Diversity, Equity, and Inclusion: Teaching Intersectional Self Determination Skills with a Focus on Disability, Social Identity, and Culture

Abstract

For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student’s multiple social identities and culture into educational planning and preparation for life. Intersectionality theory is a way to understand inequities by acknowledging how multiple overlapping social identities and culture impact and oppress certain student populations (Crenshaw, 1991). In this article, we discuss intersectional self-determination skills, specifically self-advocacy. We provide tools for educators to recognize their own and their students’ social and cultural identities and the impact of constructs on students with disabilities with diverse identities. We call on educators to center justice, equity, diversity, and inclusion (JEDI) into educational practices and adopt culturally and linguistically sustaining practices.