Ideological disputes about what human differences constitute disabilities undergird two very distinct positions that are known as medical and social models of disability. The positions significantly impact how inclusive education is envisioned and enacted, with proponents of each model holding fast to what they believe is “best” for students. Related areas of significant dissension among the two viewpoints include: (a) the concept of disability and “appropriate” placement of students deemed disabled, (b) the purpose of schools, (c) the nature of teaching and learning, (d) a teacher’s roles, (e) the notion of student success and failure, and (f) perceptions of social justice and disability. These interconnected and sometimes overlapping areas convey how medical or social models of inclusive education can vary dramatically, depending upon an educator’s general ideological disposition toward disability or difference.
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Influence of Medical and Social Perspectives of Disability on Models of Inclusive Education in the United States
David Connor and Louis Olander
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Public Schooling and Democracy in the United States
Sarah M. Stitzlein
The health of our democracy in the United States depends directly on our public schools. The relationship between democracy and public schooling was established early in our history, growing and changing as practices and demands of democracy changed. Although we have failed to fully fulfill the relationship, it continues to be a key one for maintaining the strength of our society and our political system. This article clarifies that relationship and offers insight into how it might be maintained and improved.
