DSE emerged as a part of the broader, interdisciplinary field of disability studies and as a critique of special education (SPED), which aims to enhance individuals with disabilities' performance by focusing on changing their given educational environments and the limitations placed on them to foster growth and opportunities.
[6] Some recognize the expansion and formalization of Disability Studies in education were caused by a small international conference funded by the Spencer Foundation and hosted by Linda Ware.
[7] Also in 1999, Scot Danforth submitted a proposal titled Ways of Constructing Lives and Disabilities: The Case for Open Inquiry to the national conference of The Association for Persons With Severe Handicaps (TASH).
[9] Susan Gabel and Linda Ware insisted on affiliating special education with the academic discipline, Disability Studies.
These may include lack of resources for students and knowledge on how to effectively teach individuals with disabilities.
Examples of the medical model may look like professionals in an individualized education plan (IEP) being the authority.
A DSE perspective is grounded in the belief that a collective social response to disability has resulted in systematic inequality, marginalization, discrimination, and oppression.
They criticize special education as an inadequate response to disability which seeks to remediate the individual in order for them to fit in with the norm.
The parents or guardians have legal rights to be involved, review records, and challenge placement or other IEP decisions.
[24] Lastly, a student with disabilities should be able to participate or experience nonacademic services and extracurricular activities, like P.E., transportation, and groups or clubs sponsored by the school.
[27] Exclusion is a consequence of the medical model because it emphasizes the "sick role" that perpetuates stigmatizing attitudes towards students with disabilities.
[28] In actuality, these same attitudes are misguided because many learning disabilities are not caused by biological factors and most do not need constant medical services.
[29] DSE scholars challenge research methodologies that serve to objectify, marginalize, and oppress disabled people.
They recognize the value of interdisciplinary approaches within and outside the educational field and promote interaction among researchers from a variety of disciplinary perspectives.
Research in DSE holds power because it can be used as a tool for others in society who deserve equity, inclusion, and dignity.
DSE scholars reject deficit models of disability and assume that all children have the right to equitable, full, and meaningful access to educational opportunities.
Next was the Rehabilitation Act of 1973, more specifically Section 504, under which people with disabilities were now included in the United States civil rights.