The present qualitative interview study explored disability identity development, a unique aspect of identity, and its relationship to school and special education. Adults with disabilities (n = 9) reflected on their schooling experiences in special education through a life history interview and semi-structured interview about their schooling experiences. The participants identified a lack of disability representation in curriculum, lack of connections to disability community, and lack of teachers and school community members as important factors to their sense of disconnection from disability identity and distancing themselves from their disability label during school. This study suggests the power and potential of special education to develop disability community and identity in students with disabilities. Implications for future research and practice are discussed.

本定性访谈研究探讨了残疾身份发展，身份的独特方面及其与学校和特殊教育的关系。残障人士（n= 9）通过生活史访谈和关于他们的学习经历的半结构化访谈来反映他们在特殊教育中的学习经历。参与者认为，课程中缺乏残疾代表，与残疾社区的联系缺乏以及教师和学校社区成员的缺乏，是他们在学习期间与残疾身份的脱节以及与残疾标签之间的距离疏远的重要因素。这项研究表明特殊教育在残疾学生中发展残疾社区和身份的能力和潜力。讨论了对未来研究和实践的影响。