placement or other IEP decisions. Lastly, a student with disabilities should be able to participate or experience nonacademic services and extracurricular activities, like P.E., transportation, and groups or clubs sponsored by the school. 2. What are criticisms of the medical model of disability in education? Using the medical model of disability in education is heavily criticized by DSE scholars. The medical model of disability assumes that someone's disability limits their autonomy and therefore needs to be fixed/cured. In education, it is the responsibility of the student to work hard to fix/cure their disability and not society's responsibility to remove barriers. Although it is the responsibility of the student to work towards "normalcy", they are not the authority. The professionals take the authoritative role over the caregivers/student and if the professionals believe that they cannot be "fixed", it may lead to social and/or educational exclusion. Exclusion is a consequence of the medical model because it emphasizes the "sick role" that perpetuates stigmatizing attitudes towards students with disabilities. In actuality, these same attitudes are misguided because many learning disabilities are not caused by biological factors and most do not need constant medical services. 3. What counts as research and inquiry? DSE scholars challenge research methodologies that serve to objectify, marginalize, and oppress disabled people. They promote research that is created by and accountable to disabled people, rather than portraying them as subjects. They recognize the value of interdisciplinary approaches within and outside the educational field and promote interaction among researchers from a variety of disciplinary perspectives. Research on DSE depends on who is telling their story, and who is being recorded in the research. The research is not intended to exclude some voices of the disability community, but to amplify all voices to share their stories. Research in DSE holds power because it can be used as a tool for others in society who deserve equity, inclusion, and dignity. In DSE research there is no evidence to claim the research is scientific. Most of the research is made up of beliefs and assumptions. This is because researches are not free from theory free observation, thus causing observations to be influenced. Scientific research procedures can objectify people with disabilities because they are looked at as subjects instead of people. 4. What is inclusion and who is included? A DSE perspective foregrounds the interests and voices of disabled students in their education. DSE scholars