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Democratizing Disability Inquiry

University of Northern Iowa

Douglas Biklen

Syracuse University

The advent of the disability rights movement poses what some suggest to be a conundrum for disability researchers concerned with issues of community and education services, supports, and policy: Have we, in fact, now entered a brave new world of policy decisions based not on detached science but on the impulsive desires of a decidedly ideological collective? In response, we offer an analysis of two related policy debates, deinstitutionalization and school inclusion. We then apply lessons derived from both controversies to suggest a framework of participatory democracy for proceeding with inquiry at a time when people with disabilities are demanding that their voices be heard in research and policy discussions. This charge to mandate or demand is arising on a multitude of contested fronts, including debates over the use of aversives, access to literacy instruction, and—quite prominently—access to facilitated communication training.

Journal of Disability Policy Studies, Vol. 10, No. 2, 186-206 (2000)
DOI: 10.1177/104420730001000204


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