1 / 8

Insights into Disability Studies in Education: Embracing Equity and Inclusion

This work by Susan L. Gabel, PhD, illuminates the tenets of Disability Studies in Education (DSE) and emphasizes the importance of contextualizing disability within political and social spheres. It advocates for the voices and experiences of people with disabilities to be prioritized, promoting social justice and equitable access in educational contexts. The guidelines underscore collaborative research between scholars with and without disabilities, emphasizing lived experiences and diverse methodologies. This work seeks to challenge traditional deficit models and enhances understanding through interdisciplinary approaches.

warren
Télécharger la présentation

Insights into Disability Studies in Education: Embracing Equity and Inclusion

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Insiders’ Perspectives Susan L. Gabel, PhD

  2. Tenets of Disability Studies in Education • Contextualize disability within political and social spheres. • Privilege the interests, agendas, and voices of people with disabilities. • Promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people with disabilities. • Assume competence and reject deficit models of disability.

  3. Guidelines for Research in DSE • Scholars with disabilities and non-disabled scholars work together. • Recognize and privilege the knowledge derived from the lived experience of people with disabilities. • Whenever possible adhere to an emancipatory stance (for example, working with people with disabilities as informed participants or co-researchers, not ‘subjects’).

  4. Welcome intradisciplinary approaches to understanding the phenomenon of disability, e.g. multiple research approaches. • Challenges research methodology that objectifies, marginalizes, and oppresses people with disabilities.

  5. ● Cultivates interdisciplinary approaches to understanding the phenomenon of disability, e.g. interfacing with multicultural education, the humanities, social sciences, philosophy, cultural studies, etc.

  6. Lessons Learned • Disability identity is fluid. • Avoid literal translation when working cross-culturally (e.g., learning disabled). • Use participants’ native language when possible. • Question basic concepts used by participants (e.g., normal). • Conduct more than one analysis (e.g., thematic, theoretical).

  7. Be clear about unit of analysis (e.g., individual, group, micro-, macro-, etc.). • A thorough literature review is essential prior to data gathering/analysis. • Context is essential. • Social • Political • Historic • Economic

  8. Questions to Ask • How can I avoid reproducing medical model discourses? • How can I understand and articulate the complexities of my participants’ lives in context? • What are the things in the data that bump up against each other? Where are the dissonances?

More Related