Nordic perspectives on disability studies in education

A recent article written with colleagues in Education Inquiry - abstract: "Disability studies in education (DSE) is an interdisciplinary field derived from the need to re-conceptualise special education dominated by a medical perspective on disability. In this article we identify what characterises DSE research and consider whether there is a case for arguing for a specific field of DSE in Finland and Iceland. Our analysis is based on a review of 59 studies published by Finnish and Icelandic scholars during the time period of ratification process of the UN Convention on the Rights of People with Disabilities from 2007 to 2016 in Finland and Iceland. We suggest that DSE has emerged as a dynamic area of research in both countries. It has provoked researchers to analyse disability in social contexts and turn the gaze from individual person with disabilities to the social structures and educational policies and practices. The fields of DSE in Finland and Iceland have not developed in identical ways and both have fluid crossovers to related fields such as disability studies and inclusive education. We argue for the potential of DSE to contribute to the discussion on educational equality and social justice. However, this requires opportunities to bring together scholars across disciplinary borders." - Sjá grein.

https://www.tandfonline.com/doi/full/10.1080/20004508.2017.1421390

Medical approach and ableism versus a human rights vision

A new article by Anna Björk Sverrisdóttir & Ingólfur Ásgeir Jóhannesson in International Journal of Inclusive Education - abstract: "Trends towards inclusive education have informed educational policy worldwide although the term is still controversial, and the implementation disputed. In this article, we focus on the discourse in policy documents relating to students within upper secondary schools in Iceland, both at the national level and in selected upper secondary schools. The study is situated within the Disability Studies in Education paradigm. A six-step historical discourse analysis was applied when analysing official documents. Findings indicate different legitimating principles in the discourse: on the one hand, a medical approach to determine students’ abilities in conjuncture with an ableist approach and, on the other hand, a human rights vision which is intolerant of the ableist approach. The findings also suggest that texts present students in general as having every potential to become strong, independent and accountable individuals; while, conversely, texts concerning the education of students labelled as disabled tend to present them as individuals with low self-esteem and with special needs."

Sjá grein.