Disability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DS perspective while complying with the often incongruous and deeply entrenched policy and practice requirements in our schools. This book is ideal for current and future teachers seeking to create more just, equitable and inclusive schools.

Meghan Cosier, PhD, is Assistant Professor in the School of Education at Trinity Washington University. Her research focuses on inclusive education and teacher preparation. Dr. Cosier’s research has been published in journals such as Remedial and Special Education and Research and Practice for Persons with Severe Disabilities.
Christine Ashby, PhD, is Associate Professor in the School of Education at Syracuse University. Her teaching and research focus on inclusive education and inclusive teacher preparation. Dr. Ashby’s research has been published in journals including the International Journal of Inclusive Education and Disability and Society.