User:Akanai14/sandbox

Peer Review mentions: User:Akanai14/Disability studies in education/Joy4heart Peer Review

Foundations add on:

added: These may include lack of resources for students and knowledge on how to effectively teach individuals with disabilities.

added: DSE can be supported by laws that make discrimination against people with disabilities illegal (i.e. Section 504 of the Rehabilitation Act of 1973).

New Section-History add on:

DSE became more prominent around the 1990s when educators became leaders within the Society for Disability Studies (SDS) and research became more visible in the United States (U.S.) disability studies community. In the late 1990s, DSE became more popular in Europe, Australia, and New Zealand.

Some recognize the expansion and formalization of Disability Studies in education were caused by a small international conference funded by the Spencer Foundation and hosted by Linda Ware. This 1999 conference challenged the way the current ideology had decreased inclusive education and criticized the special education system. Also in 1999, Scot Danforth submitted a proposal titled Ways of Constructing Lives and Disabilities: The Case for Open Inquiry to the national conference of The Association for Persons With Severe Handicaps (TASH). This led to questions being asked about why research is important and then the expansion of what is considered legitimate research in special education journals, conferences, etc. It also led to new ways that ideate a different way of educating students with disabilities. Susan Gabel and Linda Ware insisted on affiliating special education with the academic discipline, Disability Studies. From there, Disability Studies in education strengthened as its own discipline.

updated references: 5-11 because outdate

Issues add on:

1. What is an appropriate education for students with disabilities?

added: An appropriate education for students with disabilities can be defined under the Individuals with Disabilities Education Act (IDEA) as free appropriate public education (FAPE). This includes education services that meet the individual's needs on the same level as non-disabled students. It also includes being in the least restrictive environment possible. There also needs to be periodic IEP meetings with the IEP team where reevaluation takes place. The parents or guardians have legal rights to be involved, review records, and challenge placement or other IEP decisions.

2. What are criticisms of the medical model of disability in education?

Using the medical model of disability in education is heavily criticized by DSE scholars. The medical model of disability assumes that someone's disability limits their autonomy and therefore needs to be fixed/cured. In education, it is the responsibility of the student to work hard to fix/cure their disability and not society's responsibility to remove barriers. Although it is the responsibility of the student to work towards "normalcy", they are not the authority. The professionals take the authoritative role over the caregivers/student and if the professionals believe that they cannot be "fixed", it may lead to social and/or educational exclusion. Exclusion is a consequence of the medical model because it emphasizes the "sick role" that perpetuates stigmatizing attitudes towards students with disabilities. In actuality, these same attitudes are misguided because many learning disabilities are not caused by biological factors and most do not need constant medical services.