Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities

• Eliminating the social exclusion of individuals with disabilities and disregard for their human rights continues to be the primary objective of Disability Studies. Disability remains marginalized at all levels in development work from policy to relief efforts (Grech & Soldatic, 2016). Only 5% of overseas development assistance funds are allocated to disability projects and programs and efforts consistently bypass people with disabilities (Ridell, 2010; Grech, 2015). Eliminating ableism in development we are argue must be counteracted in a two-fold approach through theorizing centered on education processes.The first is to confront the arguments for dismissing disability as “someone else’s concern” (Grech & Soldatic, 2016) which furthers its invisibility. We propose that programs to increase the disability literacy of policy makers and development workers must be implemented in all development projects just as gender education has been. This major step would serve to increase awareness of what perpetuates disability inequality in development efforts. The second area addresses the lack of disability informed development work. By designing a research project using qualitative social science research methods, the lived reality of people with disabilities will be foregrounded with particular focus on their educational needs on their own terms.These two areas draw on critical works in disability studies in education and intergenerational and comparative perspectives on quality inclusive education in a social justice in education framework (Adams Lyngbäck, 2016, Gani Dutt, 2017). This presentation will outline the pending fieldwork on the educational provisions for children with disabilities in locations throughout India in order to contextually inform joint development programs. This will be carried out through newly established cooperation efforts between Stockholm University and higher education and research institutions in India, (The Institute for Adult Education and Lifelong Learning, New Delhi) and in Nepal, (Kathmandu University). The ground work will be laid for addressing how disability inclusive development needs not only to be rethought but reenacted by making disability equality one of the central concerns in sustainable development implementation.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

disability

development

ableism

disability literacy

education

India

Nepal

Sweden

specialpedagogik

Special Education

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)