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Exploring a Disability Justice Generation With Youth-Authored Disability Texts.

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Title: Exploring a Disability Justice Generation With Youth-Authored Disability Texts.
Authors: Mueller, Carlyn (AUTHOR), Sarkar, Tanushree (AUTHOR)
Source: Exceptional Children. Jul2026, Vol. 92 Issue 4, p524-543. 20p.
Subjects: Curriculum, Narratives, Intersectionality, Educational equalization, Ableism, Inclusion (Disability rights), Young adult fiction, People with disabilities
Abstract: Literary works authored by youth with disabilities provide insightful perspectives on their lived experiences, understanding of disability community, and processes of disability identity development. In this paper, we respond to the question raised by Erevelles et al. (2019) , "What would curriculum studies look like if disabled people re-imagined the curriculum?" (p. 358) by examining literature written by disabled youth. We propose the existence of a disability justice generation whose perspectives are crucial to consider with the K–12 curriculum, particularly to extend existing notions of justice within education. Nine texts written by disabled youth about their lived experiences were analyzed to learn about their perceptions of disability and disability identity. The texts were analyzed using a disability justice framework. Results indicated that texts highlight the importance of the disability community and meaning-making related to disability identity. Intersectionality and the interdependence of their relationships with their peers with disabilities, educators, and families were important themes across the texts. Results highlight the rich and meaningful experiences of disabled youth, and we consider what stories of and by disabled youth can offer to curricula. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Exploring a Disability Justice Generation With Youth-Authored Disability Texts.
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  Data: <searchLink fieldCode="AR" term="%22Mueller%2C+Carlyn%22">Mueller, Carlyn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sarkar%2C+Tanushree%22">Sarkar, Tanushree</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Jul2026, Vol. 92 Issue 4, p524-543. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Narratives%22">Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Intersectionality%22">Intersectionality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Ableism%22">Ableism</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink><br /><searchLink fieldCode="DE" term="%22Young+adult+fiction%22">Young adult fiction</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+disabilities%22">People with disabilities</searchLink>
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  Data: Literary works authored by youth with disabilities provide insightful perspectives on their lived experiences, understanding of disability community, and processes of disability identity development. In this paper, we respond to the question raised by Erevelles et al. (2019) , "What would curriculum studies look like if disabled people re-imagined the curriculum?" (p. 358) by examining literature written by disabled youth. We propose the existence of a disability justice generation whose perspectives are crucial to consider with the K–12 curriculum, particularly to extend existing notions of justice within education. Nine texts written by disabled youth about their lived experiences were analyzed to learn about their perceptions of disability and disability identity. The texts were analyzed using a disability justice framework. Results indicated that texts highlight the importance of the disability community and meaning-making related to disability identity. Intersectionality and the interdependence of their relationships with their peers with disabilities, educators, and families were important themes across the texts. Results highlight the rich and meaningful experiences of disabled youth, and we consider what stories of and by disabled youth can offer to curricula. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00144029251386280
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      – Code: eng
        Text: English
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        PageCount: 20
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      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Narratives
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      – SubjectFull: Intersectionality
        Type: general
      – SubjectFull: Educational equalization
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      – SubjectFull: Ableism
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      – SubjectFull: Inclusion (Disability rights)
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      – SubjectFull: Young adult fiction
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      – SubjectFull: People with disabilities
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              Text: Jul2026
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              Y: 2026
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