Conceptual Analysis on Inclusive Education for Students Labelled with Severe Disabilities: A Critical Disability Studies Approach
DOI:
https://doi.org/10.20372/dcidj.731Keywords:
disability inclusion, disability studies, disability education, segregation, special educationAbstract
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.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 The Author(s)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License By-NC-ND 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
