69.017 - The Elephant in the Room: Confronting the Silence(s) About Disability in K–12 Curricula

Session Type: Symposium

Abstract

The reduction of prejudice and discrimination is an objective of social justice education and progressive multicultural education (e.g., Banks & Banks, 2012; Nieto, 2000). However, there is a glaring omission of critical inclusion of disability in both of these areas (Lalvani & Broderick, 2015). Even within social justice education, disability is often overlooked – or as Connor and Gabel (2010) put it, in social justice discourses, disability is often the uninvited guest at the table. The papers in this panel, grounded in emancipatory pedagogies (Friere, 1979), each discuss the ways in which we endeavor to infuse critical issues about disability and ableism in k-12 curricula, or the ways in which educators can open more authentic dialogues about disability in schools.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Culture and Commentary (The Readings/Makings of Curriculum)

Chairs

• Emily A. Nusbaum, University of San Francisco

• Priya Lalvani, Montclair State University

Papers

• A Is for Ableism: "Doing" Disability Studies in Schools - Priya Lalvani, Montclair State University

• Disability Studies Curriculum as Evidence of Presumed Competence and Capacity Within a Participatory Action Research Project - Emily A. Nusbaum, University of San Francisco

• Missed Opportunities: A Mother's Perspective on Her Children's High School Experiences Regarding Dis/Ability - Janet S. Sauer, Lesley University

• "I Say 'Time-Out' and Make My Hand in a Shape of a T": Giving K–12 Students Space to Ask Critical Questions About Disability - Suzanne Stolz, University of San Diego

Discussant

• Linda P. Ware, SUNY - College at Geneseo