Disability studies in education : possibilities for ensuring (disability) inclusive education

Abstract

The purpose of this bachelor’s thesis is to assess what possibilities arise when utilizing critical disability studies as a framework and perspective for reflecting upon education. Research showcases that students with disabilities do not all experience (disability) inclusive education in Finland. This led to the research question: What possibilities do critical disability studies within education provide for ensuring (disability) inclusive education?

Critical disability studies capture the voices of persons with disabilities and their perspectives on what education can and should be. Connecting intersectionality reminds us that for education to be inclusive, education must be able to dismantle oppression and marginalization of individuals, groups of people, and societies deemed the ‘Other.’ This field of study has remained vocal in stating that education must engage with reflection and be willing for radical change when identified necessary to enact and allow space for (disability) inclusion. The core principle of this literature review is to aim for space for persons with disabilities to define and shape education so that education would be constructed and defined by all building the foundations for inclusive education.

In the literature review, reflecting conceptualizations and research from critical disability studies and education within Finland established wider themes of change which can serve as overarching places for reflection to allow for further reflection and praxis. Throughout the literature review, it became apparent how the Finnish educational system remains actively silent in basic education (6-12-year-olds) and does not explicitly confront epistemic injustice, injustice, and exclusion that arises from ableism within various education sectors. A key reflection point is how dis/ability has been conceptualized by ‘special’ education and situated into ‘special’ education, although dis/ability should be situated in education. ‘ This provides a tension point as Finland has committed through the UN Convention on the Rights of Persons with Disabilities and the Salamanca statement to inclusive education. Inclusion is an ongoing process; however, it becomes evident that there is minimal active engagement. Therefore, further research actively including persons with disabilities and their perspectives, including research on praxis, remains crucial.