In this paper, we engage with a new theoretical lens to the field of education for youth with disabilities, crip technoscience, and offer three applications of what we describe as youth crip technoscience. Youth crip technoscience asserts that youth with disabilities are makers and co-creators of disability; that disability is a creative, cultural experience for youth beyond accommodation and intervention; and that school and classrooms paces can be designed to support crip futures and disability justice. Youth crip technoscience as a framework offers a unique approach to research, practice, and activism in educational research with disabled youth that values their ways of knowing, being, and doing and aims to co-create visions of disabled adulthood, disability identity, and disabled futures within and through curriculum, pedagogy, and assessment.
Mueller et al. (Mon,) studied this question.