Disability and American Education

Authors

  • Kiel Francis Harell University of Minnesota Morris

Keywords:

higher education, disability studies, education

Abstract

Disability and American Education is a 2 credit, in-person, undergraduate course offered at a public liberal arts university. It is designed to introduce students to issues related to disability in the context of American schools, both P-12 and post-secondary. In addition to introducing students to classroom practice, the course focuses on important theory in Disability Studies and the social and political history that has led to our systems of special education. 

Author Biography

Kiel Francis Harell, University of Minnesota Morris

Assistant Professor of Education

References

Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. Du Bois Review: Social Science Research on Race, 10(2), 329-347.

Blanchett, W. J. (2006). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35(6), 24-28.

Chappell, Z. (2012). Deliberative democracy: A critical introduction. New York, NY: Palgrave-Macmillan.

Donnellan, A. M. (1984). The criterion of the least dangerous assumption. Behavioral Disorders, 9(2), 141-150.

Gorski, P. C., & Pothini, S. G. (2018). Case studies on diversity and social justice education. Routledge.

Gutmann, A. (1999). Democratic Education: Revised Edition. Princeton, NJ: Princeton University Press.

Habib, D. (Producer) & Habib D. (Director). (2014). Who Cares about Kelsey? [motion picture]. USA: Univerisyt of New Hampshire - Institute on Disability.

Huerta, N. (2008). The Promise and Practice of the Individuals with Disabilities Education Act. In Jimenez & Graf (Eds). Education for All: Critical Issues in the Education of Children and Youth with Disabilities (pp. 1-33). San Francisco, CA: Jossey-Bass.

Lawrence-Brown, D., & Sapon-Shevin, M. (2013). Condition critical: key principles for equitable and inclusive education. New York, NY: Teachers College Press.

Leo, J., & Goodwin, D. (2016). Simulating others’ realities: Insiders reflect on disability simulations. Adapted physical activity quarterly, 33(2), 156-175.

Myers, K. A., Lindburg, J. J., & Nied, D. M. (2014). Allies for Inclusion: Disability and Equity in Higher Education: ASHE Volume 39, Number 5. John Wiley & Sons.

Sullivan, A. L., & Bal, A. (2013). Disproportionality in special education: Effects of individual and school variables on disability risk. Exceptional Children, 79(4), 475-494.

Trueman, T. (2001). Stuck in Neutral. New York, NY: HarperTeen.

Yell, M. L., Katsiyannas, A., & Shiner, J. G. (2006). The No Child Left Behind Act, adequate yearly progress, and students with disabilities. Teaching Exceptional Children, 38(4), 32-39.

Yell, M. L., Rogers, D., & Rogers, E. L. (1998). The legal history of special education: What a long, strange trip it's been!. Remedial and special education, 19(4), 219-228.

Downloads

Published

2021-08-04