College of Education

Special Education Faculty Have Manuscripts Published

October 1, 2012

Dr. Emily Nusbaum  and  Dr. Janet Sauer of the Special Education department have both recently had manuscripts published.
Ferguson, Philip M., and Emily Nusbaum. (2012). "Disability Studies: What Is It and What Difference Does It Make?" Research & Practice for Persons with Severe Disabilities 37, no. 2: 70-80. Dr. Nusbaum's Abstract: The academic field of disability studies has expanded rapidly over the last two decades or so. With that expansion has also come some growing ambiguity about exactly what is meant by the term "disability studies." This article reviews the history and evolution of disability studies as an interdisciplinary approach to research and scholarship. While acknowledging the broad range of interests and approaches that can fall under the umbrella of the "disability studies" label, we argue that it may be useful to present a set of core themes or beliefs that seem central to disability studies as a field if it is to fulfill its promise as a truly different way of exploring the meanings of disability in society. Finally, we argue that disability studies should be of special interest to members of TASH and others with particular interest in the lives of people with significant intellectual and developmental disabilities.

Sauer, J. (2012). “Look at me”: Portraiture and agency. Disability Studies Quarterly, 32(4). Dr. Sauer's Article Abstract: "Historically, the dominant research paradigms involving the study of people with disabilities involved experimentally designed studies or other medically orientated approaches. This paper examines portraiture as a form of qualitative inquiry offering emancipatory possibilities for children with significant disabilities and transformative positive reinterpretations of disability as a social construct for their teachers and other people in their lives. Three narrative portraits of young people with disabilities were created based on a year-long portraiture study involving the collection of observational data, informal interviews, artifacts, and discourse analysis to capture the "essence" of their humanness. Through an examination of this portrait study and others from across the humanities, this paper provides examples where the "subjects" asserted themselves in ways akin to Giroux's agency (1987) suggesting portraiture might provide a unique and credible avenue to respectfully study and learn more about people with disabilities too often left on the fringe of society."  For more information about the Special Education department and programs contact the Student Resource Office 719-255-4996