Deciding Who Gets to Decide

Susan Gabel

Abstract


On the surface, Rosen's study would appear to be the story of the successful advocacy for Deaf culture and language in schools. In this response, I read the subtext of Rosen's article, in which troubling questions arise about systemic structures that work against full access to decision making, the dilemma of diversity, the problem of participatory parity for disabled students who have been shut out of the democratic process, and the question of who gets to decide which arguments about education prevail.

Keywords


IDEA; Deaf culture; sign language in schools; participatory parity; dilemma of diversity

Full Text:

HTML


DOI: http://dx.doi.org/10.18061/dsq.v26i2.687

Copyright (c) 2006 Susan Gabel



Beginning with Volume 36, Issue No. 4 (2016), Disability Studies Quarterly is published under a Creative Commons Attribution-NonCommercial-NoDerivatives license unless otherwise indicated. 

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact the web manager, Maureen Walsh. Disability Studies Quarterly is published by The Ohio State University Libraries in partnership with the Society for Disability Studies.

ISSN: 2159-8371