Disability Studies in Education SIG 143
Message from SIG Chair

Monday June 4, 2018 

Call for Proposals: AERA Disability Studies in Education SIG

Deadline: July 23, 2018, at 11:59 PM Pacific Time

The Disability Studies in Education (DSE) Special Interest Group (SIG) of American Educational Research Association (AERA) invites paper, symposium, roundtable, and/or poster proposal submissions for the 2019 conference, Friday, April 5 – Tuesday, April 9 in Toronto, Canada. The theme of the conference, Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidenceis salient for the field of DSE and should certainly prove to be a generative theme for DSE scholarship. Our democracy depends on the rich diversity and spirit of landmark legislative decisions such as P.L. Law 94-142 1975/ Individuals with Disabilities Education Act (IDEA) 2004 and the 1964 Civil Rights Act, both, which stem from the 1960s Civil Rights Movement and Disability Rights Movement—“Nothing About Us, Without Us!” However, given the current federal erosion of civil rights priorities and the growing prevalence of white nationalist and capitalist hegemonic ideologies, this year’s program will serve as a vital space for reasserting the importance of centering the voices of Black and Brown historically marginalized youth and families at their intersections. Therefore, we want to continue to build theory, research, and praxis that are based on an intersectional disability justice DSE framework that can contribute to this year’s annual meeting, and which can include your voice!

DSE scholarship is intersectional, interdisciplinary and innovative. It seeks to understand the notion of “disability” through a cultural, social, and political lens rather than through a medicalized and deficit based model of difference. DSE scholarship also seeks to destabilize the taken for granted political, economic, and social systems that (re)produce systems of inequality and inequity for historically marginalized students at their intersections. Given this, it is imperative that DSE scholarship continues to question issues of access and inclusion within schools and society, but it is also vital that DSE scholarship examines, disrupts, and critically interrogates the belief systems and educational policies and practices that thwart the realization of an intersectional disability and social justice framework for those at the margins.

Please see AERA call for submissions here: AERA 2019 Call for Submissions  

We also encourage you to submit other DSE related symposium, paper, and/or roundtable proposals that you see fit our overall DSE framework and SIG purpose for the 2019 AERA Annual Meeting. To learn more about our DSE framework and SIG purpose please visit our website at: http://www.aera.net/SIG143/Disability-Studies-in-Education-SIG-143

For more information regarding the 2019 AERA Annual Meeting program and the proposal submission process please contact the Program Co-chairs:

David I. Hernández-Saca
Program Co-Chair, DSE SIG, AERA
Assistant Professor, Special Education 
University of Northern Iowa 


Catherine Kramarczuk Voulgarides Ph.D. 
Program Co-Chair, DSE SIG, AERA
Assistant Professor, Special Education
Touro College Graduate School of Education



 Thursday, November 9th, 2017

Hello SIG members -

      We are very much looking forward to another excellent annual meeting - this year in New York City! Lynn and I have a few announcements we would like to pass on. 
     First, for health-related reasons Ibby Grace had to step down from her final year as SIG Co-chair. Please know that Ibby is doing well, but had requested that I (Danielle Cowley) step in as her "proxy" for 2017-2018. As per our SIG bylaws, the executive committee (in collaboration with AERA SIG governance) voted that I serve as Interim SIG Co-chair for a 1-year term alongside our current SIG Co-chair Lynn Albee. If anyone has any questions or concerns regarding this process, please do let us know. 
     We are currently finalizing a call for officer nominations, which will be posted later this week. Our call for the Outstanding Dissertation Award will also be posted in the upcoming month.
     Lastly, we wanted to thank our SIG Program Co-chairs and reviewers for their tireless efforts in ensuring an exciting, thoughtful, and innovative program. Acceptance notifications have gone out and AERA will be working on program details/dates over the upcoming months. 
We look forward to seeing you all in New York!


Danielle and Lynn
SIG Co-chairs


Friday, August 11, 2017

Dear Disability Studies in Education (DSE) SIG members,

We hope your summer was restful, (re)juvenating and productive all around!

We write to wish you each a wonderful and productive 2017-2018 academic year and thank you all for your membership! Especially, everyone who responded by submitting a proposal to this year’s 2018 DSE call for papers for the 2018 annual American Educational Research Association (AERA) conference which will be held in New York! In addition, special thanks to those who have or are considering to sign up as volunteer session chairs and/or discussants! If you have not done so, you still have time before, the August 31st deadline. Please go here to sign up.

In addition, we are sending this letter to remind you that if you find that any of the submissions sent to you for review fall outside the parameters of the DSE SIG, please return the submission so that we can forward it to the appropriate Division or SIG. We have included the following link to help with your decision making:

• SIG Purpose—the SIG purpose provides you with an overview of who we are and our history.  (see above)

We look forward to serving you this coming up academic year and if you have any questions, please let us know!


Lynn G. Albee, Ed.D.
Program Chair of DSE SIG, AERA
Assistant Dean
School of Education
Program Director
Master of Arts in Education
Gifted Inclusive Education Graduate Certificate
OFFICE 612-728-5128
Schools of Graduate and Professional Programs
2500 Park Avenue
Minneapolis, MN 55404-4403 USA

Jamie Buffington-Adams, Ph.D.
Co-Program Chair of DSE SIG, AERA
Assistant Dean
Coordinator of Special Education
Assistant Professor
School of Education
Indiana University East
2325 Chester Boulevard
Richmond, IN 47374

David I. Hernández-Saca

Co-Program Chair of DSE SIG, AERA
Assistant Professor
pronouns: him, he, his
Schindler Education Center 101A
Department of Special Education
College of Education
University of Northern Iowa
1227 W. 27th St.,
Cedar Falls, IA 50614-0601
Work: 319-273-7646
Cell: 602-350-8892

SIG Purpose

Access and Accessibility, especially at AERA continues to be a top priority of the DSE SIG.  Please click here to read our 2014 white paper --->    AERA DSE SIG Accessibility Whitepaper_2014.pdf


The mission of the Disability Studies in Education SIG is to promote the understanding of disability from a social model perspective drawing on social, cultural, historical, discursive, philosophical, literary, aesthetic, artistic, and other traditions to challenge medical, scientific, and psychological models of disability as they relate to education. 


To engage in research, policy, and action that

  • contextualize disability within political and social 
  • privilege the interest, agendas, and voices of people labeled with disability/disabled people
  • promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled people
  • assume competence and reject deficit models of disability

The purpose of Disability Studies in Education is: to provide an organizational vehicle for networking among Disability Studies researchers in education; and to increase the visibility and influence of Disability Studies among all educational researchers.

Approaches to Theory, Research, & Practice in DSE

Examples of approaches to theory and DSE may include:

  • Contrasts medical, scientific, psychological understandings with social and experiential understandings of disability
  • Predominantly focuses on political, social, cultural, historical, social, and individual understandings of disability
  • Supports the education of students labeled with disabilities in non-segregated settings from a civil rights stance.
  • Engages work that discerns the oppressive nature of essentialized/categorical/medicalized naming of disability in schools, policy, institutions, and the law while simultaneously recognizing the political power that may be found in collective and individual activism and pride through group-specific claims to disabled identities and positions
  • Recognizes the embodied/aesthetic experiences of people whose lives/selves are made meaningful as disabled, as well as troubles the school and societal discourses that position such experiences as “othered” to an assumed normate
  • Includes disabled people in theorizing about disability

Examples of approaches to research and DSE may include:

  • Welcomes scholars with disabilities and non-disabled scholars working together
  • Recognizes and privileges the knowledge derived from the lived experience of people with disabilities
  • Whenever possible adheres to an emancipatory stance (for example, working with people with disabilities as informed participants or co-researchers, not “subjects”)
  • Welcomes intradisciplinary approaches to understanding the phenomenon of disability, e.g. with educational foundations, special education, etc.
  • Cultivates interdisciplinary approaches to understanding the phenomenon of disability, e.g. interfacing with multicultural education, the humanities, social sciences, philosophy, cultural studies, etc.
  • Challenges research methodology that objectifies, marginalizes, and oppresses people with disabilities.

Examples of approaches to practice and DSE may include:

  • Disability primarily recognized and valued as natural part of human diversity
  • Disability and inclusive education
  • Disability culture and identity as part of a multicultural curriculum
  • Disability Rights Movement studied as part of the civil rights movement
  • Disability history and culture and the contributions of disabled people as integral to all aspects of the curriculum
  • Supporting disabled students in the development of a positive disability identity

Future Possibilities

While Disability Studies stretches back for almost thirty years, DSE is a relatively new field, not yet a decade old. Bearing this in mind, scholars in DSE have articulated some areas of further potential study. These include:

  • Constructing a new discourse of disability in education that emphasizes disability in its socio-political contexts and that is respectful of disabled people.
  • Connections, overlaps, and dissonance between DSE and special education
  • Tensions, paradoxes, contradictions, and reticence within education toward conceptualizations of diversity that include disability
  • An intersectional approach to understanding disability at the interstices of class, race, ethnicity, gender, sexual orientation, nationality, etc.
  • Explicit and tangible examples of ways in which DSE under girds classroom practices.



Who We Are

Profile of Disability Studies in Education SIG #143 Members
SIG Officers


Structure & Government

Key Initiatives
 The Disability Studies in Education (DSE) Special Interest Group is pleased to invite nominations from junior faculty and graduate students of dissertations that represent outstanding/innovative theoretical and/or empirical work in the field of Disability Studies in Education.  
Learn More
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