Knock, Knock. Who's There? Skrtic. Skrtic Who?

• In Event: 35.052 - Beyond the Nod to Justice in Disability Studies in Education: A Symposium Revisiting the Scholarship of Thomas M. Skrtic

Abstract

In this paper we take a disarmingly irreverent look at the challenges posed by our shared efforts to translate the scholarship of Tom Skrtic to the fields of education and educational administration. We characterize this effort as a “Beyond the Nod to Skrtic” where, although there exists considerable reference to Tom Skrtic’s scholarship among educators—and increasingly disability studies scholars—fewer connections have been made within educational administration. Recent doctoral research by one of the presenters examined the perceptions of DSE key concepts and their relevance by Directors of Special Education in Illinois (DOSE). This research was guided by (a) utilizing DSE concepts as a foundation to analyze special education leadership indicators, and (b) applying the work of DSE scholars such as Dr. Skrtic in order to connect the dots. Or so she imagined. In her interviews with DOSE informants none were familiar with Skrtic’s scholarship. However, when the researcher outlined Skrtic's argument about public education’s role in “constructing student disability” (1995, p. 149), intrigue followed--rather than resistance. By Skrtic’s logic the DOSE role inherently contributes to the perpetuation of the social construct of disability in schools, and thus the challenge to align DSE concepts is essential. She considered three areas of concerns: (a) adopted models of disability; (b) approaches to people with disabilities and learning; and (c) perceived barriers and supports influencing implementations of disability-related topics. The process of identifying the perceptions of Disability Studies in Education (DSE) key concepts and their relevance by Directors of Special Education in Illinois (DOSE) was not made easier by drawing on the work of Tom Skrtic—although many recognized beyond the “nod” to his work, its relevance today. This recent research will be presented along with excerpts from previous efforts with teachers and administrators that spanned over two decades and four states in an effort to translate “Skrtic-into-practice.”

Authors

• Andrea Dinaro, Illinois State University

• Linda P. Ware, SUNY - College at Geneseo