and therefore requires societal changes in the response to those variations. The problem therefore resides not within the individual with impairments, but in the attitudes toward and treatment of people with disabilities. A DSE perspective is grounded in the belief that a collective social response to disability has resulted in systematic inequality, marginalization, discrimination, and oppression. There is also the recognition that disability is both a form of individuation and group identification. Because individual identities are complex and intersect with other identity categories (i.e. race, gender, social class, sexual orientation), there are varied ways that individuals may identify themselves as disabled. DSE can be supported by laws that make discrimination against people with disabilities illegal (i.e. Section 504 of the Rehabilitation Act of 1973). Issues DSE is concerned with critical issues concerning the education of people identified as disabled. Central questions of concern to DSE scholars are: 1. What is an appropriate education for students with disabilities? DSE scholars promote academic activism in that they seek to counter the dominant discourse of the disabled student as deficient and abnormal. They criticize special education as an inadequate response to disability which seeks to remediate the individual in order for them to fit in with the norm. They promote a social justice perspective in which the purpose of education is to accept and care for all students. When putting a label on what is appropriate versus what is not can be hard to navigate without knowing the definition. An appropriate education for students with disabilities can be defined under the Individuals with Disabilities Education Act as Free Appropriate Public Education (FAPE). This includes education services that meet the individual's needs on the same level as non-disabled students. Keeping the needs of the child at the forefront of the educational plan is essential in creating an appropriate education. It also includes being in the least restrictive environment possible. Creating an appropriate education plan for students with disabilities, services should be designed in order to meet the individual's education needs while also not being physically excluded from a mainstream focus. This also mean that a student with disabilities should receive the same quality of education services as a non-disabled student would. There also needs to be periodic Individualized Education Program (IEP) meetings with the IEP team where reevaluation takes place. The parents or guardians have legal rights to be involved, review records, and challenge