Disability and Classical Education

"After two decades as a special education teacher, encountering Dr. Amy Richards’ writing on the nature of disability finally illuminated for me why I could not overcome the chronic obstacles that derailed my special education programs time and again. Her introduction of the concepts of telic attention and doxological classrooms will be life changing for the educator seeking to understand where we should begin in our approach to disabilities and education. It will spark rich conversations among colleagues seeking a beautiful path through this strange vocation we know and love." —Sarah Kwilinski, MAT, Director of Sundial Classical Farmstead

"With Disability and Classical Education, Amy Richards calls on us all in classical education (and arguably beyond) to take a hard but loving look at what we do, and at what it says about our belief in the purpose of a human life. In a way that is philosophical yet grounded, elevated yet accessible, we are shown that our commitment to educating any student is dependent on how we welcome students with learning and “being” differences to our classrooms. She welcomes us to a conversation that, should we engage it with vigor, may help us understand why we have struggled to make classical, liberal arts accessible to the full spectrum of humanity. It should go without saying that anyone who operates a classical school must read this book, but I would argue that everyone (classical or otherwise) engaged in educating children with disabilities would benefit from the expanded horizon that her ideas offer." —Tom Doebler, Senior National Director of Exceptional Student Services, Great Hearts Academies

"Amy Richards’ critique of the cult of normalcy is well-founded, as is her nudge towards a more holy and holistic curriculum and culture. Readers will see the light cast by the upside down Kingdom through the lens she offers. It’s a perspective that few understand. Learning differences and disabilities aren’t exceptions to be tolerated, they are voices crying in the wilderness to make way the Kingdom of God. As schools pursue a universal design, one where all students thrive, they will know what it truly means to be classical."—Leslie Collins, Head of School at Covenant Academy in Cypress, Texas

"Typically, those who write on disability have a personal reason to do so. Dr. Richards is an outlier in that regard, but that is her advantage. She is able to write without prejudice how our “models” of disability and legally mandated “inclusion” programs essentially violate the ends they are intended to fulfill. As a philosophical anthropologist, she has focused her work on the individual person and how they best thrive in classrooms where students aren’t seen as problems to solve, but where differences are anticipated and classrooms structured to receive their “strange vocation” as a gift that illuminates “the very crux of our common humanity.” Going far beyond philosophical theorizing, Dr. Richards also provides a sound vision for implementation of her ideas."
—Mark Bradford, Fellow for Persons with Intellectual and Developmental Disabilities, Word on Fire Institute