Disability, Exclusion, and Schooling

Department of Curriculum & Teaching

Teachers College, Columbia University
Spring 2015, Thursdays, 5:10-6:50pm, Zankel 304
Instructor: Katherine Newhouse
Office: 225C Thompson Hall
E-mail: ksn2117@tc.columbia.edu
Office Hours: Mondays 5:00-7:00pm; Thursdays 3:00-5:00pm and by appointment
Course website: www.ct4000Spring2015.weebly.com
COURSE DESCRIPTION:
This course explores the ways in which dis/ability status and other facets of identity (such
as ones race, ethnicity, language background, gender, sexuality, religious [non]affiliation,
etc.) may come into play in the cultural processes of exclusion in schools. While a
premise of this course is the centrality of the intersectionality of multiple facets of
identity in the experience of exclusion, there is nevertheless a central focus in this course
on the ways in which ableism works in schools (albeit in concert with racism, classism,
heterosexism, etc.). This course examines the cultural and historical bases of ableism in
the U.S., explores current legal and bureaucratic structures, discourses, and practices of
special education, and focuses on pedagogical supports necessary to provide all students
access to an academic education in U.S. schools. There is a focus on inclusive schooling
and an active focus on mitigating exclusion in schools.

COURSE OBJECTIVES:
Explore the cultural and historical bases of special education, including the history of
eugenics and of the Disability Rights Movement.
Examine cultural, historical, and ideological constructions and representations of
normalcy and abnormalcy (and ability and disability) and their impact upon peoples
perceptions, particularly the ways in which those representations impact contemporary
schooling practices.
Recognize and critique ableist, racist, heterosexist, and other exclusionary forms of
thinking and practice in education and the politics of disability in schooling, particularly
the ways in which exclusionary ideologies intersect and overlap in students experiences
of exclusion in schools.
Explore who does and does not benefit from the current dual systems of general and
special education, including an examination of the disproportionate representation of
poor children and children of color in special education, particularly in the most
segregated of placements.
Explore intersections of knowledge, discourse, rhetoric, cultural representation, and
power, including a consideration of the ways in which understanding these processes
can/does inform ones teaching in schools.
Explore inclusive pedagogies that aim to mitigate exclusionary pressures in schools and
work toward equitable and socially just schooling practices for all students.
Required Book-length Text:
1

Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to

inclusive practices. New York: McGraw Hill.
All other readings will be made available on the course weebly site:
www.ct4000Spring2015.weebly.com
General expectations
Grading Policy:
See the Teachers College Catalog for a complete explanation of grading policy at the
college. Be aware that B is the grade assigned for satisfactory graduate-level work.
to a meaningful dialogue between student and instructor. Conversely, assignments that
are submitted late may be assessed and returned late. Students who hand in their
assignments on time can expect significant written feedback from the instructor; late
assignments will be graded, but feedback may be minimal. If an assignment is late,
grades will be reduced depending on the circumstances. Typically, for each day your
assignment is late, the grade will be reduced by a grade (e.g., B+ to B; B to B-; etc.).
All assignments are expected to be clearly and coherently written with attention given to
the organization and structure of the paper as a whole, as well as to the editing of basic
mechanics of language usage such as spelling, punctuation, and grammar. APA style,
double-spacing (unless otherwise denoted), 12-point font and 1 inch margins are
required. Also, please use the APA guidelines for unbiased language.
Final Course Grade
I will use the traditional grade system based on 100 points.
98-100 A+

94-97 A

90-93 A-

88-89 B+

84-87 B

80-83 B-

78-79 C+

74-77 C

70-73 C

At Teachers College, there is no grade of D. Any student with points of 69 or lower will
fail the class. Additionally, please note: I will lower final grades based on tardiness,
missed class sessions, late assignments, lack of participation, or interference with the
creation of a positive learning environment for others. Please do not silently worry if you
think your grade may be lowered by one of these behaviors. Come to discuss your
concerns during my office hours.
Attendance:
You are expected to attend all class sessions. As the instructor, I will determine if
unplanned absences will/will not affect your grade for participation. It is in your interest,
therefore, to keep me informed about circumstances that affect your ability to participate.
A note about Academic Integrity:

Students who intentionally submit work either not their own or without clear attribution
to the original source, fabricate data or other information, engage in cheating, or
misrepresentation of academic records may be subject to charges. Sanctions may include
dismissal from the college for violation of the TC principles of academic and professional
integrity fundamental to the purpose of the College as noted in the TC Student Handbook.
Please note: Using the wording of others or a close paraphrasing of the wording of
others as the major part of an assignment is NOT acceptable, even if you give the authors
credit. Additionally, using large parts of work that you yourself have written for the
purposes of earning credit in a different course is also NOT acceptable.
Teachers College Policy on the Grade of Incomplete:
According to the Teachers College policy, the grade of Incomplete is to be assigned only
when the course attendance requirement has been met but, for reasons satisfactory to the
instructor, the granting of a final grade has been postponed because certain course
assignments are outstanding. If the outstanding assignments are completed within one
calendar year from the date of the close of term in which the grade of Incomplete was
received and a final grade submitted, the final grade will be recorded on the permanent
transcript, replacing the grade of Incomplete, with a transcript notation indicating the date
that the grade of Incomplete was replaced by a final grade. If the outstanding work is not
completed within one calendar year from the date of the close of term in which the grade
of Incomplete was received, the grade will remain as a permanent Incomplete on the
transcript. In such instances, if the course is a required course or part of an approved
program of study, students will be required to re-enroll in the course including repayment
of all tuition and fee charges for the new registration and satisfactorily complete all
course requirements. If the required course is not offered in subsequent terms, the
student should speak with the faculty advisor or Program Coordinator about their options
for fulfilling the degree requirement.
Teachers College Policy on Reasonable Accommodations:
The College will make reasonable accommodations for persons with documented
disabilities. Students are encouraged to contact the Office of Access and Services for
Individuals with Disabilities for information about registration (166 Thorndike Hall).
Services are available only to students who are registered and submit appropriate
documentation. As your instructor, I am happy to discuss specific needs with you as
well.
Technology in the classroom:
Teachers college has provided you with an email account associated with the google
suite. For this course, you will be required to use this account. Any and all
communications from the school and the professor will be sent through your TC email
address and you will be held responsible for them. Cell Phones, iPads, and Computers are
all welcomed in this course. Please be respectful and follow common etiquette regarding
these devices.

C&T 4000 Disability, Schooling and Exclusion SPRING 2015

N.B.: This class schedule is tentative and is subject to change, depending upon the
evolving needs of the learning community. The most current version of the syllabus will
always be posted to the class website and dated.
January 22nd: Course introduction: Exclusion in Education
Introductions; overview of syllabus

January 29th: Cultural History of Disability

Baker, B. (2002). The hunt for disability: The new eugenics and the normalization of
school children. Teachers College Record, 104, 663-703.
Dudley-Marling, C. & Gurn, A. (2010). Troubling the foundations of special education:
Examining the myth of the normal curve. In C. Dudley-Marling and A. Gurn (Eds.), The
myth of the normal curve (pp. 9-24). New York: Peter Lang.
Smith, P. (2008). Cartographies of eugenics and special education: A history of the (ab)normal.
In S. Gabel & S. Danforth (Eds.), Disability and the politics of education: An
international reader (pp. 417-432). New York: Peter Lang.
Snyder, S. L. & Mitchell, D. T. (2006). Cultural locations of disability (pp. 69-129). Chicago, IL:
The University of Chicago Press.

February 5th: Cultural History of Disability: The Disability Rights Movement

(Assignment due: Reading Dis/Ability in Your World)
Brantlinger, E. (2006a). The big glossies: How textbooks structure (special) education.
In E. Brantlinger (Ed.), Who benefits from special education? Remediating [fixing] other
peoples children (pp. 45-75). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Charlton, J. (1998). The dimensions of disability oppression: An overview. In J. Charlton,
Nothing about us without us: Disability oppression and empowerment (pp. 21-36).
Berkeley, CA: University of California Press.
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to
inclusive practices. New York: McGraw Hill. (pp. 1-38) Ch. 1 + 2

February 12th: Language, Discourse, Knowledge, Representation, & Power

Broderick, A. (2010). Autism as enemy: Metaphor and cultural politics. In Z. Leonardo
(Ed.), Handbook of Cultural Politics and Education (pp. 237-268). Rotterdam: Sense
Publishers.
Brantlinger, E. (2006b). Winners need losers: The basis for school competition and
hierarachies. In E. Brantlinger (Ed.), Who benefits from special education? Remediating
[fixing] other peoples children (pp. 197-232). Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers.

Thomson, R. G. (1997). Disability, identity, and representation: An introduction. In R.

G.Thomson, Extraordinary bodies: Figuring physical disability in American culture and
literature (pp. 5-18). New York: Columbia University Press.
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to
inclusive practices. New York: McGraw Hill. (pp. 39-54) Ch. 3

February 19th: Intelligence, Labeling and the Social Construction of Personhood

Biklen, D. & Burke, J. (2006). Presuming competence. Equity & Excellence in
Education, 39 (2), NY: Routledge, 166-175.
Biklen D. & Kliewer, C. (2006). Constructing competence: Autism, voice, and the
disordered body. International Journal of Inclusive Education, 10, 169-188.
Bogdan, R. & Taylor, S. (1992). The social construction of humanness: Relationships
with severely disabled people. In P. Ferguson, D. Ferguson, & S. Taylor
(Eds.), Interpreting disability: A qualitative reader (pp. 275-294). New York: Teachers
College Press.

February 26th: A brief history of Special Education: Who benefits?

Osgood, R. (1997). Undermining the common school ideal: Intermediate schools and
ungraded classes in Boston, 1838 1900. History of Education Quarterly, 37(4), 375398.
Sleeter, C. E. (1986). Learning disabilities: The social construction of a special education
category. Exceptional Children, 53(1), 46-54.
Richardson, J.G. (1994). Common, delinquent, and special: On the formalization of common
schooling in the American states. American Educational Research Journal, 31(4), 695723.
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to
inclusive practices. New York: McGraw Hill. (pp. 55-74)

March 5th: Provisions of IDEIA (2004) and NCLB (2002): Referral, Eligibility, and
Classification (Assignment due: Quiz)
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to inclusive
practices. New York: McGraw Hill. IDEIA and You: 6 Principles (pp. 210-214) Also
available on course site.
Yell, M. L. (2011). The law and special education. New Jersey: Pearson. pp. 60-81
Ysseldyke, J. & Algozzine, B. (2006). The legal foundations of special education: A practical
guide for every teacher. Thousand Oaks, CA: Corwin Press.

March 12th: A Legacy of Special Education: Who Does Not Benefit?

Blanchett, W. (2006). Disproportionate representation of African Americans in special

education: Acknowledging the role of White privilege and racism. Educational
Researcher, 35(6), 24-28.
Harry, B. & Klingner, J. (2006). Why are so many minority students in special education?
Understanding race & disability in schools. New York: Teachers College Press.
Chapter 10
Connor, D. (2010). Adding urban complexities into the mix: Continued resistance to the
inclusion of students with cognitive impairments (or New York, New York: So bad they
segregated it twice). In P. Smith (Ed.), Whatever happened to inclusion? The place of
students with intellectual disabilities in education (pp. 157-187). New York, NY: Peter
Lang.
Reid, D. K. & Knight, M. G. (2006). Disability justifies exclusion of minority students: A critical
history grounded in disability studies. Educational Researcher, 35(6), 18-23.

March 26th: Contours of Exclusion: Contemporary Education Policies

Beretan, G. (2006). Institutionalizing inequity: Ableism, racism, and IDEA 2004.
Disability Studies Quarterly, 26(2). http://dsq-sds.org/article/view/682/859
http://www.google.com/url?q=http%3A%2F%2Fdsqsds.org%2Farticle%2Fview
%2F682%2F859&sa=D&sntz=1&usg=AFrqEzcQmSqWeeHUuiDU6hkIWPbFrAaBBA
Collins, K. & Valente, J. (2010). [Dis]ableing the race to the top. Teachers College
Record, Date Published: June 17, 2010. http://www.tcrecord.org ID Number: 16020,
Date Accessed: 5/15/2012. http://www.tcrecord.org/Content.asp?ContentID=16020
Leonardo, Z. (2007). The war on schools: NCLB, nation creation and the educational
construction of whiteness. Race Ethnicity and Education 10(3), 261-278.

Recommended:
Collins, K. (2011). Discursive positioning in a fifth-grade writing lesson: The making of
a bad, bad boy. Urban Education, 46(4), 741-785.

April 2nd: Countering Normalizing Ideologies: Resisting/Mitigating/Transgressing

Exclusion in Schools (part 1)
Baglieri, S., Bejoian, L.M., Broderick, A.A., Connor, D.J., Valle, J.W. (2011).
[Re]claiming Inclusive Education Toward Cohesion in Educational Reform:
Disability Studies Unravels The Myth of the Normal Child. Teachers College
Record, 113(10), pp. 2122-2154.
Graham, L. & Slee, R. (2008). An illusory interiority: interrogating the discourse/s of
inclusion. Educational Philosophy and Theory, 40(2), 277-293.
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to
inclusive practices. New York: McGraw Hill. (pp. 188-195) part of Ch. 9

April 9 : Countering Normalizing Ideologies: Resisting/Mitigating/Transgressing

Exclusion in Schools (part 2) (Assignment due: Critical Reflection)
th

Erevelles, N. (2011). Coming out crip in inclusive education. Teachers College Record,
113(10), 2155-2185.
Harry, B., Kalyanpur, M., & Day, M. (1999). The posture of cultural reciprocity. In Building
cultural reciprocity with families: Case studies in special education (pp. 1-13).
Baltimore: Paul Brookes.

Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to

inclusive practices. New York: McGraw Hill. (pp. 196-210) part of Ch. 9 + part of Ch.
10
April 16th: Teach me, not it: Creating flexible, supportive inclusive communities to
enhance student learning
Danforth, S. & Smith, T.J. (2005). Adopting a caring pedagogy. In S. Danforth & T.J Smith
(Eds.), Engaging Troubling Students: A constructivist approach. (pp. 95-110). National
Louis University: Corwin
Kluth, P. (2010). Creating a comfortable classroom. In P. Kluth (Ed.), Youre going to love this
kid!, (Chapter 5), Brookes Publishing.
Kluth, P. (2010). Friendships, social relationships and belonging. In P. Kluth (Ed.), Youre going
to love this kid!, (Chapter 6), Brookes Publishing.
Ladson Billings, G. (2009). Seeing color, seeing culture. In Ladson-Billings, G. (Ed.) The
Dreamkeepers: Successful teachers of African American children. (pp. 33-58). San
Francisco: Jossey-Bass.

April 23rd: Learning Collaboratively

Connor & Bejoian (2007). Cripping School Curricula: 20 ways to re-teach Disability.
Review of Disability Studies, 3(3), 3-13.
Cohen, E. (1994). The dilemma of group work. In Designing groupwork (2nd ed., pp. 24-38). New
York: Teachers College Press.
Lotan, R. (2006). Teaching teachers to build equitable classrooms. Theory into practice, 45(1),
32-39.

April 30th: Creating Positive Classroom Communities

Kohn, A. (2004). Beyond bribes and threats: How not to get control of the classroom.
In S. Danforth & S. Taff (Eds.), Crucial readings in special education (pp. 350-368).
Upper Saddle River, NJ: Pearson.
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to

inclusive practices. New York: McGraw Hill. (pp.106-141) Ch. 6

Weiss, N. R. & Knoster, T. (2008). It may be nonaversive, but is it a positive approach? Relevant
questions to ask throughout the process of behavioral assessment and intervention.
Journal of Positive Behavior Interventions, 10 (1), 72-78.

May 7th : Inclusive Culture, Engagement and Participation (Assignment due: Final
Individual Paper)
Oyler, C. (2001). Democratic classrooms and accessible instruction. Democracy & Education
14, (1), 28- 31.
Peterson, M., & Hittie, M. M. (2003). Inclusive teaching: Creating effective schools for all
learners. Boston: Allyn and Bacon.
Udvari-Solnar, A. (1995). A process for adapting curriculum in inclusive classrooms. In Villa, R.
& Thousand, J. (Eds.) Creating an inclusive school.
Valle, J. & Connor, D. (2011). Rethinking disability: A disability studies approach to
inclusive practices. New York: McGraw Hill. (pp. 75-106) Ch. 5.

Recommended:
Michael, M. & Trezek, B. (2006). Universal design and multiple literacies: Creating access and
ownership for students with disabilities. Theory into Practice, 45(4), 311-318.

Course Summary
DATE TOPIC
1
Course introduction:
1/29/15 Exclusion in Education
2
Cultural History of Disability
1/29/15
3
Cultural History of Disability: The Disability
2/5/15 Rights Movement

ASSIGNMENTS

Assignment Due:
Reading Dis/ability in
Your World

4
Language, Discourse, Knowledge,
2/12/15 Representation, & Power
5
Intelligence, Labeling, and the Social
2/19/15 Construction of Personhood
6
2/26/15
7
3/5/15

A brief history of special education: Who

benefits?
Provisions of IDEIA (2004) and NCLB (2002):
Referral, Eligibility, and Classification

8
3/12/15
9
3/26/15
10
4/2/15

A Legacy of Special Education: Who Does Not Assignment Due: Quiz

Benefit?
Contours of Exclusion: Contemporary
Education Policies (IDEIA, NCLB, RTTT, etc.)
Countering Normalizing Ideologies:
Resisting/Mitigating/ Transgressing Exclusion
in Schools pt. 1
11
Countering Normalizing Ideologies:
Assignment Due:
4/9/15 Resisting/Mitigating/ Transgressing Exclusion Critical Reflection
in Schools pt. 2
12
Teach me, not it: Creating flexible, supportive
4/16/15 inclusive communities to enhance student
learning
13
Learning Collaboratively
4/23/15
14
Creating Positive Classroom Communities
4/30/15
15
Inclusive Culture, Engagement and ParticipationAssignment Due:
5/7/15
Final Individual Paper

REQUIRED COURSE ASSIGNMENTS:

I.
II.
III.
IV.
V.
VI.

10 points
10 points
20 points
20 points
10 points
30 points

Participation
Reading Dis/ability in Your World
Media Analysis (Small Group)
Multimodal Critical Reflection
Quiz: Legal Foundations
Final Individual Paper

I. Participation (10 points):

Students should come to each class having carefully and thoroughly read the assigned
texts and expect to participate in a variety of activities that require analytic discussion.
Active engagement in class discussions is one of the key markers of participation and will
be reflected in your final grade. During class, students are expected to collaboratively
participate in discussion with one another and with the instructor by posing
questions/comments about the readings during our discussions. I recognize that speaking
in a large group is not the only means of demonstrating participation in the classroom;
however, the onus is on you, as the student, to convey your engagement to the instructor,
whether participating in small or in large groups. Keeping this in mind there may be a
few short writing assignments across the semester that factor into your participation
grade.
II. Reading Dis/ability in Your World (10 points):
For this assignment I ask that you spend a 24 hour period paying attention and taking
note of how both physical and intellectual disability is or is not being ignored in your
daily life and activities. During the 24 hour period you should plan to take notes, or find
a way to keep track of what you are noticing. You will then write a 2-3 page narrative
essay that highlights your findings (what you noticed) during the 24 hour period and how
it connects to course readings, and discussions. Please cite any course readings that you
refer to in your essay.
III. Media Analysis (20 points):
The media analysis is a student facilitated critical discussion of an artifact from the
media. Each student will sign-up for a day to present an artifact to the class as part of a
small group. The types of media may include movie/television/radio clips, newspaper
articles, book excerpts, or any other relevant media. Your presentation should include a
brief overview of your media artifact and a series of questions that you will pose to the
class. You should incorporate themes from the course into your questions. The media
you choose does not have to be directly related to disability, but should lend itself to a
disability studies critique. After your presentation you will have one week to individually
submit a one-page analysis that incorporates the readings as well as the responses of your
classmates.

10

IV. Critical Reflection (20 points):

The critical reflection is a multimodal response to the readings from the course. Each
reflection must incorporate a minimum of two modalities for expression of knowledge
including written text and at least one other mode of representation. The modes should
be integrated rather than separate complementary pieces. For assessment, the following
will be considered: content - how well you addressed the topic; critical analysis and
making connections to the readings; personal voice bringing your own beliefs and
experiences into the discussion; style how clearly and coherently you wrote with
attention to the organization of the piece as a whole and to the editing of basic mechanics
of language usage.
To help you think through how to reflect critically, here are potential questions to
consider:

What surprises you? What resonates with you?

What concerns you?
What confuses you?
What experiences do you have that connect or disconnect with the text?
How can you view the topics through different or new lenses?
Where do you see these issues played out in the world?
How do issues of equity and justice play out?
Who makes decisions and why?
How is power represented? How can theory be used to guide practice in helpful ways?
How can practice guide theory in helpful ways?
V. Quiz (10 pts)
The quiz will focus on key aspects of special education history, law and practice
discussed over the first sessions of the course.
VI. Final Individual Paper (30 pts):
The final individual paper is an extension of the media analysis assignment. For this
paper, you will select five artifacts from the media including the one that you used for
your media analysis (your other four artifacts can come from in class presentations or
from your own sourcing). You will write a paper that analyzes the normalizing themes
present across all the artifacts that you have collected. Using class readings, your paper
should explain how you might disrupt these normalizing themes both through theory and
teaching practice.

11

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