Dis/ability critical race studies/ Disability Studies in Education
Article: Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability
Author: Subini Ancy Annamma, David Connor & Beth Ferri
The author argues that although throughout history science has debunked the theories related to race and intellectual ability, it is evident that children of color are still being over represented in programs for children with learning disabilities. This demonstrates that the perception of ability or not, is socially constructed, inter connected to race, and is subtly woven into our educational systems and practices.
1.) The definition of a disability is relatively arbitrary, based on personal choice rather than any reason or system.
2.) In 1973 the definition of mental retardation was changed from a measured IQ score of 85 to 70, only because special education came under fire for the over representation of students of color with learning disabilities. Despite this change made to the definition of mental retardation African American students continue to be 3 times more likely to be labeled mentally retarded, 2 times for likely to be labeled emotionally disturbed, and 1 1/2 times as likely to be labeled learning disabled.
3.) Although the authors view disability to be a socially constructed identity, marginalized groups do not see it this way. They see it as a biological fact.
Article: Disability Studies in Education: The Need for Plurality of Perspectives on Diability
Author: Susan Baglieri, Jan W. Valle, David J. Connor, and Deborah J. Gallagher
The author argues that although the beliefs, purpose, and state of knowledge of those in the field of special education differ, the perspectives of all can be combined to improve practice.
1.) Disability as a civil rights issue has received less attention when compared to race, ethnicity, gender, and sexuality due to the fact that everyone is susceptible to it, even those considered to be privileged in society.
2.) Educators' sincere, though frustrated, attempts to distinguish a child's cultural and linguistic diversity from a disability is a further source of confusion that reveals the judgmental nature of disability.
3.) When the one size fits all curriculum fails, educators focus their energy on fixing the student vs trying to fix the learning environment.
Author: Subini Ancy Annamma, David Connor & Beth Ferri
The author argues that although throughout history science has debunked the theories related to race and intellectual ability, it is evident that children of color are still being over represented in programs for children with learning disabilities. This demonstrates that the perception of ability or not, is socially constructed, inter connected to race, and is subtly woven into our educational systems and practices.
1.) The definition of a disability is relatively arbitrary, based on personal choice rather than any reason or system.
2.) In 1973 the definition of mental retardation was changed from a measured IQ score of 85 to 70, only because special education came under fire for the over representation of students of color with learning disabilities. Despite this change made to the definition of mental retardation African American students continue to be 3 times more likely to be labeled mentally retarded, 2 times for likely to be labeled emotionally disturbed, and 1 1/2 times as likely to be labeled learning disabled.
3.) Although the authors view disability to be a socially constructed identity, marginalized groups do not see it this way. They see it as a biological fact.
Article: Disability Studies in Education: The Need for Plurality of Perspectives on Diability
Author: Susan Baglieri, Jan W. Valle, David J. Connor, and Deborah J. Gallagher
The author argues that although the beliefs, purpose, and state of knowledge of those in the field of special education differ, the perspectives of all can be combined to improve practice.
1.) Disability as a civil rights issue has received less attention when compared to race, ethnicity, gender, and sexuality due to the fact that everyone is susceptible to it, even those considered to be privileged in society.
2.) Educators' sincere, though frustrated, attempts to distinguish a child's cultural and linguistic diversity from a disability is a further source of confusion that reveals the judgmental nature of disability.
3.) When the one size fits all curriculum fails, educators focus their energy on fixing the student vs trying to fix the learning environment.
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