Deconstructing Disability: A Philosophy for Inclusion

This article offers derrida's deconstruction as a philosophy and practical strategy that challenges the assumed, factual nature of "disability" as a construct explaining human differences. The appeal of deconstruction lies in the contradictory philosophy currently articulated by the inclusion movement, a philosophy that simultaneously supports the disability construct as objective reality while calling for students "with disabilities" to be placed in educational settings designed for students considered nondisabled. This article proposes deconstruction as one coherent philosophical orientation for inclusion, an approach that critiques the political and moral hierarchy of ability and disability. A deconstructionist critique of disability is explained and demonstrated. Practical suggestions for the utilization of deconstruction by special educators are outlined.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68721/2/10.1177_074193259701800605.pd

Constructing impairment and disability in school reading schemes.

This paper examines the cultural construction of disability detailed within school reading schemes. The study by the employment of proto text analysis followed the ‘reading journeys’ that a four and five year old child experienced during the course of one academic year. The study examined 61 reading books that contained 2199 illustrations, 100 photographs and 1006 pages of text. The major finding of the research is that the reading schemes contained a limited construction of disability and one which was contextualised within medical deficit and narrative prosthesis. The research concludes that school reading schemes are potentially acting as a Trojan horse to introduce a page thin hegemonic that inculcates young children into the systems of dominance and ‘ableist’ agendas which are seemingly replete in our society