A Disability Studies Perspective on the Bush Education Agenda: The No Child Left Behind Act of 2001 1

Authors: Bejoian, Lynne; Reid2, D.

Source: Equity & Excellence in Education, Volume 38, Number 3, August 2005 , pp. 220-231(12)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Our educational system is undergoing great scrutiny. The success of our nation's schools and their students is under serious evaluation and interpretation. Currently, one of the most visible and pertinent “political products” impacting our schools and students is the federal legislation No Child Left Behind (2002). Specific concerns arise around schools' ability to include students with disabilities, among other “disadvantaged groups,” in strategies for academic success. Disability Studies contends that the place and positioning of disability is fundamentally political. This article uses a Disability Studies lens to critique NCLB. The potential benefits, problematic areas, and dangerous aspects to schools, teachers, parents, students with disabilities, and the community at large are presented within this Disability Studies context.

Document Type: Research article

DOI: 10.1080/10665680591002597

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