Dr. Susan L. Gabel
Professor, Director, Doctoral Program in Education
- Oral Roberts University, Bachelor of Arts
Wayne State University, Master of Arts in Reading
Michigan State University, Ph.D.
- Susan L. Gabel earned her doctorate in Curriculum, Teaching, and Educational Policy & Social Analysis from Michigan State University in 1997. She is known internationally for her work in Disability Studies in Education. Susan’s areas of research include: global issues in disability studies, intellectual and developmental disability, and access and equity in postsecondary education. She is the co-editor of a book series with Peter Lang Publishers. Her articles have appeared in numerous peer reviewed journals and she has edited several books. Her current research focuses on access and equity to higher education for disabled students in the US and Flanders, the Flemish speaking part of Belgium. With colleagues in Flanders, she is completing an action research study that explores the meaning of accessibility for people with intellectual disability, particularly as it applies to higher education, community inclusion, and political life. Her most recent article, “Discourse and the containment of disability in postsecondary education” (in review), illustrates the ways in which institutional culture attenuates the impact of disability on policy and practice. In addition to her scholarly activities, Susan has taught courses in disability studies, contemporary curriculum theory, inclusive education, global issues in education, and critical policy analysis.
Van Hove, G., Gabel, S. L., Roets, G., Loots, G., Van Loon, J., & Devlieger, P. (in press). Resistance and resilience in a life full of professionals and labels: Narrative snapshots of Chris. Intellectual and Developmental Disability.
Connor, D. J., & Gabel, S. L. (in press). “Cripping” the curriculum through academic activism: Working toward increasing global exchanges to reframe (dis)ability and education. Equity, Excellence, and Education.
Curcic, S., Gabel, S., Zeitlin, V. Cribaro, S., & Glarner, C. (2011). Policy and
challenges of building schools as inclusive communities. International Journal of Inclusive Education, 15(1), 117-133.
Gabel, S. L. (2010). A disability studies framework for policy activism in postsecondary education. Journal of Postsecondary Education and Disability, 23(1), 63-71.
Valle, J. W., & Gabel, S. L. (2010). The sirens of normative mythology: Mother narratives of engagement and resistance. In C. Dudley-Marling, pp. 187-204, Critique of the normal curve. (New York: Peter Lang.)
Gabel, S. L., Curcic, S., Powell, J., Khader, K., Albee, L. (2009). Migration and ethnic disproportionality in special education: An exploratory study. Disability and Society, 24(5), 625-640.
Connor, D. J., Gabel, S. L., Gallagher, D. J., Morton, M. (2009). Disability studies and inclusive education: Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5), 441-457.
Gabel, S. L., and Connor, D. (2009). Theorizing disability: Implications and applications for social justice in education. In W. Ayers, T. Quinn, & D. Stovall (Eds), The handbook of social justice in education. Mahwah: Lawrence Erlbaum.
Gabel, S. L., & Danforth, S. (2008). Disability and the politics of education: An international reader. New York: Peter Lang.
Gabel, S. L. (2007). Applying disability theory in education: NIDRRs “new paradigm of disability” as a cautionary tale. In S. Danforth & S. L. Gabel (Eds.) Vital questions for disability studies in education (pp. 179-200). New York: Peter Lang.
Gabel, S. L. (2005). Disability studies in education: Readings in theory and method. New York: Peter Lang.
Gabel, S. L., and Peters, S. (2004). Presage of a new paradigm: Beyond the social model of disability toward resistance theories of disability. Disability and Society 19, 571-596.