Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies

  title={Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies},
  author={D. Kim Reid and Michelle G. Knight},
  journal={Educational Researcher},
  pages={18 - 23}
From a disability studies (DS) perspective, the authors analyze how the historical conflation of disability with other identity factors and the ideology of normalcy contribute to the disproportionality problem in K–12 special education. They argue that this conflation and ideology make labeling and segregated education seem natural and legitimate for students carrying the high-incidence, legally defined labels Learning Disabled (LD), Mentally Retarded (MR), and Emotionally Disturbed (ED). The… 

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