SIG-Disability Studies in Education

Beth Myers, Syracuse University

Dialogue Without Conventional Language: Students With Severe Disability Labels Engage in Dialogic Relationships - Charna D'Ardenne, University of North Carolina - Chapel Hill; Karen Erickson

COVID-19 and Developing a Critical Sense of "Normalcy" - Nicole Eilers, University of North Carolina - Chapel Hill

Emotional Talk, Intersectional Positioning: Theorizing the Positionings of Multiply Marginalized Students as They Learn Mathematics - Rachel Lambert, University of California - Santa Barbara; David Isaac Hernandez-Saca, University of Northern Iowa; Rebeca Mireles-Rios, University of California - Santa Barbara; Katherine Lewis, University of Washington - Seattle

"I Have So Much to Tell": Communication and Community Grounded in the Presumption of Competence - Casey Woodfield, Rowan University; Molly K. Rearick, IGNITE Collective, Inc.

Weighing the Risks and the Rewards: A Feminist-Disability Case Study - Kathryn F. Whitley, Montclair State University / Manchester Regional High School

Barbara L. Pazey, University of North Texas