Conceptions of Disability: Toward a Sociopolitical Orientation to Disability for Art Education

People experiencing disabilities are gaining recognition as members of a minority group deserving equal protection under the law. With this recognition comes a changing perception of disability as a condition not inherent in people, but characteristic of the potential impact of human-made environments on people. This article explores a sociopolitical theory upon which this shift is founded. The evolution of this shift in art education is explored. Recommendations for art education research and practice with a sociopolitical orientation to disability are discussed.