» Dr. Scot Danforth
Professor, Assistant Dean of Research

Attallah College of Educational Studies
Dr. Scot Danforth
Email:
Education
The College of William and Mary, Bachelor of Arts
University of North Carolina at Chapel Hill, Master of Education
University of South Florida, Ph.D.
Biography

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.

Recent Creative, Scholarly Work and Publications
Danforth, S. (2017) Becoming a great inclusive educator (2nd Edition). New York: Peter Lang Publishing.
Taff, S. D. & Danforth, S. (2016) Dewey and philosophy of disability. In Peters, M. A. Encyclopedia of Educational Philosophy and Theory. New York: Springer Meteor.
Danforth, S. & Gabel, S. (eds) (2016) Vital questions facing disability studies in education (2nd Edition). New York: Peter Lang Publishing.
Tiboris, M. & Danforth, S. (2016) Learning to occupy yourself: The substantive content of educating for autonomy. Social Theory and Practice, 42, 3, 636-654.
Danforth, S. (2015) Foreword: Disability studies in education and the sociological imagination (pp. xi-xvi). In Connor, D., Valle, J., & Hale, C. Practicing disability studies in education: Acting toward social change. New York: Peter Lang.
Danforth, S. (2015) Under the mentorship of John Dewey: Democratic lessons for inclusive education. In Jones, P. & Danforth, S. (eds) Foundations of inclusive education research. Bingley, England: Emerald Publishing.
Danforth, S. & Jones, P. (2015) From special education to integration to genuine inclusion. In Jones, P. & Danforth, S. (eds) Foundations of inclusive education research. Bingley, England: Emerald Publishing.
Jones, P. & Danforth, S. (eds) (2015) Foundations of inclusive education research. Bingley, England: Emerald Publishing.
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. (2015) Social justice and technocracy: Tracing the narratives of inclusive education in the United States. Discourse: Studies in the Cultural Politics of Education, 1-18.
Danforth, S. (2014) Becoming a great inclusive educator. New York: Peter Lang Publishing.
Danforth, S. & Ressa, T. (2014) Treating the incomplete child: How the science of learning disabilities was built for exclusion. In Kanter, A. & Ferri, B. A. (eds.) Righting educational wrongs: Disability studies in law and education. Syracuse, NY: Syracuse University Press.
Danforth, S. (2014) Technocracy and inclusive education in the United States (pp. 145-160). In Kiuppis, F. & Haustatter, R. S. (eds) Inclusive education twenty years after Salamanca. New York: Peter Lang.
Danforth, S. (2012) Romantic agrarianism and movement education in the United States: Examining the discursive politics of learning disability science (pp. 85-100) In Cole, D. R. & Graham, L. (Eds.) Power In/Of Language. Malden, MA: John Wiley and Sons.
Kim, T. & Danforth, S. (2012) Non-authoritative approach to supervision of student teachers: Cooperating teachers’ conceptual metaphors. Journal of Education for Teaching, 38, 1, 67-82.