Editing Disability segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
2001<br>
United States
===== Definition ===== 

Disability segregation refers to the separation or isolation of individuals with disabilities from the rest of society, either intentionally or unintentionally. This separation can occur in various aspects of life, such as education, employment, housing, and social activities.

Historically, disability segregation has been prevalent due to the prevailing view that people with disabilities are limited in their abilities and should be kept separate from the general population. This mindset has led to the establishment of separate schools, institutions, and facilities specifically for individuals with disabilities.

However, disability segregation has been widely criticized as it perpetuates stereotypes, stigmatization, and limited opportunities for individuals with disabilities. It often leads to their exclusion from mainstream society and denies them equal access to education, employment, and community participation.

In recent years, efforts have been made to promote inclusion and integration of individuals with disabilities into mainstream society. Disability rights activists advocate for inclusive education, accessible infrastructure, and equal employment opportunities. Governments and organizations are also working to eliminate physical, social, and attitudinal barriers that contribute to disability segregation.

The goal is to create an inclusive society where individuals with disabilities are fully accepted, valued, and able to participate in all aspects of life on an equal basis with others. This requires a shift from a segregated mindset to one that embraces diversity and recognizes the rights and abilities of all individuals, regardless of their disabilities.
==See also== 
==References== 
==Notes== 
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==Disability segregation appears in the following literature== 

Kliewer C., Fitzgerald L.M. (2001). Disability, schooling, and the artifacts of colonialism. ''Teachers College Record'', ''103''(3), 450-470. https://doi.org/10.1111/0161-4681.00122

Muhamedrahimov R.J., Arintcina I.A., Solodunova M.Y., Anikina V.O., Vasilyeva M.J., Chernego D.I., Tsvetkova L.A., Grigorenko E.L. (2016). Structural characteristics of the institutional environment for young children. ''Psychology in Russia: State of the Art'', ''9''(3), 103-112. Russsian Psychological Society.https://doi.org/10.11621/pir.2016.0307

Countryman V. (2019). Private discrimination on the basis of race, sex, age, and disability. ''The William O. Douglas Inquiry into the State of Individual Freedom'', 175-202. Taylor and Francis.https://doi.org/10.4324/9780367274535-9

Parekh G., Brown R.S. (2019). Changing Lanes: The Relationship Between Special Education Placement and Students’ Academic Futures. ''Educational Policy'', ''33''(1), 111-135. SAGE Publications Inc..https://doi.org/10.1177/0895904818812772

Shandra C.L. (202). Disability Segregation in Volunteer Work. ''Sociological Perspectives'', ''63''(1), 112-134. SAGE Publications Inc..https://doi.org/10.1177/0731121419842133