With more than 325,000 students, the California State University (CSU) system is 1 of the largest in the United States, making it a useful unit of analysis for studying disability and diversity. Using a critical discourse theoretical framework and borrowing strategies from Astroff (2001) and Pauwells (2012), we found disability information on CSU websites to have surface visibility-66% of the sites had minimal information on the home page. However, digging deeper into the sites we found frustrating navigation structures, hidden content, and the disengagement of disability from diversity. The sites constitute disability as the deficits of individual students that call for regulatory institutional responses and ignore disability as a feature of diversity.

Disability Studies reframes the study of disability by focusing on it as a social phenomenon, social construct, metaphor, and culture utilizing a minority group model. It examines ideas 626766S GOXXX10.1177/2158244015626766SAGE OpenCosier and Pearson AbstractDespite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.

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Disability disclosure contains significant implications when considering democratic educational opportunities for students with disabilities in higher education. Especially for graduate students with disabilities, there is minimal research on their experiences with disability disclosure. In a collaborative autoethnography, two doctoral students with disabilities engage in a critical dialogue about how disability disclosure operates within everyday interactions. Through dialogue and praxis, our narratives highlight how acts of disability disclosure continuously construct the notion of disability, democracy, citizenship, and empowerment in higher education. In turn, critical reexaminations of disability disclosure may present insight into future directions that will ensure equal educational opportunities, attainment and achievements for all.

The language of intellectual disability is rife with spatial terms. Students labeled with intellectual disability are "placed in" special education where they may be "self-contained," "segregated," "excluded," or "included." Conversations ensue about where to seat them, next to whom, and at what distance from the teacher and other students. In this article, critical spatial studies and critical narratives are used to illustrate the ways in which power and exclusion constitute intellectual disability.