The trouble with normal
The struggle for meaningful access for middle school students with developmental disability labels
Bibliographic Data
| ID | 12312908 |
|---|---|
| Authors | Christine Ashby (0000-0001-9274-5840, Syracuse University, corresponding author) |
| Year | 2010 |
| Volume | 25 |
| Issue | 3 |
| Pages | 345-358 |
| Publication date | 2010-04-28 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Disability & Society (JOURNAL) |
| Journal identifiers | ISSN: 0968-7599 • E-ISSN: 1360-0508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09687591003701249 |
| OpenAlex | W2061821346 |
| Language | EN |
| Citations received | 14 |
| References cited | 10 |
This critical, qualitative study considers issues of access to the academic and social experiences of middle school for five students with labels of intellectual disability and autism through a lens of ableism and enforced 'normalcy'. Starting from the position that schools are sites where ableist norms of performance leave many marginalized, this study privileges the perspective of individuals whose inclusion in school is most tenuous. Challenging the notion that mere access to general education classrooms and instruction is enough, this study interrogates questions of efficiency and meaningful engagement within the context of middle school. This paper first illustrates the ways that ableism pervades middle school settings and then outlines a typology of particular ways of being and performing that are privileged and an illusion of normalcy maintained. Finally, this article explores the implications of ableism and enforced normalcy on the engagement and participation of students considered to have developmental disabilities
Ableism · Context (archaeology · Disability studies · Inclusion (mineral · Intellectual disability · Pedagogy · Perspective (graphical · Sociology · Typology · Collaborative Teaching and Inclusion · Disability Education and Employment · Family and Disability Support Research · Gender Studies · Psychology · Social Psychology
Narrativas de estudantes da educação básica sobre o capacitismo e o anticapacitismo presentes nas práticas pedagógicas na escola
Avoiding Ableist Language
Moral status, epistemic agency, and the education of students labeled with intellectual disability
Reflecting on attention-deficient hyperactivity disorder and disablement in education with Eric Fromm
Wishing to go it alone’
Calling forth disability in the classroom
Performative acts of autism
That teacher takes everything badly”
The right path of equality’
The field was finally kind of level’
Choosing a school
Not forgetting happiness
The Logic of Deferral
How dare you say that about my friend’
| Citations per year | 1 |
|---|---|
| Citation span | 2012 - 2025 (14) |
| Highly cited | No |