“I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow

Authors

  • David J. Connor Professor Emeritus, Hunter College & Graduate Center, City University of New York

DOI:

https://doi.org/10.15353/cjds.v9i5.689

Abstract

In this article I use personal narrative to provide a commentary on the value of Disability Studies in Education (DSE). Through a mixture of recollections, observations, and descriptions, along with engagement with scholarship in the fields of both special education and DSE, I highlight ways in which I and other scholars have utilized the latter in our daily professional practices. First, I describe the point in my educational career when I came into contact with Disability Studies (DS). Second, I share the beginnings of how DSE came into existence through the work of a coalition of critical special educators. Third, I provide instances of DSE in action, highlighting a recent in-service presentation and other examples. Fourth, I explain why DSE is needed to protect and develop conceptualizations of disability outside of the traditional special education realm. Fifth, I illustrate the benefits of DSE’s interdisciplinary nature. Finally, I assert that DSE provides a visionary lens for improving educational practices for students with disabilities. In closing, I advocate for DSE’s continued growth in helping change deficit-based understandings of disability that continue to pervade education and society.

Author Biography

David J. Connor, Professor Emeritus, Hunter College & Graduate Center, City University of New York

Professor Emeritus, Hunter College & Graduate Center, 

City University of New York

Published

2020-12-18

How to Cite

Connor, D. J. (2020). “I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow. Canadian Journal of Disability Studies, 9(5), 20–41. https://doi.org/10.15353/cjds.v9i5.689