Disability as Curriculum: How Students Notice Exclusion

• In Event: Toward Authentic and Affirming Representation: Disabled and Neurodivergent Perspectives in Life and Literature

Abstract

This qualitative study examines how students recognize and discuss disability and exclusion in educational settings. The research centers on a classroom discussion in an Advanced Placement (AP) Literature course, where students engaged in an open conversation about disability. Through classroom observations, teacher interviews, and lesson plan analysis, researchers reveal students’ perceptions of the physical and social exclusion of disabled peers, the invisibility of disability in school spaces, and the impact of these factors on identity formation. The research highlights the importance of making disability visible in curricula and questions the hidden curriculum of exclusion in schools. This study contributes to understanding the complexities of implementing disability-related content in education and the potential impact on students’ awareness and attitudes towards disability.

Authors

• Ashley Pollitt, The College of New Jersey

• Susan Baglieri, Montclair State University