Beyond the far too incessant schism: Special education and the social model of disability

Deborah J. Gallagher, David J. Connor, Beth A. Ferri

Research output: Contribution to journalArticle

24 Scopus citations

Abstract

Special education critics' vigorous appraisals of the social model of disability, along with their analysis of its implications for special education, provide a valuable forum for meaningful dialogue about how educators are to understand the nature of disability. In this article, we offer our response to their recent articles. As advocates of the social model, we find their critiques intriguing, at moments a bit provocative, but more importantly we find in their work an opportunity to advance beyond the far too incessant schism between those who support the medical model of disability and those who endorse its alternatives.

Original languageEnglish (US)
Pages (from-to)1120-1142
Number of pages23
JournalInternational Journal of Inclusive Education
Volume18
Issue number11
DOIs
StatePublished - Jan 1 2014

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Keywords

  • Disability
  • Inclusive education
  • Special education

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

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