Abstract

Scholarship on civic engagement and democratic culture has long emphasized dialogue, inclusion, and the recognition of marginalized voices, yet the legal and civic status of individuals with disabilities—particularly those with Down syndrome—remains insufficiently examined within this literature. This article addresses that gap by exploring how civic education and civic engagement, as supported by law at public universities, can better account for disability as a matter of democratic membership, dignity, and participation. Drawing on historical and contemporary analysis, the article examines the persistence and transformation of eugenic narratives supported by law as one underappreciated mechanism through which exclusion and devaluation continue to shape civic life. Historically, eugenic ideas influenced law, culture, and public policy by normalizing hierarchies based on health, appearance, and perceived ability. Contemporary forms of such reasoning, while often less explicit, continue to surface across legal and cultural divides, raising important questions for civic education and public deliberation. By situating disability within broader debates about civic inclusion, empathy, and democratic formation at institutions supported by law, this article argues for a more robust and balanced paradigm of civic engagement—one that critically confronts exclusionary narratives while affirming the civic agency, legal rights, and perspectives of individuals with disabilities, including those with Down syndrome and with respect to comprehensive considerations in prenatal contexts.

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