Invisible Disability: Personal Narrative Behavior Autistic Children

In order to share my personal philosophy of special education, the first priority is to explain the definition of disability that I am working from. In their book, Exceptional Learners, authors Hallahan, Kaufman, and Pullen define disability as an inability to do something, a diminished capacity to perform in a specific way; an impairment (2015, p.4). This definition is important because of the objective nature it presents for those with disabilities. Nowhere in the definition does it say how to treat people with disabilities, whether it is rude to stare, or to what degree a person should be pitied. The definition explains how a disability simply is an inability to do something. People with disabilities are people. They are normal. They simply have challenges

Grigore, A. A., & Rusu, A. S. (2014). Interaction with a Therapy Dog Enhances the Effects of Social Story Method in Autistic Children. Society & Animals, 22(3), 241-261. doi:10.1163/15685306-12341326

When students meet the eligibility for special education services they are labeled as having a disability. Some labels that are used are intellectual disability, physical handicap, behavior disorder, etc. (Colarusso et al., 2013). Many people, young and old, look down on labels that are associated with special education. Colarusso et al., (2013) explained that after a label is placed on a child, others perceive the child as the disability and not a person anymore. Students are not made by their disabilities and that is a major concern for controversy. As educators, we should be aware of labeling and understand the consequence it could have on a child but that is not always the case. I have seen parents refuse services for their child because

I have personally used labels when referring to students with a disability, and know that is something we, as educators, should be at the forefront to dissipate. Many of us have used phrases like “the girl with Down syndrome,” or “the autistic boy,” but when we do that we are labeling that person has something wrong with them, or that they are largely different that other people. Jennie Fenton likened that thinking process as asking someone “When did you find out you were bald? What is is like being bald? Do you have problems getting a job? Do you live at your parents’ house, or do you live in a home for the bald?” (TEDTalks, 2014). This thought process resonated greatly within me. I would never think to ask these questions or even feel the need to ask them to a person whom has less hair than someone else. So, why would I think or treat someone with a disability differently, or even believe they should be segregated or excluded from every aspect life has to

I never put too much thought into the reaction I give if someone tells me their child has a disability therefore, never noticed if they showed distaste to any apology or sympathy I offered. I’m sure that I am not the only one who has not meant any harm by these things, but the article helps see the situation from the opposing parent’s point of view which offers enlightenment on how to handle future encounters to ensure everyone is comfortable and the language isn’t ignominious. I intend to utilize the wisdom I’ve learned from Ms. Snow’s article in my own classroom one day. Along with her words I now feel inclined to do further research on how to better create lessons, organize my classroom, and provide the proper tools as well as become a support system for any student with any kind of disability both learning and

When I first found out my brother had autism, I didn’t know what to think. At first I blamed myself because I spent a lot of time with him ever since he was born, showing him how to use iPads, computers, and other electronics and I thought these things had something to do with it. Even after people have been telling me that there is no clear cause for autism, to this day I still can’t help but think that I had something to do with my brother’s disorder. As his older brother though I promised myself that I would do whatever it takes to help my brother live with his disorder and still become a functional member of society. My family started by placing my brother under Applied Behavior Analysis (ABA) therapy. The therapy sessions took place at

It is extremely important for teachers as well as other adults to use strength-based language when talking to or referring to children with disabilities. Strength-based language or people first language is a positive approach that emphasizes a person before their disability. This is important to use because the way we refer or talk about someone significantly influences the images and attitude we for create about them. Which can leave either a positive or negative impression for others. Sadly, sometimes an individual’s diagnosis or disability is used to define them. For example, some people might say “oh, that’s the boy whose autistic”. Instead, you should say “that boy has autism or has been diagnosed with autism”. When identifying a person

Steve Silberman, also the author of "NeuroTribes: The Legacy of Autism and the Future of Neurodiversity," illuminates in his article "Autism speaks needs to do a lot more listening" that the organization raises millions of dollars to fund autism research yet fails to prioritize the people on the autistic spectrum. Instead of Autism Speaks devoting their efforts towards bettering the lives of people on the spectrum, he claims the organization invests more time into research which does not greatly impact the lives of Autistic people. Silberman elaborates on this assertion by first appealing to the reader's emotions by detailing the dehumanizing methods the organization has adopted, outlining corroborative facts

Invisible disabilities are exactly what they seem to be: hidden from view. Invisible disabilities come in almost endless varieties, including mental illnesses, HIV, AIDS, diabetes, learning disabilities, epilepsy, and more. While there may be visible components to these disabilities, all of them can be virtually invisible and “hidden” from view. People often make assumptions based on what is visibly seen, so when someone is suffering from something invisible, it is assumed that the person is fine, because they appear to be fine. This assumption causes the reinforcement of stereotypes and prejudice that form misconceptions regarding invisible disabilities. Despite these physical and psychological

Individuals with developmental disabilities face many problem in our society due to our low expectations that we have for them. Yes they do have problems, but just like everyone else they have their strengths and weaknesses. There may be things that I’m not good at, but I still have the ability to find a good paying job that involves my strengths. By looking at the two essays, For Hire: Dedicated Young Man With Down Syndrome and An Inside View of Autism I was able to see how much our society discriminates against their unique features. We should focus on each person’s strengths rather then generalizing about all individuals with developmental disabilities.

Interacting with people with disabilities, should be judged based on the person in front of us instead of based on stereotypes created through arts. Creigh, a college student who grew up with an Autistic younger sister, Caley in her article “I CANNOT CALL MY SISTER CUTE: AUTISM AND INFANTILIZATION” explains, “Caley’s got a sticker stuck to the door of her bedroom which reads, ‘When you see, meet, or think about a person with a disability, PRESUME COMPETENCE” (Creigh, 1). Competence the ability to do something successfully or efficiently. Throughout the arts people who have autism are being portrayed as cute, and due to this have to deal with the ways “normal people” see, meet or think about them. People within the autistic spectrum are inaccurately portrayed as “cute” in the arts.

“Being yourself” is one of the most common ideologies promoted to students at young ages by their teachers and parents. If this ideology is true, then why are so many students being bullied physically, verbally, and virtually for being themselves? Moreover, assuming a student does not have the ability to change himself in physical and mental respects, how can he overcome his hardships? I would now like to move onto an incident where I was ruthlessly bullied for being autistic. It was in the 5th grade, I was the only South Asian student, and the area I had been living in was predominantly inhabited with people of Caucasian background. That being said, it was generally hard for my classmates to socialize with me, in addition to the fact that I was suffering from autism.

Your child has an invisible disability that you are aware has been there since an early age. As you watch your child struggle to make friends, come home almost every day from school and exhibit angry outbursts, be disorganized at school, and be lost in the same activity daily for hours; you seek help from the school. The teacher blames your child’s behavior on your parenting ability, suggest you medicate your child for ADHD or some other disorder, and/or you are ignored by the school professionals to help. Meanwhile, as your child continues to struggle you listen to your child express how they feel weird, odd, just do not fit anywhere, and call themselves destructive names. You seek

Disability and mental illness are subjects that many people do not have much knowledge about. The topic makes some people uncomfortable. For some, the “R” word is just a word, holding no offensive meaning until it affects you or someone in your life personally. Growing up having a cousin with autism has allowed me to see first hand that people with disabilities may have to face more challenges in everyday life, but they are just like the rest of us.

After caring for my sister, who has autism, for most of my life, I developed appreciation for the privileges I enjoy. The experiences I share with my sister inspired my interest in this disorder and motivated me to pursue a health profession that improves the lives of others. However, I constantly observe and struggle with the negative stigma directed towards my sister, because of her autism label.