reject deficit models of disability and assume that all children have the right to equitable, full, and meaningful access to educational opportunities. At the same time, DSE scholars understand that special education ≠ inclusive education ≠ disability studies in education. When defining inclusion in the classroom, there is not a set definition. Rather, it is seen as more of a policy that has been created in the education realm for the integration of disabled and non-disabled children. When creating this outlook on inclusion, it was seen more as a teaching based approach rather than integrating disability into education. This teaching based approach can be supported by inclusive curriculum in which intersectionality is both taught and celebrated. Through understanding disabilities at the intersection of race, gender, sexuality, etc., students are likely to relate to the curriculum as well as feel represented, thus fostering a deeper understanding of what inclusivity means in terms of identity and disability. Inclusion was not something that was always accepted. There have been significant historical events that have helped create inclusive education environments. Some early attempts at creating an inclusive education stemmed from the United States Supreme Court decision Brown v. Board of Education in 1954, which prohibited racially segregated public education. While this ruling did not directly affect the disability community, it ruled segregation in schools as unconstitutional, making a start to the inclusion of all students in the classroom. Next was the Rehabilitation Act of 1973, more specifically Section 504, under which people with disabilities were now included in the United States civil rights. This allowed for accommodations that granted full participation and inclusion in schools. Section 504 forced schools to foster a more inclusive environment and made sure that students with disabilities were granted similar opportunities, benefits, and achievements as students with disabilities. Section 504 has a large impact on the education and inclusion of people with disabilities and continues to be followed. Conclusion DSE is one manifestation of the disability rights movement. Its roots are in the United States, but its effects may be felt globally. With the entry into force of the U.N. Convention on the Rights of Persons with Disabilities, issues underpinning DSE can extend to efforts to hold states accountable for failure to serve a range of disability communities. References Disability studies Education reform Education rights Disability rights Social constructionism