The discipline of special education usually focuses on ”special” curriculum design or on adjustments that can be made to accommodate the ”special needs” of students with disabilities. Sociological analysis provides an alternative perspective on the historical construction and social meaning of disabilities. This paper reviews the literature pertaining to sociological analysis of special education. The purposes of this paper are: (1) to introduce sociology of disability and disability studies; (2) to examine critically the historical progress of special education; (3) to analyze the interrelations between inequality and special education; (4) to explore the impacts of labeling and stigma on students with disabilities; and (5) to discuss multiculturalism and the theoretical bases of current reforms in special education, such as inclusion education and universal design.