 (4): 14-19.
10. Brantlinger E.Using ideology: Cases of nonrecognition of the politics of research and practice in special education.Review of Educational Research. 1997;67:425-459.
11. Brantlinger E.Confounding the needs and confronting the norms: An extension of Reid and Valle's Essay.Journal of Learning Disabilities. 2004;37:490-499.
12. Broderick A.,Ne'eman A.Autism as metaphor: Narrative and counter-narrative.International Journal of Inclusive Education. 2008;12 (5-6): 459-476.
13. Connor D. J.Urban narratives: Portraits in progress: Life at the intersections of learning disabilityraceand social class. New York: Peter Lang; 2008:.
14. Connor D. J.,Gabel S.,Gallagher D.,Morton M.Disability studies and inclusive education-Implications for theoryresearchand practice.International Journal of Inclusive Education. 2008;12 (5-6): 441-457.
15. Danforth S.Pragmatism and the scientific validation of professional practices in American special education.Disability and Society. 1999;14:733-752.
16. Danforth S.From epistemology to democracy: Pragmatism and the reorientation of disability research.Remedial and Special Education. 2006;27:337-345.
17. Danforth S.,Rhodes W. C.Deconstructing disability: A philosophy for inclusion.Remedial and Special Education. 1997;18:357-366.
18. Danzinger K.Constructing the subject: Historical origins of psychological research. CambridgeUK: Cambridge University Press; 1994:.
19. Davis J. M.,Watson N.Disabled children's rights in every day life: Problematizing notions of competency and promoting self-empowerment.International Journal of Children's Rights. 2000;8 (3): 211-228.
20. Davis J. M.,Watson N.Where are the children's experiences: Analysing social and cultural exclusion in "special" and "mainstream" schools.Disability & Society. 2001;16:671-688.
21. Davis L. J.The disability studies reader. Davis L. J.ed. New York: Routledge; 1997a:1-6.
22. Davis L. J.The disability studies reader. Davis L. J.ed. New York: Routledge; 1997b:9-28.
23. Dudley-Marling C.,Dippo D.What learning disability does: Sustaining the ideology of schooling.Journal of Learning Disabilities. 1995;28:408-414.
24. Ferguson P. M.,Ferguson D. L.Vital questions facing Disability Studies in Education. Danforth S.Gabel S. L.ed. New York: Peter Lang; 2006:217-235.
25. Ferri B. A.,Connor D. J.Reading resistance: Discourses of exclusion in desegregation and inclusion debates. New York: Peter Lang; 2006:.
26. Fleischer D. Z.,Zames F.The disability rights movement: From charity to confrontation. Philadelphia: Temple University Press; 2001:.
27. Fries K.Staring back: The disability experience from the inside out. New York: Plume; 1997:.
28. Disability studies in education: Readings in theory and method. Gabel S. L.ed. New York: Peter Lang; 2005:.
29. Vital questions for Disabilities Studies in Education. Gabel S.Danforth S.ed. New York: Peter Lang; 2006:.
30. Disability & the politics of education: An international reader. Gabel S. L.Danforth S.ed. New York: Peter Lang; 2008:.
31. Gadamer H.- G.Truth and method. New York: Seabury Press; 1975:.
32. Gallagher D. J.The scientific knowledge base of special education: Do we know what we think we know?.Exceptional Children. 1998;64:493-502.
33. Gallagher D. J.Evidence-based practice in education. Thomas G.Pring R.ed. BerkshireUK: Open University Press; 2004:119-130.
34. Gallagher D. J.If not absolute objectivitythen what? A reply to Kauffman and Sasso.Exceptionality. 2006;14 (2): 91-107.
35. Gersten R.,Baker S.,Lloyd J. W.Designing high-quality research in special education: Group experimental design.The Journal of Special Education. 2000;34:2-18.
36. Groce N. E.Everyone here spoke sign language: Hereditary deadness on Martha's Vineyard. CambridgeMA: Harvard University Press; 1985:.
37. Harry B.,Klingner J.K.Why are so many minority students in special education? Understanding race & disability in Schools. New York: Teachers College Press; 2005:.
38. Hazelrigg L.A wilderness of mirrors: On practices of theory in a gray age. Tallahassee: The Florida State University Press; 1989:.
39. Heshusius L.Why would they and I want to do it? A phenomenological-theoretical view of special education.Learning Disability Quarterly. 1984;7:363-368.
40. Heshusius L.The Newtonian mechanistic paradigmspecial education and contours of alternatives: An overview.Journal of Learning Disabilities. 1989;22:403-415.
41. Heshusius L.Challenging orthodoxy in special education: Dissenting voices. Gallagher D.J.Heshusius L.Iano R.P.Skrtic T.M.ed. DenverCO: Love Publishing; 2004:169-230.
42. Heward W.L.Ten faulty notions about teaching and learning that hinder the effectiveness of special education.The Journal of Special Education. 2003;36:186-205.
43. Hitchcock C.Providing new access to the general curriculum: Universal design for learning.Teaching Exceptional Children. 2002;35 (2): 8-17.
44. Iano R.P.The study and development of teaching: With implications for the advancement of special education.Remedial and Special Education. 1986;7 (5): 50-61.
45. Iano R.P.Special education teachers: Technicians or educators?.Journal of Learning Disabilities. 1990;23:462-465.
46. The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. Kauffman J.M.Hallahan D.P.ed. AustinTX: Pro-Ed; 1995:.
47. Kauffman J.M.,Sasso G.Rejoinder: Certaintydoubt and the reduction of uncertainty.Exceptionality. 2006a;14 (2): 109-120.
48. Kauffman J.M.,Sasso G.Toward ending cultural and cognitive relativism in special education.Exceptionality. 2006b;14:65-90.
49. Kavale K.A.,Forness S.R.Historyrhetoricand reality: Analysis of the inclusion debate.Remedial and Special Education. 2000;21:279-296.
50. Kavale K.A.,Mostert M.P.River of ideologyislands of evidence.Exceptionality. 2003;11:191-208.
51. Keefe E.B.,Moore V.M.,Duff F.R.Listening to the experts: Students with disabilities speak out. Baltimore: Paul H. Brookes; 2006:.
52. Linton S.Claiming disability: Knowledge and identity. New York: New York University Press; 1998:.
53. MacKenzie D.A.Statistics in Britain 1865-1930: The social construction of scientific knowledge. EdinburghUK: Edinburgh University Press; 1981:.
54. McDermott R.P.,Varenne H.Culture as disability.Anthropology & Education Quarterly. 1995;26:325-348.
55. Mercer G.Disability studies today. Barnes C.Oliver M.Barton L.ed. CambridgeUK: Polity Press; 2002:228-249.
56. Mooney J.The short bus: A journey beyond normal. New York: Henry Holt; 2007:.
57. Nagel T.The view from nowhere. New York: Oxford University Press; 1986:.
58. Oliver M.The politics of disablement. Basingstoke: Macmillan; 1990:.
59. Paul J.L.Perspectival and discursive discontinuities in special education: The challenges of pluralism.DisabilityCultureand Education. 2002;1:73-93.
60. Pisha B.Smart from the start: The promise of universal design for learning.Remedial and Special Education. 2001;22:197-203.
61. Poplin M.S.Self-imposed blindness: The scientific method in education.Remedial and Special Education. 1987;8 (6): 31-37.
62. Poplin M.S.Holistic/constructivist principles of the teaching and learning process: Implications for the field of learning disabilities.Journal of Learning Disabilities. 1988;21:401-416.
63. Putnam H.Reasontruthand history. CambridgeUK: Cambridge University Press; 1981:.
64. Reid D.K.,Valle J.W.The discursive practice of learning disability: Implications for instruction and parent-school relations.Journal of Learning Disabilities. 2004;37:466-481.
65. Learning disabilities & life stories. Rodis P.Garrod A.Boscardin M.L.ed. Needham HeightsMA: Allyn & Bacon; 2001:.
66. Sapon-Shevin M.Full inclusion as a disclosing tablet: Revealing the flaws in our present system.Theory Into Practice. 1996;35:35-41.
67. Sasso G.M.The retreat from inquiry and knowledge in special education.The Journal of Special Education. 2001;34:178-193.
68. Scott S.S.,McGuire J.M.,Shaw S.F.Universal design for instruction: A new paradigm for adult instruction in postsecondary education.Remedial and Special Education. 2003;24:369-379.
69. Shakespeare T.Cultural representation of disabled people: Dustbins for disavowal?.Disability & Society. 1994;9 (3): 283-300.
70. Skrtic T.M.Behind special education: A critical analysis of professional culture and school organization. DenverCO: Love Publishing; 1991:.
71. Sleeter C.E.Critical voices on special education. Signman S.B.ed. AlbanyNY: State University Press; 1986:21-34.
72. Solis S.,Connor D.J.Vital questions facing Disability Studies in Education. Danforth S.Gabel S.L.ed. New York: Peter Lang; 2006:103-119.
73. Taylor S.J.Vital questions facing Disability Studies in Education. Danforth S.Gabel S.L.ed. New York: Peter Lang; 2006:xiii-xxiii.
74. Tomlinson C.A.The differentiated classroom: Responding to the needs of all learners. AlexandriaWV: Association for Supervision and Curriculum Development; 1999:.
75. Valle J.W.,Aponte E.IDEA and collaboration: A Bakhtinian perspective on parent and professional discourse.Journal of Learning Disabilities. 2002;35:469-479.
76. Valle J.W.,Reid D.K.Parent-educator partnerships: A critical history of the search for authentic and respectful home-school relationships.School Public Relations. 2001;22:23-36.
77. Ideology and the politics of (in)exclusion. Ware L.ed. New York: Peter Lang; 2004:.