Intellectual disability may appear to many as a barrier to participation in or the production of educational research. Indeed, a common perception of individuals seen as having cognitive impairments, and especially those with minimal or no verbal communication, is that they are incapable of the reasoning or lack the deliberative capacities necessary to participate in research or policy-influencing decision making. In this essay, Ashley Taylor dismantles these assumptions, challenging both the view of intellectual disability on which they rest and the view of epistemic competence they imply. Taylor shows how the absence or exclusion of people with intellectual disabilities labels from dominant knowledge-making institutions and arenas, including within educational research, amounts to injustice and results in their tacit or overt exclusion from civic education and political membership.

中文翻译：

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知识公民？教育研究中的智力障碍和社会意义的产生

智力障碍在许多人看来可能是参与教育研究或进行教育研究的障碍。确实，对被认为具有认知障碍的人，特别是那些口头交流很少或没有言语障碍的人的普遍看法是，他们没有推理能力或缺乏参与研究或影响政策的决策所必需的审议能力。在这篇文章中，阿什利·泰勒（Ashley Taylor）打破了这些假设，挑战了他们所基于的智力残疾观点和所暗示的认知能力观点。泰勒（Taylor）展示了主要知识制定机构和领域（包括教育研究领域）如何将智障人士标签排除或排除在外，