Conceptual Analysis on Inclusive Education for Students Labelled with Severe Disabilities: A Critical Disability Studies Approach

Abstract

The literature on inclusive education commonly focuses on students labelled with less severe disabilities and rarely focuses on students labelled with severe disabilities. Severe disabilities consist of a range of impairments requiring extensive daily support. This analysis examines the three pillars or impacts of inclusive education for students labelled with severe disabilities: proximity; social; and academic. The critical disability studies (CDS) perspective in education is described to examine the root of inclusive education and the historical, cultural, and social factors that impact educational settings and outcomes for students with disabilities more generally. The analysis applies on the critical disability studies framework in an educational context to promote systemic change and anti-ableist pedagogy in education. As systemic ablism is built into educational pedagogy and curriculum, this analysis applies the established CDS framework to students labelled with severe disabilities in inclusive education. Future research should examine the root of systemic ablism and work towards deconstructing ableist systems that oppress students labelled with severe disabilities.