 Critical disability theory challenges the normative assumptions, focus, and direction of more traditional disability studies. This more traditional disability studies is an interdisciplinary field with origins in the promotion of the social model of disability (Mollow 2017: 340; see the entry on  disability: definitions, models, experience).  Disability studies largely focuses on achieving political inclusion for disabled people. To that end, work done under the auspices of disability studies often uses the language of civil rights, minority politics, and liberal justice frameworks. Simi Linton describes disability studies as both a pedagogical effort—a “remedial endeavor, redressing the sins of omission and commission in the canon”—and as a necessarily political effort focused on the “epistemology of inclusion and integration” (1998: 525–526). Linton cautions that there is a tendency within some academic fields, notably those in the health professions, to refer to themselves as “disability studies” by virtue of taking disabled people as objects of study (1998: 526). Yet, this is inaccurate, as disability studies takes the opposite approach, seeking leadership by disabled people and investigation into social circumstances. Along similar lines, it is important to notice that the language of disability studies has been coopted, for example, by “rehabilitation and special education departments” that remain tied to the medical model and are not “rewriting the script” when it comes to disability (Meekosha &amp; Shuttleworth 2009: 49). Disability studies, working in tandem with the disability rights movement, shifts the focus from the medical model and correlational intervention on disabled people to increase “fit” in society to the “rigidity, faultiness, deficits, and pathological structures” in society itself (Linton 2005: 518). For example, Linton writes, 