Disability, in the field of education, is often conceptualised along the lines of accessibility and/or Special Educational Needs. While critical engagement with these issues is certainly encouraged and supported, research in the department of Disability and Education aims to challenge and change all aspects of dehumanising practice, fully acknowledging the ontology and epistemology of people who are disabled.
Whether we work in schools, colleges, or universities, there can be no denying that disability is represented extensively in the cultural artefacts on which so many of our lessons and courses are based, yet the critical engagement with these representations is frequently absent from the curriculum. The result for disabled learners is inclusion without profundity: the result for learners in general is an inherently deficient knowledge base. This state of affairs reveals a multitude of practical and theoretical issues about not only learning and teaching, but also identity, culture, society, prejudice, embodiment, terminology, discourse, attitudes, representation, personhood, and so on. Disability, therefore, has interdisciplinary and multidisciplinary relevance even within the field of educational research.
The Centre for Culture & Disability Studies hosts and/or endorses a growing array of internationally recognised courses, publications, research projects, events, series, networks, and affiliations.