ABSTRACT
This chapter explores the foundations of educational exclusion and consider emerging patterns of exclusion; and examines the case for disability studies in education as a strategy pursuant to inclusive education. H. J. Stiker provides a meticulous history of disability and the development of powerful and oppressive forms of knowledge of disability. Disability is contingent on the response to impairment or difference. Interpretation allows for historical-materialist analysis of the power relations that construct disability as being at the heart of the first generation of disability studies scholars. Most particularly, disability studies establishes a platform for the voices of disabled researchers and activists in recognition of the history of the subjugation of their voice, and as a necessary step in changing the political relations of research. Jurisdictions around the world have responded to disability discrimination legislation by mandating that pre-service teacher education and continuing professional development of qualified teachers equip teachers to provide an inclusive education.
