A Genealogy of the Council for Exceptional Children Advanced Preparation Standards
Main Article Content
Keywords
inclusion, neurodiversity, teacher preparation programs
Abstract
A qualitative genealogy of the Council for Exceptional Children (CEC) Advanced Special Education Preparation Standards seeks to answer the following research questions: How do the CEC Advanced Special Education Preparation Standards negotiate the inclusion of neurodivergent teacher candidates? And what is the role of the student with disabilities in schooling, according to the CEC Advanced Special Education Preparation Standards? By comparing the language of the Standards to three of Foucault’s techniques of power.
References
Americans With Disabilities Act of 1990, 42 U.S.C. § 12101 et seq. (1990). https://www.ada.gov/pubs/adastatute08.htm
Armstrong, T. (2010). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Press.
Association of University Centers on Disability. (2011). Portrayal of People with Disabilities. https://www.aucd.org/template/page.cfm?id=605
Au, W. (2012). Critical curriculum studies: Education, consciousness, and the politics of knowing. Routledge.
Brown, L. X. Z. (2011). Identity-First Language. Autistic Self Advocacy Network (ASAN). https://autisticadvocacy.org/about-asan/identity-first-language/
Council for Exceptional Children. (2012). Advanced Special Education Preparation Standards. https://exceptionalchildren.org/standards/advanced-special-education-preparation-standards.
Council for Exceptional Children. (2016). CEC’s Policy on Educators with Disabilities. https://exceptionalchildren.org/sites/default/files/2020-08/EWD%20Policy%20Statement_FIXED.pdf
Council for Exceptional Children. (2021). About Our Standards. https://exceptionalchildren.org/standards
Danforth, S., & Naraian, S. (2015). This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53(1), 70–85. https://doi.org/10.1352/1934-9556-53.1.70
de Alba, A., Gonzalez-Gaudiano, E., Lankshear, C., & Peters, M. (2000). Curriculum in the postmodern condition. Lang.
Erevelles, N. (2005). Understanding curriculum as normalizing text: Disability studies meet curriculum theory. Journal of Curriculum Studies, 37(4), 421-439. https://doi.org/10.1080/0022027032000276970
Foucault, M. (1975/1984). The means of correct training/Panopticism. In P. Rabinow (Ed.), The Foucault reader (pp. 188-213). Pantheon.
Foucault, M. (1990/1978). The history of sexuality: An introduction, pp. 81-102. Vintage.
Gillies J. (2014). Critical disability theory. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_619
Gore, J. M. (2001). Disciplining bodies: On the continuity of power relations in pedagogy. In C. Paechter, R. Edwards, R. Harrison, & P. Twining (Eds.), Learning, space and identity (pp. 231-251). Sage.
Higgins, C. P. (1992). Making disability: Exploring the social transformation of human variation. Charles C. Thomas.
Individuals with Disabilities Education Improvement Act of 2004. Public Law 108-446. U.S. Code. 20 2004. § 1400 et seq. (2004). https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1400
Iwanaga, K., Chan, F., Tansey, T. N., Hoyt, W. T., & Berven, N. L. (2021). Evaluation of constructs based on self-determination theory and self-efficacy theory as predictors of vocational rehabilitation engagement for people with physical and sensory disabilities. Rehabilitation Counseling Bulletin, 64(3), 131–144. https://doi.org/10.1177/0034355220942301
Jones, S. R. (1996). Toward inclusive theory. NASPA Journal, 33(4), 347–354. https://doi.org/10.1080/00220973.1996.11072421
Lee, C. E., Day, T. L., Carter, E. W., & Taylor, J. L. (2021). Examining growth among college students with intellectual and developmental disability: A longitudinal study. Behavior Modification, 45(2), 324–348. https://doi.org/10.1177/0145445520982968
Lepofsky, D. (2020). Ontario’s human rights tribunal bungles the school boards’ human rights duty to accommodate students with disabilities - J.F. v. Waterloo Catholic district school board - An erroneous rejection of a student’s request to bring his autism service dog to school. National Journal of Constitutional Law, 40(1), 37–66.
Love, B. L. (2019) We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
Mazzotti, V. L., Kelley, K. R., & Coco, C. M. (2015). Effects of self-directed summary of performance on postsecondary education students' participation in person-centered planning meetings. Journal of Special Education, 48(4), 243-255. https://doi.org/10.1177/0022466913483575
Naraian, S., & Amrhein, B. (2020). Learning to read ‘inclusion’ divergently: Enacting a transnational approach to inclusive education. International Journal of Inclusive Education, 1–20. https://doi.org/10.1080/13603116.2020.1807624
National Resource Center for Supported Decision-Making. (2014). Guardianship and Alternatives for Decision-Making Support. http://supporteddecisionmaking.org/legal-resource/guardianship-and-alternatives-decision-making-support
Office of Disability Rights. (2014). Person-First Language: Usage Guidelines. https://odr.dc.gov/page/people-first-language
Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024-1026. https://doi.org/10.1080/09687599.2013.818773
Perske, R. (1972). The dignity of risk and the mentally retarded. Mental Retardation, 10(1), 24-27. https://psycnet.apa.org/record/1972-23551-001
Ramos, M. R., Bennett, M. R., Massey, D. S., Hewstone, M.. (2019). Humans adapt to social diversity over time. Proceedings of the National Academy of Sciences, 116(25) 12244-12249. https://doi.org/10.1073/pnas.1818884116
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Scotch, R., & Schriner, K. (1997). Disability as human variation: Implications for policy. The Annals of the American Academy of Political and Social Science, 549(1), 148-159. https://doi.org/10.1177/0002716297549001011
Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 394. Code 29 U.S.C. § 701 et seq. (1973). https://www.dol.gov/agencies/oasam/centers-offices/civil-rights-center/statutes/section-504-rehabilitation-act-of-1973
Scheurich, J. & McKenzie, K. (2005). Foucault’s methodologies: Archaeology and Genealogy. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 841-868). Thousand Oaks, Sage.
Valenzuela, A. (2017 [2005]). Subtractive schooling, caring relations, and social capital in the schooling of U.S.-Mexican youth. In D. Flinders & S. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 267-278). Routledge.
Vazquez, L. M., Khanlou, N., Davidson, D., & Aidarus, F. (2019). Strategies to promote the inclusion of young adults with developmental disabilities in community-based health studies. Qualitative Health Research, 29(7), 958–971. https://doi.org/10.1177/1049732318808249
Vornholt, K., Uitdewilligen, S., van Ruitenbeek, G., & Zijlstra, F. (2021). The development and validation of the workplace acceptance scale: Evidence from a sample of workers with disabilities. Journal of Vocational Rehabilitation, 54(2), 135–149. https://doi.org/10.3233/jvr-201125
Weinberg, A., Ethridge, P., Pegg, S., Freeman, C., Kujawa, A., & Dirks, M. A. (2021). Neural responses to social acceptance predict behavioral adjustments following peer feedback in the context of a real‐time social interaction task. Psychophysiology, 58(3), 1–15. https://doi.org/10.1111/psyp.13748
Wendell, S. (1996).The social construction of disability. In The rejected body: Feminist philosophical reflections on disability (pp. 35-56). Routledge.
Wistow, G., Perkins, M., Knapp, M., Bauer, A., & Bonin, E.-M. (2016). Circles of support and personalization. Journal of Intellectual Disabilities, 20(2), 194–207. https://doi.org/10.1177/1744629516637997
Wong, A. (Ed.). (2020). Disability visibility: First-person stories from the twenty-first century. Vintage Books.
Zhu, X., Law, K. S., Sun, C. (T.), & Yang, D. (2019). Thriving of employees with disabilities: The roles of job self‐efficacy, inclusion, and team‐learning climate. Human Resource Management, 58(1), 21–34. https://doi.org/10.1002/hrm.21920
Armstrong, T. (2010). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Press.
Association of University Centers on Disability. (2011). Portrayal of People with Disabilities. https://www.aucd.org/template/page.cfm?id=605
Au, W. (2012). Critical curriculum studies: Education, consciousness, and the politics of knowing. Routledge.
Brown, L. X. Z. (2011). Identity-First Language. Autistic Self Advocacy Network (ASAN). https://autisticadvocacy.org/about-asan/identity-first-language/
Council for Exceptional Children. (2012). Advanced Special Education Preparation Standards. https://exceptionalchildren.org/standards/advanced-special-education-preparation-standards.
Council for Exceptional Children. (2016). CEC’s Policy on Educators with Disabilities. https://exceptionalchildren.org/sites/default/files/2020-08/EWD%20Policy%20Statement_FIXED.pdf
Council for Exceptional Children. (2021). About Our Standards. https://exceptionalchildren.org/standards
Danforth, S., & Naraian, S. (2015). This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53(1), 70–85. https://doi.org/10.1352/1934-9556-53.1.70
de Alba, A., Gonzalez-Gaudiano, E., Lankshear, C., & Peters, M. (2000). Curriculum in the postmodern condition. Lang.
Erevelles, N. (2005). Understanding curriculum as normalizing text: Disability studies meet curriculum theory. Journal of Curriculum Studies, 37(4), 421-439. https://doi.org/10.1080/0022027032000276970
Foucault, M. (1975/1984). The means of correct training/Panopticism. In P. Rabinow (Ed.), The Foucault reader (pp. 188-213). Pantheon.
Foucault, M. (1990/1978). The history of sexuality: An introduction, pp. 81-102. Vintage.
Gillies J. (2014). Critical disability theory. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_619
Gore, J. M. (2001). Disciplining bodies: On the continuity of power relations in pedagogy. In C. Paechter, R. Edwards, R. Harrison, & P. Twining (Eds.), Learning, space and identity (pp. 231-251). Sage.
Higgins, C. P. (1992). Making disability: Exploring the social transformation of human variation. Charles C. Thomas.
Individuals with Disabilities Education Improvement Act of 2004. Public Law 108-446. U.S. Code. 20 2004. § 1400 et seq. (2004). https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1400
Iwanaga, K., Chan, F., Tansey, T. N., Hoyt, W. T., & Berven, N. L. (2021). Evaluation of constructs based on self-determination theory and self-efficacy theory as predictors of vocational rehabilitation engagement for people with physical and sensory disabilities. Rehabilitation Counseling Bulletin, 64(3), 131–144. https://doi.org/10.1177/0034355220942301
Jones, S. R. (1996). Toward inclusive theory. NASPA Journal, 33(4), 347–354. https://doi.org/10.1080/00220973.1996.11072421
Lee, C. E., Day, T. L., Carter, E. W., & Taylor, J. L. (2021). Examining growth among college students with intellectual and developmental disability: A longitudinal study. Behavior Modification, 45(2), 324–348. https://doi.org/10.1177/0145445520982968
Lepofsky, D. (2020). Ontario’s human rights tribunal bungles the school boards’ human rights duty to accommodate students with disabilities - J.F. v. Waterloo Catholic district school board - An erroneous rejection of a student’s request to bring his autism service dog to school. National Journal of Constitutional Law, 40(1), 37–66.
Love, B. L. (2019) We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
Mazzotti, V. L., Kelley, K. R., & Coco, C. M. (2015). Effects of self-directed summary of performance on postsecondary education students' participation in person-centered planning meetings. Journal of Special Education, 48(4), 243-255. https://doi.org/10.1177/0022466913483575
Naraian, S., & Amrhein, B. (2020). Learning to read ‘inclusion’ divergently: Enacting a transnational approach to inclusive education. International Journal of Inclusive Education, 1–20. https://doi.org/10.1080/13603116.2020.1807624
National Resource Center for Supported Decision-Making. (2014). Guardianship and Alternatives for Decision-Making Support. http://supporteddecisionmaking.org/legal-resource/guardianship-and-alternatives-decision-making-support
Office of Disability Rights. (2014). Person-First Language: Usage Guidelines. https://odr.dc.gov/page/people-first-language
Oliver, M. (2013). The social model of disability: Thirty years on. Disability & Society, 28(7), 1024-1026. https://doi.org/10.1080/09687599.2013.818773
Perske, R. (1972). The dignity of risk and the mentally retarded. Mental Retardation, 10(1), 24-27. https://psycnet.apa.org/record/1972-23551-001
Ramos, M. R., Bennett, M. R., Massey, D. S., Hewstone, M.. (2019). Humans adapt to social diversity over time. Proceedings of the National Academy of Sciences, 116(25) 12244-12249. https://doi.org/10.1073/pnas.1818884116
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Scotch, R., & Schriner, K. (1997). Disability as human variation: Implications for policy. The Annals of the American Academy of Political and Social Science, 549(1), 148-159. https://doi.org/10.1177/0002716297549001011
Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 394. Code 29 U.S.C. § 701 et seq. (1973). https://www.dol.gov/agencies/oasam/centers-offices/civil-rights-center/statutes/section-504-rehabilitation-act-of-1973
Scheurich, J. & McKenzie, K. (2005). Foucault’s methodologies: Archaeology and Genealogy. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 841-868). Thousand Oaks, Sage.
Valenzuela, A. (2017 [2005]). Subtractive schooling, caring relations, and social capital in the schooling of U.S.-Mexican youth. In D. Flinders & S. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 267-278). Routledge.
Vazquez, L. M., Khanlou, N., Davidson, D., & Aidarus, F. (2019). Strategies to promote the inclusion of young adults with developmental disabilities in community-based health studies. Qualitative Health Research, 29(7), 958–971. https://doi.org/10.1177/1049732318808249
Vornholt, K., Uitdewilligen, S., van Ruitenbeek, G., & Zijlstra, F. (2021). The development and validation of the workplace acceptance scale: Evidence from a sample of workers with disabilities. Journal of Vocational Rehabilitation, 54(2), 135–149. https://doi.org/10.3233/jvr-201125
Weinberg, A., Ethridge, P., Pegg, S., Freeman, C., Kujawa, A., & Dirks, M. A. (2021). Neural responses to social acceptance predict behavioral adjustments following peer feedback in the context of a real‐time social interaction task. Psychophysiology, 58(3), 1–15. https://doi.org/10.1111/psyp.13748
Wendell, S. (1996).The social construction of disability. In The rejected body: Feminist philosophical reflections on disability (pp. 35-56). Routledge.
Wistow, G., Perkins, M., Knapp, M., Bauer, A., & Bonin, E.-M. (2016). Circles of support and personalization. Journal of Intellectual Disabilities, 20(2), 194–207. https://doi.org/10.1177/1744629516637997
Wong, A. (Ed.). (2020). Disability visibility: First-person stories from the twenty-first century. Vintage Books.
Zhu, X., Law, K. S., Sun, C. (T.), & Yang, D. (2019). Thriving of employees with disabilities: The roles of job self‐efficacy, inclusion, and team‐learning climate. Human Resource Management, 58(1), 21–34. https://doi.org/10.1002/hrm.21920
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Apr 4, 2026
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Research Articles and Essays
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Author Biography
Laura N. Sarchet, Niagara University
Laura N. Sarchet, Ph.D., is an Assistant Professor of Special Education at Niagara University in Lewiston, NY, U.S. She is an autistic self-advocate and former special education teacher who uses her experiences to raise awareness about autism and disability through research and practice.