Abstract
With the substantial amount of critical research done on disability and disability culture, a crisis still remains in the education community and society as a whole, where children's differences are simplistically normalized and labeled as disabilities. This dissertation seeks to review all the current research in disability studies and critical disabilities including interdisciplinary cultural studies with a focus on coloniality to unpack what has been termed as disability and its simplistic normalizations. This study employs meta-analysis, critical discourse analysis and intertextuality to guide and inform the research in unpacking the crisis of the simplistic problematizing and normalization of differences as disabilities. This argument will be built from my literature review and respective themes that emerges out of my critical discourse analysis. This dissertation argues that the normalization crisis has occurred as a result of oppressive public schools environments and resultant behavioral reforms that have perpetuated children's differences into the very problems that schools are now simplistically problematizing and labeling as disabilities..