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This chapter is based on compulsory school experiences of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and their parents in the educational context of Finland. Located in the theoretical framework of Disability Studies, the chapter aims to contribute to theory of inclusive education by initiating a new dialogue on conceptual foundations of inclusive schooling. In this regard, the chapter first deconstructs the concept of educational need that stems from the field of traditional special education as contradictory to the original ideals of inclusive education. It then moves on to reconstruct the concept of educational need in accordance with the foundational values of inclusion, that is celebration of human diversity and resistance to dichotomies of ab-/normality and dis-/ability and proposes an approach for future implementation of inclusive education.

The purpose of this paper is to unpack the tenuous relationship between medical sociology and disability studies, particularly as it relates to the work of Irving Zola.

Many attribute the division between these disciplines to their starkly different and oft competing approaches to disability; however, I argue that a closer examination reveals a number of commonalities between the two.

I use Irving K. Zola’s extensive body of scholarship to demonstrate the connections between these divergent approaches to disability, and imagine what his legacy has to offer to the advancement of a diverse sociology of disability.

Neither focus is more correct than the other, as considering these bodies of work together presents a number of opportunities to advance a more comprehensive sociological theory – not just of disability – but of ableism and its intersections with other forms of oppression as well.

X-Men is a movie franchise spanning 11 films centered on monsters and mutants (Braidotti, 1996), that is, the superheroes that appeared in the Marvel comics (Lauren Shuler Donner, 2000–2017). The franchise includes a rich compendium of male and female characters. Characters from both gender categories are gifted with powers and enjoy a remarkable focus from the plot. However, there are fewer female characters than male, and the former's powers are mainly related to the mind, rather than physical strength. If it is possible to immediately criticise the above-mentioned male focus, or the unequal distribution of powers, at the same time it is impossible to deny that both gender categories – male and female – reintroduce the gender binary that structures everyday reality in our current society (Butler, 2015). Such binary is a structural part of the cisgender and heteronormative system, inside which human beings carry out their existence. For these reasons, X-Men was interpreted by many transgender movements as a possible monstrous reclamation because it confers visibility to those bodies which are outside the norm (Preciado, 2020b) and it includes them in the context of a possible recognition as part of the cultural imaginary. This analysis, therefore, glimpses a possible liberation from the epistemological and material violence of the cisgender norm. This chapter will focus on the way in which the X-Men saga isn't faithful to a revolutionarily monstrous possibility, but rather carries out, through an apparatus of capture (Deleuze & Guattari, 2009), the reenactment of cis- and heteronormativity. In fact, those mutant and monstrous bodies represented here can be part of a highly popular franchise because they are part of the cisgender and heterosexual norm (Wittig, 1992) and because they put their monstrosity not outside the devices of power (Foucault, 2015), but at their service.