(Students With Disabilities): Marginalization and Metaphor in 25 Years of Content-Area Professional Journals

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Division K Roundtable Session 7

Abstract

This session presents the findings of a systematic literature review of the last 25 years of 17 content area journals of professional organizations (NCTE, NCTM, NCSS, and NSTA) to identify and categorize content related to disability. Findings indicate a lack of attention to topics pertinent to the instruction of students with disabilities (SWD). We determined four thematic categories: Central, Peripheral, Demographic/Parenthetical, or Metaphor. The lack of representation of disability within content journals highlights the continued schism between general and special education. By the exclusion of issues related to disability in content area journals, teachers and researchers are missing opportunities to contribute to important content that can assist them in both fulfilling legislative mandates and improving the educational outcomes of SWD.

Authors

• Julia M. White, Syracuse University

• Patricia Alvarez McHatton, Branch Alliance for Educator Diversity