There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers, teachers, and teacher educators are faced with navigating these polarized fields while trying to articulate their own professional identity. Unfortunately, neither perspective alone addresses both the practicalities of navigating existing structures, policies, and practices, and the visionary anti-ableist ideals that will meaningfully address inequities for students with disabilities. In this conceptual paper we offer an alternative, a Critical Special Education framework, which represents the continuum between the two fields. We describe the siloing of Traditional Special Education and Disability Studies in Education, identify the need for an alternative, and outline the tenets of Critical Special Education. This framework leverages aspects of the existing special education structures to reduce harm in the here and now, while simultaneously striving toward the ideals of Disability Studies in Education and creating more just and humanizing education for students with disabilities.

中文翻译：

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批判性特殊教育：驾驭特殊教育的现实并努力实现教育中残疾研究的理想


关于如何最好地理解和服务残疾学生，有两种不同的观点：传统特殊教育和教育中的残疾研究。这些领域代表了理解残疾学生教育的不同认识论、理论、方法论和教学法方式。研究人员、教师和教师教育工作者在试图阐明自己的专业身份的同时，面临着在这些两极分化的领域中游刃有余。不幸的是，这两种观点都不能单独解决驾驭现有结构、政策和实践的实用性，以及将有意义地解决残疾学生不平等现象的有远见的反能力主义理想。在这篇概念性论文中，我们提供了一种替代方案，即关键特殊教育框架，它代表了这两个领域之间的连续体。我们描述了传统特殊教育和教育中的残疾研究的孤立，确定了替代方案的需求，并概述了关键特殊教育的原则。该框架利用现有特殊教育结构的各个方面来减少此时此地的伤害，同时努力实现教育中的残疾研究的理想，并为残疾学生创造更加公正和人性化的教育。