the late 1990s, DSE became more popular in Europe, Australia, and New Zealand. Some recognize the expansion and formalization of Disability Studies in education were caused by a small international conference funded by the Spencer Foundation and hosted by Linda Ware. This 1999 conference challenged the way the current ideology had decreased inclusive education and criticized the special education system. Also in 1999, Scot Danforth submitted a proposal titled Ways of Constructing Lives and Disabilities: The Case for Open Inquiry to the national conference of The Association for Persons With Severe Handicaps (TASH). This led to questions being asked about why research is important and then the expansion of what is considered legitimate research in special education journals, conferences, etc. It also led to new ways that ideate a different way of educating students with disabilities. Susan Gabel and Linda Ware insisted on affiliating special education with the academic discipline, Disability Studies. From there, Disability Studies in education strengthened as its own discipline. Foundations DSE scholarship is based on a social conception of disability that identifies barriers, attitudes, and actions that serve to systematically exclude individuals with disabilities society. These may include lack of resources for students and knowledge on how to effectively teach individuals with disabilities. It is a reaction to the dominant medical model of disability which positions people with disabilities as having limitations outside of the "normal" or typical boundaries that require remediation and intervention. Examples of the medical model may look like professionals in an individualized education plan (IEP) being the authority. Their goal is to fix the disability or "normalize" the individual. DSE has its origins in sociological theories of deviance, social stigma and labeling theory as social construction. By 1970, there emerged critiques of labeling in special education, now referred to as ableism. Ableism is combated in schools through educators recognizing and challenging the idea of normalcy, as well as integrating individualizing programs that both recognize disability while creating learning opportunities in order to foster participation in the classroom with peers. Castrodale states that there is a need to examine curriculum and pedagogy that reinforce sanist and ableist norms for Mad and disabled persons through pedagogical innovation and affirming approaches to teaching and learning of disabled subjects - drawing on the knowledges of disabled persons themselves to transform education. The social model of disability positions physical, intellectual, psychological, sensory, and emotional variations as natural