Affiliation:
1. Sociology, Portland State University
Abstract
AbstractThis chapter outlines the structural underpinnings of the educational experiences of young adults with disability in the United States, drawing connections and distinctions along the trajectory from kindergarten through grade 12 and then into higher education. With relatively little sociological engagement with educational disabilities, the chapter contributes a theoretical framing for understanding disability in higher-education settings by integrating ideas from disability studies and classic sociology-of-education literature, particularly documenting tensions between disability ideology and dominant US educational ideals of merit, individual accountability, and standardization. This chapter demonstrates how complete understandings of educational inequality depend on sociologists’ more frequent engagement with disability and the integration of ideas from disability studies. Finally, the chapter concludes with tangible ways that practitioners, parents, and youth can disrupt the reproduction of disability as a category of inequality.
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