ABSTRACT
This chapter aims to propose a framework that expands the construction of culturally relevant pedagogy to include cultural dimensions of disability and that recognizes the intersectionality of disability with other identities. It begins by providing background on the intersection of disabilities with other identities and identifies some of the issues surrounding disclosure of disability. Individuals with disabilities face a similar potential threat as people from traditionally marginalized racial and ethnic groups—stigma. The chapter offers one way of understanding culturally relevant pedagogy and proposes expanding this understanding of culturally relevant pedagogical framework to include disability. Finally, it discusses practices that may facilitate the implementation of this framework within postsecondary environments. From a social justice perspective, it is critical to higher education for the fact that students with disabilities are attending and will continue to attend postsecondary institutions in growing numbers.
