ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. When disability is mentioned in the context of education it is still generally associated with the field of Special Educational Needs, a powerful if contentious category that too often serves a dual purpose in ascribing special educational skills to tutors and reducing students to needs. The book explicitly combines disability studies with aesthetics, film studies, Holocaust studies, gender studies, happiness studies, popular music studies, humour studies, and media studies. In challenging one-dimensional understandings and approaches, some contemporary educators and students might find it useful to employ the tripartite model of disability. Indeed, the See the Need campaign adopts a normative advertising aesthetic from decades ago, the contradictory implication being that a set notion of happiness could be pursued by the many but only found by the fortunate few.
