2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.

Thursday, December 5 • 9:00am - 12:00pm
Applying Disability Studies Principles in Special Education Coursework Filling

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Historically, educational practices for students with disabilities have fallen under special education, or what can be referred to as the medical model of disability, which has perpetuated segregation, labeling, and the idea that disability requires a separated and isolated location of schooling (Carrington, 1999) Disability Studies in Education (DSE) perspective, recognizes that educational strategies may need to be differentiated for students with disabilities, as they would for any student (e.g., English language learners, students identified as gifted and talented, etc.). DSE encourages inclusive educational practices and focuses on the strengths and needs of a child, rather than the disability label or diagnosis. This framework prepares educators to view and respond to disability in a different manner, where impairment does not define the individual. In our current field, we prepare prospective educators to examine disability from a medical model framework, one in which you identify a disability, and structure curriculum to focus on closing this perceived educational gap to normalize the individual as much as possible. Because special educators focus on student deficits, and push to help students overcome these deficits, we are caught in the troubling space of, first and foremost, searching for inabilities as we teach. Within the DSE framework, the social model of disability provides an alternative view in the way disability is understood. From a social model of disability perspective, disability is viewed as a difference rather than an abnormality, deficiency, or impairment (Valle & Connor, 2011). The social model of disability focuses on barriers and structures that affect the individual within the environment (McMaster, 2015). These barriers can hinder an individual s ability to obtain equal access than someone without an impairment. Therefore, in an attempt to build a diverse and inclusive classroom community, this session will focus on how to view disability from a social model perspective within a medical model structure and how educators can change their teaching practices.

avatar for Audri Gomez

Audri Gomez

Associate Director, Thompson Policy Institute on Disability-Chapman University
avatar for Aja McKee

Aja McKee

Assistant Professor, California State University, Fullerton (CSUF)
Dr. Aja McKee is an Assistant Professor at California State University, Fullerton (CSUF) in the Department of Special Education. She has worked in the public education system since 1998. Her work as a special educator and administrator provides her with practical experience she shares... Read More →

Thursday December 5, 2019 9:00am - 12:00pm
Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

Attendees (48)