Rethinking Disability Report

Everyone is going through a battle that we may not be able to see; however, “American society [is often] unaware or indifferent to the plight of people with disabilities” (Davis, 2013, p. 486). Ableism is one of the most ignored areas of social justice in America. Through my own experiences, I learned that the educational system in particular is not a very knowledgeable, or flexible environment in giving accommodations for students with disabilities. Those who are able-bodied, and do not have invisible disabilities, easily fit the paradigm of an able student in society, i.e., being able to walk to every building, climb stairs to get to class, complete assignments in the allotted time, etc. Our society has socially constructed disability

Society is driven by norms and obligations that leads us to having negative perspectives and attitudes toward disabled individuals. We have internalized the physical appearance has a social standard. When the physical differences are not conformed by members of society, individuals with those differences tend to be rejected. For example, in the movie “The Butterfly Circus”, Will was being treated almost like he was not human because he had no arms nor legs. In addition, members of society tend to associate disables as non-productive. According to professor Nanoch Liveh, “The level of societal development, the rate of unemployment, beliefs concerning the origins of poverty, and the importance attached to the nation’s welfare economy and security are all contributing factors affecting attitudes toward people with disabilities.” Not only, social norms

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

Most of society does not see the challenges that people with disabilities go through. I also think that if the world had more resources for those with disabilities we could erase prejudice. For example, more hospitals should provide an ASL interpreter for the patients who cannot understand what the doctors are saying and can’t express their issues to their doctors. All in all, society just needs a better understanding of what people with disabilities go through on a day to day basis.

Over the course of this semester, I have come to the realization that above all, students with disabilities need to be treated with the respect and dignity that one would give any other child. This is why it is important to talk to and about people that have disabilities with “people first” language (Evans, Civil Rights Final Day, 9.17.16). This stems from the idea that a perceived disability is just one of a person’s many attributes. Students with disabilities are people that have individual abilities, interests, and needs. By using “people first” language, one emphasizes the importance of the individual over their diagnosed disability. According to The Arc, an organization that advocates for people with disabilities, “the language in a society used to refer to persons with disabilities shapes its beliefs and ideas about them” (The Arc, 2016). Using “people first” language not only ensures the person in question knows that they are valued, but it also helps set a precedent for the perception of people with disabilities in one’s environment. It also gives the student the opportunity to define his/herself, instead of being identified solely with their disability (The Arc, 2016).

People with disabilities are part of the society; Are present in any area of ​​human endeavor. The worst maltreatment suffered by individuals with disabilities is that they are not seen, with exceptions, like any other person. Disability is not a characteristic of the subject, but the result of their individuality in relation to the demands that the environment poses. The type and degree of disability that the person suffers from prevents them from using their resources autonomously, being forced to look for other alternatives to meet his essential needs. People with disabilities, in fact, in everyday life, are not like other people: they have limitations and problems that do not affect ordinary people in the same way. The aspect that matters is that these people, with their limitations, have the right as all to the maximum development of all their potentialities.

Many groups of people experience disenfranchisement. This paper will seek to review people experiencing disenfranchisement related to ableism in its various forms. The oppression of the disabled and the social injustices they bear will be considered, as well as the myths and stereotypes associated to the disabled. The author will seek to gain knowledge and understanding of this group of people and their functioning within our society.

“Disabling segregation” by Dan Habib solely focuses on inclusion within the classroom and the community. He, like most people, grew up in a society where those who have a disability were separated from those who are “normal”. Habib’s passion for inclusion did not occur until after the birth of his youngest son, Samuel. Samuel was born with cerebral palsy. After Samuel’s diagnosis, Habib wanted to do everything he could to make sure his son was included. In his speech, he talks about how inclusion in schools leads to higher marks on tests and assignments than classrooms that are separated. Habib stated that 56% of kids with disabilities spend their day in a separate classroom. He advocates for inclusion, not only for the sake of his son, but also for all children who are like Samuel and who may have never gotten the chance to succeed. Habib tells a story about a man who was very much like Samuel but was never lucky enough to be given the tools he needed for success. Due to the lack of resources, people in that man’s life held him to a much lower standard and he became resentful towards those who were not treating him like a real human being.

I believe that people’s perception does play a role in the success of students with disabilities. It is human nature to stare, fear or ridicule people who appear or act different from what we consider to be normal. For students with physical handicaps or limitations, their self-image is very important to them. They get upset and sometimes depress because they can’t do certain things as other children can because

Over the course of our country’s history of the education of students with disabilities has evolved and changed. At the beginning at people with disabilities were treated as if they were inferior to everyone else in society and they were devalued. Also, early on in our history individuals with disabilities were discriminated against and had very few rights. In 1954, the case of Brown v. Board of education was making headlines throughout the nation. When Brown won the case it allowed African American students to now be educated with white students. This case would later help change the education of students with disabilities, because it would be used in the argument for integrating and unifying children with disabilities in education with nondisabled

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

Many teachers automatically assume that their disabled students are less capable that other students in their class. This has lead to the disabled students being placed in lower classes than there actual ability which has failed them to reach their fullest potential. (Ehow.co.uk)

An individual with intellectual disabilities can face many barriers in not only their academic life, but also their social life. Peter, has faced barriers to his successful inclusion in the classroom. One of the barriers the video mentions is teachers displaying unwillingness to including Peter in their classroom simply because teachers do not accept him or his disability. I believe prejudice is a barrier many people with intellectual disabilities are forced to face at a given point in their lives. I think the prejudice stems from fear and misunderstanding of people who are physically or mentally different. In chapter nine of this week’s readings, it highlights on the importance of individual relationships are between the teacher and the student with a disability. Focusing on a student’s strengths rather than there IQ or weaknesses is essential to their success. “Some teachers focus on her IQ, but that’s not a useful fact. Everything depends on the relationship Rachel and I have with educators, on their skills, and on Rachel’s attitude, behavior, and self-determination.” (Turnbull. p. 187). Another barrier Peter faces is the desperate struggle of wanting his independence, yet still needing outside assistance for things. The loneliness and the inability to properly communicate his emotions are one of the biggest mental barriers Peter has faced. Peter overcame and managed these barriers through

What I really enjoyed about this class was the project of defining deviancy in public. Many people with disabilities are misjudged, stereotyped and discriminated against, with this project our professor given us the project so we know how they feel when everyone laughs and stares. I barely talk to new people let alone do something weird in public. For my project I wore two different shoes and my shirt was on backwards during the afternoon in the dining hall. A few minutes passed and I can already tell that people have their attention on me. I felt nervous and sweaty. It seemed like forever. The project really got me thinking more in depth of how disability affects individuals differently.I really enjoyed this course a lot, it helped me know what type of major i am interested in.

As a child growing up I never thought that there would be anything wrong with my life or with my body health wise. But as I got older things took a turn for the worst. I started to lose my hearing at the age of eight. Most kids my age during this time of their life usually do not pay attention to much so my teachers and family brushed it off saying I was just a young mindless kid who was off in my own imagination. But soon enough, things got worse and I finally went in for my first hearing test, and this is where it all started and this is where my story begins.