Debates about cultural participation of persons with disabilities within legal and socio-legal scholarship and within disability studies tend to remain disconnected. This article brings legal analysis and other academic disciplines into a critical dialogue. It sheds light on how the right to cultural participation is understood from the bottom up, building on a study carried out across Europe. Participants in this study perceived opportunities to participate in, and to contribute to, arts and culture in ways that are consistent with the human rights approach to disability as expressed in the UN Convention on the Rights of Persons with Disabilities, and as central to the concept of inclusive equality. Cultural participation was also understood as intrinsic to the humanity of all people, as vital to inclusion in mainstream life, as capable of communicating experiences or identities not otherwise represented, and as potentially transformative of art-forms and ultimately, of society.

The leading models of disability struggle to fully encompass all aspects of “disability.” This difficulty arises, the author argues, because the models fundamentally misunderstand the nature of disability. Current theoretical approaches to disability can be understood as “nounal,” in that they understand disability as a thing that is caused or embodied. In contrast, this paper presents an adverbial perspective on disability, which shows that disability is experienced as a personally irremediable impediment to daily-living tasks or goals-like-ours. The picture theory of disability technically constitutes a species of relational approach because its analysis references the interplay between an individual and their environment; it differs from other relational accounts, however, by interpreting disability as a certain kind of negative experience—rather than a function of that relationship. This purely descriptive theory makes no normative claims about disability and operates as both a mechanism for the evaluation of the experience of disability and a heuristic device for the proper interpretation of disability. When disability is reframed in this way, the theory offers a particularist perspective which shows if, when, where, and how disability is experienced.

Like many modernist engagements with the theme of outsider identity, Alexander Zemlinsky's 1921 opera Der Zwerg (The Dwarf) finds its dramatic nexus in the disabled body. In opera, such bodies are not only (historically) texted but also (presently) performed, with modern stagings offering a form of mediation between the historical and contemporary. With reference to two productions of Der Zwerg, this article unpicks aspects of the representation and performance of disability on the operatic stage. I first explore disability's simultaneous exaggeration and disappearance as a result of the problematic practice of ‘disability mimicry’. The effects of this practice and its proximity to issues of authenticity and embodiment are only made more tangible in the context of live performance, where attempts to embody disability's physicality are often sensationalised and unconvincing at best. However, disability can be, and is, represented in myriad ways. While disability mimicry can engender modes of perceiving disability from a voyeuristic perspective, these productions in fact make use of processes of ‘enfreakment’ to present disability through modes of theatrical production and aesthetic choice. This raises pertinent questions about why and by what means the disabled body is mobilised (or not) on the operatic stage, highlighting, moreover, disability's tendency to indicate meaning in registers beyond the body.

Studies on the development of social policies have provided us with a rich body of knowledge. However, being based mostly on class, gender or racial analysis, this body of work has seldom used disability as an analytical framework. This article proposes a systematic research agenda for addressing this lacuna. Drawing on the political and institutional approaches, this article illustrates how mainstream theories on social policy development cannot be assumed applicable to disability policies ‘as is’. To apply them effectively, we argue, students of social policy need to rework them in light of the insights of disability studies. Such conceptual work would involve closer attention to the uniqueness of disability as a socio-political category. Integrating these social policy theories with disability studies will allow us to better identify the unique political and institutional factors behind the trajectories of disability related policy. We conclude this discussion with suggestions for future research.

Middle grades education has been the object of efforts to remediate US education to address an array of social problems. Districts have sought out K-8 models to create smaller learning communities, require fewer school transitions, and allow sustained student connections. This paper offers a historical analysis of K-8 schools, drawing on statistical and spatial methods and a DisCrit intersectional lens to illustrate how creating K-8 schools produced enclaves of privilege in one urban school district. K-8 schools in our target district became whiter and wealthier than district averages. Students with disabilities attending K-8 schools tended to be placed in more inclusive classrooms, where they were more likely to be integrated alongside nondisabled peers than counterparts attending traditional middle schools. We consider how the configuration of K-8 schools, which could be considered an administrative decision to better serve students, has obscured interworkings of power and privilege.

Ancient Greece is well known for its many temples and sanctuaries, including several dedicated to healing and associated cults. Informed by disability studies, this article analyses the architecture of public spaces and facilities, alongside epigraphic, iconographic and literary evidence, to argue that the ancient Greeks sought to ensure the accessibility of healing sanctuaries. Even without a framework of civil rights as we understand them today, the builders of these sites made architectural choices that enabled individuals with impaired mobility to access these spaces. It is hoped that this research may stimulate further investigations into accessibility at other sites in the Classical world and beyond.

In its concluding observations for Cyprus, the UN Convention on the Rights of Persons with Disabilities (CRPD) Committee stated that it ‘is concerned about the insufficiency of legal provisions and accessible mechanisms to detect, report, prevent and combat all forms of violence’.1 This paper focuses on the independent monitoring obligation Article 16(3) CRPD places on states parties, and discusses the implications of the insufficient implementation of Article 16(3) as it affects adults with intellectual disabilities in Cyprus. It examines the existing monitoring frameworks, explains why they do not meet with Article 16(3) CRPD requirements and explores the relationship of the national human rights institutions (NHRIs) with Article 16(3). This paper enables understanding as to how, despite pre-existing monitoring frameworks in place, no independent monitoring action has been taken since the ratification of the CRPD. It argues that there is an immediate need for measures to achieve the implementation of Article 16(3) and makes recommendations for Cyprus and other states parties.

This article discusses recent academic and theoretical approaches to disability in Italy, situating them in relation to Anglo-American disability studies as well as within the Italian academic context, and sketches out the contours of an emergent Italian disability studies. The discussion centres on three terms that have emerged recently in Italy: superabilità (implying both ‘ability to overcome’ and ‘exceptional ability’); diversabilità (being ‘differently abled’); and transabilità (the desire for, or identification with, a disabled body by a non-disabled subject). The article considers the role of narrative in each of these categories, as well as the way that each deals with the question of limits. While discourses in each category construct or confirm a strong disabled identity, the article argues that transabilità might also be understood as the transcendence of identity on the basis of ability. This alternative understanding puts pressure on the question of identity itself and challenges the very need for narrative (re)construction.

Despite a grim history of marginalisation and oppression of people with disabilities, Italy has been praised for its early de-institutionalisation and attempts to adopt a more inclusive educational approach. Do recent Italian films provide evidence that these approaches have made a difference to how disability is made visible on film, or is it still depicted largely as an individual or family affair rather than a societal or political issue? Over the last decades, numerous scholars in disability studies have argued that cinema is an important location for understanding the formation of ideas about disability and have analysed the representation of people with disabilities in film, particularly in mainstream cinema. Moving from a focus on stereotypes and the description of ‘positive’ and ‘negative’ portrayals of disability, more recent scholarship examines filmic images of people with impairments in the light of a conception of disability termed by Snyder and Mitchell a ‘constructed social space’. Yet this extensive body of work has had limited impact in Italy in disability studies and film studies. This article applies it to some contemporary Italian films, considering the ways in which they represent disability and focusing in particular on Andrea Molaioli's La ragazza del lago (2007).