A socio-cultural reframing of science and dis/ability in education: past problems, current concerns, and future possibilities

Connor, David J.; Valle, Jan W.

doi:10.1007/s11422-015-9712-6

Cited by 14 publications

(3 citation statements)

References 37 publications

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“…This is problematic because meaningful inclusion of SWDs is not likely to increase unless educators believe that students can be successful in general education settings. Our findings reinforce the critiques of disability study scholars who note the dangers of constructing SWDs as less able or abnormal and the need to reframe disability as part of human variation (van Amsterdam, Knoppers, Claringbould, & Jongmans, 2012; Connor & Valle, 2015).…”

Section: Discussion and Contributionsupporting

confidence: 82%

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Stelitano¹,

Russell

Bray

2019

American Educational Research Journal

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School organization is a key driver for meaningful inclusion for students with disabilities. While there are promising examples of how schools organize for inclusion with intensive technical assistance, little is known about how high schools organize without such supports. In a case study of two high schools, we compare school organization by looking at their formal design and teachers’ daily routines. While both schools incorporated models for supporting students into their formal design, their daily routines revealed practices that were at odds with the spirit of inclusion. Routines involved special educators helping students pass their classes, though often not through meaningful learning opportunities. We offer insight into the affordances and constraints of school organization, revealing implications for meaningful inclusion.

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Section: Discussion and Contributionsupporting

confidence: 82%

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Stelitano¹,

Russell

Bray

2019

American Educational Research Journal

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“…K. Kirchgasler, 2018; Mazak & Herbas‐Donoso, 2014), special education programs (cf. Boda, 2019; Connor & Valle, 2015), and lower track courses (cf. Atwater, 2000; Tate, 2001).…”

Section: Historicizing How Science Education Has Divided Student Popu...mentioning

confidence: 99%

Science class as clinic: Why histories of segregated instruction matter for health equity reforms today

Kirchgasler

2022

Science Education

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Research has recommended centering health disparities to make science instruction relevant to students from minoritized racial and ethnic groups. While promoted as a recent innovation, the repurposing of science instruction to improve the health of demographic groups has a longer history traceable to segregated and colonial schooling. Using a historicizing approach, this study explores how certain U.S. science classrooms have become clinics of preventative care aimed at transforming groups into healthy citizens. Analysis identifies how U.S. science education studies have used psychological, sociological, and anthropological lenses to divide students into populations, classifying some as needing intervention to improve their minds (e.g., basic health knowledge), home lives (e.g., daily habits), and cultural beliefs (e.g., attitudes toward science and medicine). Through systematic analysis of U.S. science education journals and sources cited therein, I map shifts over three periods: the rise of urban, segregated, and colonial schooling (1901-45), postwar desegregation and international development (1946-89), and equity reforms (1990-2021). Despite declines in deficit language, analysis suggests the intervention space of

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“…And when these individuals do contribute to the shaping of knowledge, it is more often as the object of research and theory (Taylor, 2018). Disability studies scholars argue, however, that the inclusion of individuals with disabilities in social, political, and intellectual spaces is necessary if we hope to challenge the status quo (Boxall et al, 2004; Connor & Valle, 2015; O’Donovan, 2010). As O’Donovan (2010) explained, “Cognitive diversity promises novel ways of thinking and new understandings of what knowledge is, who makes it, and how it is made” (p. 172).…”

Section: Literaturementioning

confidence: 99%

Civic Equity for Students With Disabilities

Bueso

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In its pursuit for equal opportunity for all students, the field of civic education has largely ignored a significant segment of the school population: students with disabilities (SWD). While numerous studies have documented the benefits of high-quality civic learning for youth, these benefits are not equally distributed among students. Indeed, White students, economically advantaged students, and students in higher tracked classes are the most likely to participate in high-quality civic learning opportunities. Meanwhile, little is known about the high-quality civic learning opportunities provided to SWD because they are routinely absent from research and policy discussions. Purpose/Objective/Research Question/Focus of Study: Any meaningful commitment to respecting SWD as competent, contributing citizens in a democratic society requires preparing them to advocate for themselves and for others as fully as possible, which in turn requires high-quality civic learning opportunities in our schools. Moreover, we need to better understand which students are included in civic education and in what ways because these efforts communicate important lessons about who is a valued member of “we the people” and the school community. As such, this study explores the current landscape of civic education for SWD by examining the extent to which they receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities. Research Design: Drawing on more than 48,000 survey responses from high school students in Chicago Public Schools, a quantitative analysis was conducted to examine the relationship between four demographic variables (disability status, socioeconomic status, race/ethnicity, and gender) and seven outcome variables attending to both traditional and digital forms of civic education. Notably, this appears to be the first large-scale empirical study to examine these indicators for SWD. Conclusions/Recommendations: There are statistically significant differences between the civic education experiences provided to SWD and students without disabilities, even when controlling for socioeconomic status, race/ethnicity, and gender. In particular, SWD are more likely to be excluded from discussion-based experiences than service-based experiences. Moreover, the magnitude of the differences based on disability status was equal to or greater than that of the differences explained by other demographic variables in the majority of cases. These findings demonstrate that disability status is a factor that deserves greater attention in civic education research and pedagogy.

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A socio-cultural reframing of science and dis/ability in education: past problems, current concerns, and future possibilities

Cited by 14 publications

References 37 publications

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Science class as clinic: Why histories of segregated instruction matter for health equity reforms today

Civic Equity for Students With Disabilities

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