This volume brings the field of disability studies into conversation with the fields of law and education in order to interrogate disability-related policies and practices and their impacts on issues of educational access and inclusion for individuals with disabilities in the United States. The volume's 12 chapters are organized into sections that explore theoretical intersections between disability studies, law, and education and their implications for educational access; critically examine the intellectual history of how disability has been understood and how such understandings have been applied in educational policy and practice; and reflect on the ways in which individuals and families have experienced the Individuals with Disabilities in Education Act of 1998. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)