Connecting Theory and Meaning of Disability Studies in Schools Research Paper

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Connecting Theory and Meaning of Disability Studies in Schools

The connecting theory application in the system of basic education has contributed to the development and establishment of a trans-disciplinary scientific strategized framework. This framework bases on the specified reverence for a considerable orientation in long-term and the engagement of decision makers in the education system on its application. The connecting theory involves work that cuts across education disciplines. This is with the aim of exposing the aspects perceived to be of outdated assumptions in the education system. This happens with their respective enrichment in the technological and social practice. The theory constitutes well-strategized research with knowledge meant for informing a scientific framework designated. This is to enable direct transformation towards the education system future with worldview fit (Fenton-Smith, & Stillwell, 2011).

The concrete developed strategic objectives aim at addressing the advancements with accuracy in understanding the aspect of science. This has connections to school that affirms of education life as a compatible aspect with direct perspectives. The promotion and development of frameworks to address every perspective in the education system, in support of future school with policy recommendations for the improvement of education structure and content, is significant. The theory proposes for an active network structure to provide a strategy on the implications concerning the way we apply every perspective in school (Fenton-Smith, & Stillwell, 2011).

The overall focus on Connecting theory

The significant goal involved in the connection theory is not for the generalized promotion of relations. It assists students feel well in the respective learning environment with the perception of the generalized learning strategy. Connecting theory in school and the general education system have an active connection to the promotion of education and the generalized achievement of every student with the specification to the marginalized in the education system (Smith, 2003). This is in inclusive of the disabled and treatment as undeserving. The connecting theory in the education system involves anti-discriminatory aspect for every student permeating all the respective areas of the schooling with the characterization of commitment to critical approaches and social justice in learning (Fenton-Smith, & Stillwell, 2011).

Furthermore, connecting theory in education poses challenges and the rejection of forms of discrimination in schools. It enables the acceptance, the affirmation of differences in every aspect inclusive of the language barrier, gender, religion, sexual orientation, and other relevant differences the students might have, and the teachers encompass. It permeates the basic curriculum with instructional strategies applicable in schools. This is with basic instructions involved in general education perspective (Fleischer & Zames, 2001).

A Model for connecting theory Infusion in Curricular

The implementations relation to the theory with respect to disability in the education system varies significantly. The development of respective models in reflection to the definitive approaches in the education system calls for the exploration and defining of differing integration aspects of the theory content into the school curriculum. The theory has the inclusion of basic approaches relating to content integration of the aspects to implement with least likely to enable the achievement of the set goals in education. This is with the consideration of most challenging aspects with the offer of most potential (Fleischer & Zames, 2001).

The connecting theory Contributions Approach

With common reference to the education system approach, the first content level integration has the most probable frequent utilization form of the connecting approach in education. It characterizes the addition of system consideration into the existing curriculum with the application of criteria having the similarity to the aspects selection mainstream. The school-based curriculum has remained the most essential unchanged aspect with the basic structure and set goals. The content has strategised ideas with limitations to the theory's speciality. The relative teaching staff involved in the application of the theory in the education system considers the involvement of students in every lesson relating to the theory (Van den Broek, 2012).

The contributive nature of the approach has popularity from the strategised fact with the easiest specified approaches to apply. It necessitates no alterations to the set current curriculum and is capable of enabling illusions to the diversity connected to the education system. The approach also involves the majority of the limitations connected to the aspect of disability. The most significant of the specified limitations includes the ability not to guarantee the students the relative opportunity to access the role critical to the development of the society (Fleischer & Zames, 2001).

The contribution of the connecting theory in the education system is viewable as an additional aspect with virtual significant attributes to the subject areas considerable in schools. Teaching subjects inclusive of mathematics does not ensure of discussions relative to social inequity and disability. In this approach, the represented facts tends to make reinforcements on the protocol of working hard in the education system. The connecting theory ensures that the aspects related to disability in the education system are out of context with the view of a dominant perspective. This approach is potentially significant enabling the reinforcement with the perpetuation of the involved aspects in trivial understanding of the theory values (Bezzina, 2010).

Additive Approach of the connecting theory

The theory content interjection with specifications of the approach contributes significantly to the school-based education system. It enables the collaborative effort of teachers to make adjustments to the content of the school curriculum without any consideration of restructuring. This enables the application of effort, time, training and planning into the relative system for the accommodation of the specified requirements to the students. The connecting theory remains the consistent aspect with a dominant perspective since it focuses on the movement and consideration of the involved factors (Danforth, 2006).

The approach constitutes the first approach of the curriculum phase with effective restructuring to enable the collaboration of contributive approaches. The theory also considers the analysis of mainstream perspective of the school-based curriculum involving ideas, issues and concepts that accommodate the disabled into the education system. The approach with specifications to the connecting theory defies majority of the basic education tenets from marginalized perspective individuals in the society. This is respect to the curriculum applicable in the education system (Danforth, 2006).

The approach also has weaknesses associating to the lack of understanding on the interconnection and interrelation of the theory perspectives. Neither of the respective levels of theory content integration with attempts to of the deconstruct structures in the education system. This is with the maintenance of student inequity since the approaches formulates the specified aspects in the field of education (Bezzina, 2010).

The connecting theory social action approach and Decision Making

The final approach involved in the integration of the connecting theory content with specifications to the curriculum includes the elements constituted in the transformative approach. It adds the specified components that necessitate decision making with actions related to the issue, concept and problem under study. The approach necessitates the students in the education system to explore and have an understanding of the basic dynamics involved in the theory that necessitates decision making with an approach of social action (Bezzina, 2010).

The theory with the curriculum approach necessitates the development and implementation strategies to make eradication of the aspect disability in schools. The students involved in this infusion level make explorations on the impacts of disability in relation to detrimental policies manifested in the education system through the application of multiple perspectives. Analysis follows with the consideration of values applicable in the identification of alternative action courses with relevant decisions. The most considerable goal of the approach is learning based on decision making skills in regard to the aspect of disability. This involves empowerment and assistance in the acquiring of an awareness sense with efficacy (Gabel, 2005).

With the collaborative effort, of social actions and decision making involves the most challenging aspects in relation to curricular infusion. This mostly ascribes to with the inclusion of the teachers collaborative efforts in the field. If the principal significant goal of the theory is transformation, it majorly happens upon students getting access to the available opportunities in the participation, in equitable education system. Upon getting the information relating to the existing inequities associated with disabilities in the respective schools, they develop the empowerment to make effective decisions to facilitate changes in the education system (Gabel, 2005).

It is vitally unrealistic expecting teachers of the specified schools to make direct movements from the dominant perspective of the curriculum. This is to the effective one with a focus on social action and decision making towards the inclusion of the disabled into the education system. It is reasonable to make considerations to enabled teachers blend their respective approaches with the application of contributive approaches as a set background. This is for gradual approaches to the challenges relating to disability (Gabel, 2005).

Implementations in the education system based on the connecting theory is capable of effectively taking the time to consider the appropriate measures in the system. The connecting theory enables learners to view themselves linked to the system with their respective claims addressed and valued.…

Sources Used in Document:


Albrecht, G.L. (2003). Handbook of disability studies. Thousand Oaks, Calif. [u.a.: Sage.

Dan Goodley & Michele Moore. (2010). Doing Disability Research: Activist lives and the academy. Retrieved from:

Danforth, S. (2006). Vital questions facing disability studies in education. New York: Lang.

Fenton-Smith, B., & Stillwell, C. (2011). Reading Discussion Groups for Teachers:

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