ABSTRACT
Disability studies in education is a growing field of inquiry which, among other themes, explores the experience of disability in schools and schooling practices. Primarily drawing on critical disability theory and qualitative, experiential information, this chapter discusses the potential for quantitative inquiry to inform the field. The collection and analysis of quantitative data, including students’ demographic information and program, achievement, and outcome data, not only enables opportunities to explore systemic inequities, but also allows for greater exploration into the construction of disability through the relational intersection of race, gender, class, and so forth. Drawing on the field of QuantCrit tenets of critical disability theory and DisCrit, this chapter provides readers with insights into applied quantitative research design that can help inform school-based policy and practice, as well as measure advancements in equity through system indicators. In tandem with critical disability theory, critical approaches to quantitative inquiry can support educators, students, advocates, and academics in their pursuit of disability justice in schools. This chapter covers critical disability theory, how it can be applied to intersectional analyses, and its potential to reveal system inequities. Issues around ethical approaches to system data, data quality and analysis, and interpretation of findings are also discussed, as are strategies on sharing results with communities and schools.
