History & Current Forces Shaping Special Education
EDST 224
Spring 2022
| Section:
01
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| Course Cluster and Certificates: Disability Studies |
In the course History & Current Forces Shaping Special Education, students will critically examine how social/political forces and varying conceptions of disability have shaped special education in the United States over time. Course themes include the historical and legal context of the education of students with disabilities within public schools, the contested nature of disability labels and its effect on pedagogical methods, the racialization of high incidence disabilities in schools, and the lived experiences of students living and learning with disabilities. Students will engage in readings, film viewings, lectures, discussions, and other activities to promote their understanding of the course content. Students will complete two major assignments--an analysis of an education policy or case and its effects on students or special education processes and an in-depth interview with an individual associated with a special education program. This course is intended to prepare students to critically examine past and present special education policy and processes while imagining the possibility of what such supports could do for students in schools. |
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| Credit: 1 |
Gen Ed Area Dept:
SBS EDST |
| Course Format: Seminar | Grading Mode: |
| Level: UGRD |
Prerequisites: None |
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Fulfills a Requirement for: (EDST-MN)(EDST) |
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Past Enrollment Probability: 90% or above |
| SECTION 01 |
Major Readings: Wesleyan RJ Julia Bookstore
SAMPLE READINGS
The Pedagogy of Pathologization by Subini Annamma
Troublemakers by Carla Shalaby
Chapters from Dis/ability Critical Race Studies: Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31.
Readings from The Disability Studies Reader: Davis, L. (2006) Constructing Normalcy: The bell curve, the novel and the invention of the disabled body in the nineteenth century, in The Disability Studies Reader, 2nd Ed., L. Davis, Ed. NY Routledge, pp. 3 & 6.
Shakespeare, Tom (2006). Critiquing the social model in Disability rights and wrongs, NY: Routledge, pp. 29-30.
Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York, NY: National Center for Learning Disabilities. Retrieved from http://www.x.ld.org/images/content/files/stateofld2014/2014% 20State%20of%20LD%20FINAL%20FOR%20RELEASE.pdf
Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C. G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264-288.
Ware, L. (2005). Many possible futures, many different directions: Merging critical special education and disability studies. In S. L. Gabel (Ed.), Disability studies in education: Readings in theory and method (pp. 103-124). NY: Peter Lang Publishing.
Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968-2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279-299.
https://www.propublica.org/article/a-teenager-didnt-do-her-online-schoolwork-so-a-judge-sent-her-to-juvenile-detention
Winn, M. T., & Behizadeh, N. (2011). The right to be literate: Literacy, education, and the school-to-prison pipeline. Review of Research in Education, 35(1), 147-173.
Voulgarides, C. K. (2020). Undoing Ableism: Teaching about Disability in K-12 Classrooms.
Voulgarides, C. K., Zwerger, N., & Noguera, P. (2013). Identifying the root causes of disproportionality. New York, NY: Metropolitan Center for Research on Equity and the Transformation of Schools Retrieved from https://steinhardt. nyu. edu/scmsAdmin/media/users/ll81/Identifying_the_Root_Causes_of_Disproportionality. pdf.
King Thorius, K. A., Maxcy, B. D., Macey, E., & Cox, A. (2014). A critical practice analysis of response to intervention appropriation in an urban school. Remedial and Special Education, 35(5), 287-299.
Aron, L., & Loprest, P. (2012). Disability and the education system. The future of Children, 97-122.
Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367-384.
Zettel, J. J., & Ballard, J. (1979). The education for all handicapped children act of 1975 PL 94-142: Its history, origins, and concepts. Journal of Education, 161(3), 5-22.
Yell, M. L., Rogers, D., & Rogers, E. L. (1998). The legal history of special education: What a long, strange trip it's been!. Remedial and special education, 19(4), 219-228.
Emily Ladau, "What Should You Call Me? I Get to Decide: Why I'll Never Identify with Person-first Language," in Caitlin Wood, ed., Criptiques (Portland, Ore.: May Day: 2014): 47-56 [10 pp]
https://99percentinvisible.org/episode/curb-cuts/
Lester, J. N., Karim, K., & O'Reilly, M. (2014). 'Autism itself actually isn't a disability': Negotiating a'normal'versus' abnormal'autistic identity. Communication & medicine, 11(2), 139.
Gabriel, R., & Kelley, S. L. (2021). It's About Time: Constructing Dyslexia in Higher Education. In Discursive Psychology and Disability (pp. 143-168). Palgrave Macmillan, Cham.
https://sit
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Examinations and Assignments:
1 interview and reflective paper of individuals associated with special education programs (e.g., teachers, former students, parents, administrators)
1 final paper- historical analysis of a special education policy/case (e.g., examination of PL94-142 origins and effects, investigation of Texas restrictive SPED laws, etc.)-will be split into two assignments- case + analysis
Lead 1 class discussion
2 reading responses* (written or creative product)
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Additional Requirements and/or Comments:
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| Instructor(s): Kelley,Shannon Leigh Times: ..T.R.. 08:50AM-10:10AM; Location: FISK413; |
| Total Enrollment Limit: 36 | | SR major: 6 | JR major: 6 | | |
| Seats Available: 2 | GRAD: X | SR non-major: 6 | JR non-major: 6 | SO: 6 | FR: 6 |
| Drop/Add Enrollment Requests | | | | | |
| Total Submitted Requests: 2 | 1st Ranked: 0 | 2nd Ranked: 0 | 3rd Ranked: 0 | 4th Ranked: 0 | Unranked: 2 |
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