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In this paper I examine ways in which students with disabilities have the capacity to be full, contributing citizens within a participatory, communicative, and pluralistic democracy. In many instances, institutions such as schools provide barriers that disallow and dissuade students with disabilities from full participation in society and their education, which  prevents them from becoming co-creators of their educational experience. I argue that in a Deweyan democracy, all students must have not just the right, but be allowed to grow in their capacity to develop into fully participating, contributing citizens. My hope is that by situating disability and special education within the Deweyan democratic discourse it will be possible to render that discourse more genuinely inclusive of all students, so that the needs of all are met and the unique contributions of each become a part of the educational process.

In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both students with disabilities and emergent bilingual learners.

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Artículos Los orígenes de la tecnología a debate: una revisión de las primeras industrias líticas.