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This chapter considers the cynical stance towards inclusion taken by traditional leaders in the field of Special Education. Their disposition towards segregated settings serves as a form of exclusionary pressure that inhibits the adoption of inclusive practices. Using a critical lens composed of three elements: Disability Studies in Education (DSE), Critical Disability Studies (CDS), and Disability Critical Race Theory (DisCrit), some ongoing tensions between DSE and Special Education are foregrounded. The limitations of Special Education’s adherence to a narrowly defined ‘scientific’ methodology that undergirds its anti-inclusion rhetoric are illustrated with reference to recent instances of professional discussions, an edited book, and special edition of a journal. The ways in which traditional Special Education leadership within the USA ironically contributes to exclusionary pressures are discussed.

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Still Resisting After All These Years: Traditional Special Education Leadership’s Fears of Inclusive Education in the USA

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  • 发表日期：

    2025年

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  • David J. Connor

摘要

This chapter considers the cynical stance towards inclusion taken by traditional leaders in the field of Special Education. Their disposition towards segregated settings serves as a form of exclusionary pressure that inhibits the adoption of inclusive practices. Using a critical lens composed of three elements: Disability Studies in Education (DSE), Critical Disability Studies (CDS), and Disability Critical Race Theory (DisCrit), some ongoing tensions between DSE and Special Education are foregrounded. The limitations of Special Education’s adherence to a narrowly defined ‘scientific’ methodology that undergirds its anti-inclusion rhetoric are illustrated with reference to recent instances of professional discussions, an edited book, and special edition of a journal. The ways in which traditional Special Education leadership within the USA ironically contributes to exclusionary pressures are discussed.