C. Kliewer's Schooling Children With Down Syndrome

The York Area Down Syndrome Association (YADSA) is an association that supports families whose children have Down Syndrome. YADSA has partnered with York College of Pennsylvania for an incredible event where I had to opportunity to work with a student with Down Syndrome over two events. I worked with Kira, she is a high school student that is shy at first, but quickly comes out of her shell. She is a silly and outgoing person, who loves cheerleading, science, and Disneyworld.

Down Syndrome, also known as trisomy 21, is a genetic disorder in which a baby is born with an extra chromosome. A baby is usually identified at birth through observation of a set of common physical characteristics. They include having slanted eyes, a pushed in face, and “Brushfield spots” [white/gray spots that appear in the iris of people with down syndrome]. In the 1930’s down syndrome was not treated very well, however many changes in the medical field has led to a better treatment of those who have this illness.

In the video “Inclusion, belonging, and the disability revolution” (TEDTalks, 2014), speaker Jennie Fenton opens with describing situations where people with disabilities are segregated and excluded from their communities, sent to live together away from society, or even treated as lesser humans. She then proceeds to introduce her family, including her six-year-old daughter that was diagnosed with cerebral palsy. Jennie admits to previously having negative or frightened thoughts about having a child with a disability, but with her “seven realizations,” she learned that her daughter was merely on a different path than others, but that no one should ever feel broken or not a whole person (TEDTalks, 2014). After she explains that there are roughly one billion people with a disability throughout the world, Jennie states that she believes in possibility over disability. If a person’s

Reading this book greatly affected the way I will interact with children with disabilities and their families. My current field placement is teaching art at a Middle School. Each class consists of students from 6th, 7th, and 8th grade, as well as students with special needs including giftedness. My cooperating teacher has taught me a great deal about differentiating lessons. Torey Hayden has showed me that it is not enough to differentiate lessons or plan adaptations for our students with exceptionalities. We truly have to look at them as a complete human being, and acknowledge the strengths and weaknesses of every student in our classroom. Because of this book, I have not been afraid to speak with Mark* who has downs syndrome, or Alicia who has a cognitive impairment and hearing problems. I have tried to get to know my students with exceptionalities as well as all of my students as individuals, and understand their backgrounds. In the future I will continue to treat each student as a unique person and get to know them and their families before passing judgment.

In order to fully serve all students within a classroom setting, it is helpful to consider the membership of each individual class member. The criteria used to consider a student’s membership or citizenship within a classroom community comes from the book, Schooling Children with Down Syndrome: Toward an Understanding of Possibility, written by Christopher Kliewer in 1998. “The four elements of citizenship (are): 1) a belief in one’s ability to think, 2) a belief in one’s individuality, 3) a belief in the reciprocity of the relationship, and 4) a shared social place.” (Rapp, p.129, 2012) The ultimate goal for each student is to achieve full citizenship where the contributions of each member are considered by others and the academic needs of each member are also being met. Rapp further explains Kliewer’s elements to possess a “belief that everyone is capable of thinking-thinking deeply, thinking creatively, thinking for themselves” (Rapp, p.129, 2012), “the belief that each person has unique characteristics all his or her own” (Rapp, p.130, 2012), “you believe that everyone has something to give and everyone has something to receive; everyone is a teacher and a learner” (Rapp, p.129, 2012), and “it is a place where each individual belongs and where he or she is valued and can take risks without fear or failure or persecution.” (Rapp, p.129, 2012) The common theme of Kliewer’s elements revolves around ideas of being open minded and believing that

Bauer begins the essay by introducing her daughter who has down syndrome and the destruction the word retard inflicts upon those with disabilities. She then criticizes the political incorrectness of the film Tropic Thunder and the movie industry’s negative effects nationwide. Stating that since the film’s

The National Association for Down Syndrome is governed much like a traditional corporation, with a board of directors and staff members, although it is a nonprofit. "NADS is the oldest organization in the country serving individuals with Down syndrome and their families. It was founded in Chicago in 1961 by parents who chose to go against medical advice and raised their children with Down syndrome at home" (About NADS, 2012, NADS). From its inception, NADS was designed to provide support for parents of children with Down syndrome and their offspring. Its key stakeholders are parents and children, and it strives to educate the larger community about the disorder and to cultivate community resources to better enable parents to raise their children in a supportive and loving environment that caters to the children's special needs. Information-gathering and dissemination, support, and advocacy on a national and local level are all part of the organizations' mission.

Ableism and Disability oppression is a concept that is often ignored and underrepresented in social justice issues. The concept of ableism is the idea that society is disadvantageous towards people with disabilities and mental illnesses. When analyzing institutional, societal, and cultural structures through the view of ableism and disability oppression, one can concur that exclusionary practices allow for the despotism of people with disabilities and mental issues. Furthermore, the underlying issues of the institutional ableism allow for the perpetuation of mental illness and disability stigmas. For instance, in the reading Ableism it states, “The medicalization of disability fostered the belief that people with disabilities needed to be monitored

Michael’s Story: “I get into so much trouble just by walking”: Narrative Knowing and Life at the Intersections of Learning Disability, Race, and Class

In the United States alone over fifty-six million people, or nineteen percent of the population, struggles with disabilities. Each one is unique, ranging from mild to intense, physical or mental, to even behavioral. The way society views this group is as though the handicapped are inferior to others. The aforementioned viewpoint has made terminology such as “retarded” or “slow” second nature in an average American’s vocabulary. It is unjust and has no right in modern civilization.

In the past, having a disability was seen as a physical imperfection. People with disabilities were treated as moral and social subordinates. We were trained that if a person had a disability they were not able to perform a task with the same ability as a normal person. They have been denied jobs for which they are highly qualified because they have been considered incompetent, or because employers were not comfortable with their presence in the workplace. Occasionally people with certain disabilities have been committed to institutions and facilities because people believed they were incapable of making decisions or caring for themselves or because people did not want to interact with them (Blanck, 2004).

All people who have brown hair are not alike. All people who have disabilities are not

Peter, a boy diagnosed with Down Syndrome, was first seen filmed as a third-grader entering his first year in a general classroom rather than one with only students with disabilities. “Educating Peter,” was a film made in 1992 following Peter’s journey being the first child with a severe mental disability, to be included in a general classroom at his elementary school. Elementary school was a challenge for Peter, his parents and his teachers. However, as Peter continues to get older, the film “Graduating Peter,” showcases the story of Peter’s academic accomplishments and struggles as he prepares to graduate from high school. A particular part of the video that stood out to me was when Peter’s mother talked about the loss of control she

Down syndrome is a genetic disorder in which a person is born with an extra copy of chromosome 21. There are three genetic variations that cause Down syndrome: Trisomy 21, Mosaic Trisomy 21 or Translocation Trisomy 21. There are many ways in which theses disorders affect the body.  Trisomy 21 occurs when an egg or sperm comes in with an extra copy of chromosome 21, then, once an embryo is formed and starts to develop, the chromosome is replicated in every single cell of the embryo. Trisomy 21 is the most common type of Down syndrome. About 92% of Down syndrome patients have this type. People with Trisomy usually have physical problems.

Amy's performance challenges the conventional stereotype of people with disability through self-assertion and expression of understanding beyond the expectations of the other characters (and most audience members). Performing is a form of representation that allows for a shift in the gaze among marginalized groups, in that power and control are reclaimed, and meanings of disability can then be articulated [8]. The gaze is reversed on to the audience, reinforcing a reflexive dynamic, altering their perspectives of disability. Since the story is based on the life of a woman with Down Syndrome, and the performer is representing that disability rather than having an able-bodied person do so, the audience is made increasingly aware of their own cultural assumptions of bodily difference [5]. Furthermore, through the revelation of Amy's experience of trauma at the State-run facility of Willowbrook that the audience begins to extend their understanding of disability beyond a medicalized lens (physical deformity) to that of social justice and politicalized