How does difference become pathologized and criminalized?
Week 2 Topic: Constructing Disability Categories in SchoolingThis week’s topic is Constructing Disability Categories in Schooling.Assignments:In your reading response, consider the questions you have, things you have learned, and experiences or connections you’d like to share about the social construction of disability categories in schooling. Please discuss at least two of the academic pieces, at least one of the blog posts, and the documentary. Your response should be at least 250 words and use citations..Read Introduction and Chapter 1:•Annamma, S. (2018). Introduction and Chapter 1. The pedagogy of pathologization; Dis/abled girls of color in the school-prison nexus. New York: Routledge. Read at least 2:•Casella, R. & Page, M. (2004). The institutional context of being a behavior problem. Disability Studies Quarterly, 24 (2): http://dsq-sds.org/article/view/488.•Faulds, C. (2015, July 23) Reclaiming the dignity lost in a diagnosis [blog post]. Retrieved from http://wearelikeyourchild.blogspot.com/2015/07/reclaiming-dignity-lost-in-diagnosis.html.•Reid & Valle. (2004). The discursive practice of learning disability: Implications for instruction and parent-school relations. Journal of Learning Disabilities, 37 (6).•Zurcher-Long, E. (2016, February 9). Can speech challenged students get an appropriate education? [blog post]. Retrieved from https://emmashopebook.com/2016/02/09/can-speech-challenged-students-get-an-appropriate-education/Watch:•Intelligent Lives (documentary)•Reading response post and replies to two classmates by Sunday at 11:59 p.m. In your discussion board reading response, questions you might choose to consider include:•How does difference become pathologized and criminalized?•What are the experiences of students placed under different impairment categories by school systems (i.e., intellectual disability, speech and language impairment, emotional and behavioral disorder, autism, learning disability, etc.)? How do stereotypes and ideas about these impairments shape disabled students’ school experiences?•How do students’ other identities impact the way school systems categorize, label, treat, educate, place, and/or remove students?
