Scot Danforth is a well-known scholar working in the fields of disability studies in education and inclusive education. He is author or editor of over seventy publications, including ten books. His scholarship examines political and ethical issues involving disabled young people and schooling. His goal is to foster the development of democratic schools and communities that are accepting, supportive, and caring to all persons.
Professor Danforth’s scholarship is inter- and multi-disciplinary, engaging the disciplines of philosophy, history, sociology, anthropology, and education. His publications reach a wide variety of audiences, including public school teachers, parents, policymakers, and researchers in numerous fields of study.
He was co-founder of the Disability Studies in Education Special Interest Group of the American Education Research Association. He is co-editor of two book series with Peter Lang Publishing, (1) Disability Studies in Education, and (2) Inclusive Education and Teacher Education. For six years, he served as co-editor of Disability Studies Quarterly, the official journal of the Society of Disability Studies. He received the Senior Scholar award at the 2014 Second City Disability Studies in Education conference. Prior to becoming a university researcher and instructor, Professor Danforth was a special education teacher for six years in Virginia, North Carolina, and Florida.
Selected Recent Publications:
(Some of these publications are available at https://chapman.academia.edu/ScotDanforth)
Jones, P. & Danforth, S. (eds.; in press) Foundations of inclusive education. Bingley, England: Emerald Publishing.
Danforth, S. (2014) Becoming a great inclusive educator. New York: Peter Lang Publishing.
Danforth, S. (2009) The incomplete child: An intellectual history of learning disabilities. New York: Peter Lang Publishing.
Gabel, S. & Danforth, S. (eds.) (2008) Disability and the politics of education: An international reader. New York: Peter Lang Publishing.
Danforth, S. & Gabel, S. (eds.) (2007) Vital questions facing disability studies in education. New York: Peter Lang Publishing.
Tiboris, M. & Danforth, S. (in press) Learning to occupy yourself: The substantive content of educating for autonomy. Social Theory and Practice.
Danforth, S. (2015, in press) Social justice and technocracy: Tracing the narratives of inclusive education in the United States. Discourse: Studies in the Cultural Politics of Education.
Danforth, S. & Naraian, S. (2015) This new field of inclusive education: Beginning a dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53, 1, 70-85.
Danforth, S. (2011) The actuarial turn in the science of learning disabilities. Learning Disability Quarterly, 34, 2, 123-136.
Danforth, S. (2011) Romantic agrarianism and movement education in the United States: Examining the discursive politics of learning disability science. Educational Philosophy and Theory, 43, 6, 636-651.
Danforth, S. (2008) Contributions of John Dewey to an educational philosophy of intellectual disability. Educational Theory, 58, 1, 45-62.