ABSTRACT
The authors use the lens of disability studies in education to broaden the term to include a democratic conceptualization of special education that services all students who are potentially marginalized by poverty, ethnicity, social class, religion, and gender. Jagodzinski-2012 theorizes that individuals such as R. B. exist in Lacan's realm of the Real, a molecular level of the body and unconscious activity that enables autists to make unusual connections with physical space and matter. R. B'.s work might be more fully appreciated within feminist perspectives of disabled female 'life-writers'. Inclusion in public education is typically understood as the placement of students who have been labeled with a disability. They reconceptualize the term within an international discourse of critical disability studies in which policy operates in the hidden form of a white ideology of institutionalized racism and ableism.
