Intellectual disability and space: critical narratives of exclusion.
The language of intellectual disability is rife with spatial terms. Students labeled with intellectual disability are "placed in" special education where they may be "self-contained," "segregated," "excluded," or "included." Conversations ensue about where to seat them, next to whom, and at what distance from the teacher and other students. In this article, critical spatial studies and critical narratives are used to illustrate the ways in which power and exclusion constitute intellectual disability.
Chapman University, PhD Program. One University Drive, Reeves Hall, Orange, CA 92866, USA. gabel@chapman.edu
Susan L
SL
Gabel
Carie J
CJ
Cohen
Kathleen
K
Kotel
Holly
H
Pearson
D004519:Education, Special; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D010379:Peer Group; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires