A Refusal to Normalize Homogeneity, Inequity, and Exclusion in Special Education.
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| Title: | A Refusal to Normalize Homogeneity, Inequity, and Exclusion in Special Education. |
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| Authors: | Thorius, Kathleen King (AUTHOR), Sullivan, Amanda L. (AUTHOR), Lindo, Endia J. (AUTHOR), Álvarez, Patricia Martínez (AUTHOR) |
| Source: | Exceptional Children. Jul2025, Vol. 91 Issue 4, p325-335. 11p. |
| Subjects: | United States. Individuals with Disabilities Education Act, Civil rights of people with disabilities, Civil Rights Act of 1957, Scholarly method, Social model of disability, Bilingual education, Education of children with disabilities, Disability retirement |
| Abstract: | The article focuses on the challenges facing the field of special education, particularly in light of recent political actions that threaten the civil rights and educational opportunities of students with disabilities. It outlines the commitment of special education scholars to uphold principles of equity, diversity, and inclusion while addressing the detrimental impacts of federal policies that undermine protections for individuals with disabilities. The authors emphasize the need for a collective response from the academic community to advocate for the rights of these students, promote rigorous research, and resist the normalization of ableist rhetoric and practices. They also highlight the importance of recognizing the intersections of identity in educational experiences and the necessity of maintaining a diverse and inclusive research environment. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The article focuses on the challenges facing the field of special education, particularly in light of recent political actions that threaten the civil rights and educational opportunities of students with disabilities. It outlines the commitment of special education scholars to uphold principles of equity, diversity, and inclusion while addressing the detrimental impacts of federal policies that undermine protections for individuals with disabilities. The authors emphasize the need for a collective response from the academic community to advocate for the rights of these students, promote rigorous research, and resist the normalization of ableist rhetoric and practices. They also highlight the importance of recognizing the intersections of identity in educational experiences and the necessity of maintaining a diverse and inclusive research environment. [Extracted from the article] |
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| ISSN: | 00144029 |
| DOI: | 10.1177/00144029251342416 |
