Learning about Disability

       Our lecture on January 27^th revolved around social change and the role that education plays in inspiring students to be critically literate and actively involved in creating an equitable society. I particularly enjoyed engaging with guest speaker, Dr. Castrodale as he introduced alternative approaches to addressing disability within my future classroom. Dr. Castrodale encouraged us to question our current understanding of disability to consider how Western society’s language, beliefs and practices inform our ideas of what it means to have a disability. This is consistent with Hawkin’s (2010) discussion on social justice education and the importance of questioning our uninformed assumptions associated with difference. As mentioned by Dr. Castrodale, encouraging students to reflect upon able-bodied privilege helps students recognize disability as a constructed systemic barrier that oppresses populations of people. In response, I decided to review educational documents and critically think about my role as a future educator. 

Hands of Compassion Home Care (2014, March 10). Disability Awareness. Web. 22 Feb 2016.

Retrieved from https://hochomecare.wordpress.com/2014/03/10/disability-awareness-         

march-2014-best-home-health-midland-tx/

       The Ontario Curriculum (2015) encourages the notion that “…fairness is not sameness” (p.58). This is parallel to our lecture discussion about equity differing from equality (L. Lane, personal communication, January 27). In other words, students need to be treated differently based on their individual needs. This being said, it is important that students learn that being treated differently does not mean that some people are superior to others. This is an important message to reinforce to students as students often see accommodations and modifications being made to help people with disabilities complete tasks that are deemed ‘normal’ within Western society.

        It is interesting to consider the ‘regular’ versus the ‘para’ Olympic Games and how world records are achieved separately by able-bodied versus disabled athletes. Although all athletes are competing in similar sports, distinguishing between real versus prosthetic bodies can potentially lead to students viewing difference in terms of superiority and inferiority. When thinking about the Olympic Games and considering points made in the “Fixed” video, should there be pressure for people with physical disabilities to alter their bodies (e.g., prosthetic limbs) to ‘fit’ into what Western society deems ‘normal’ (Brashear, 2012)? Furthermore, how would I respond to a student who shared a cultural/personal belief about disability such as questions/comments about prenatal genetic testing or abortion laws/rights? Is it appropriate to introduce students to these different opinions/beliefs about disability? Lastly, why is the UN Convention on the Rights of Persons with Disabilities (UNCRPD) not formally incorporated into the Ontario curriculum? 

Itsmeact (2012, September 8). Paralympics: Not disabled, just differently abled! Web. 23 Feb

2016. Retrieved from https://itsmeact.wordpress.com/2012/09/08/without-you/.

       The Ontario Curriculum (2015) as well as Article 24 in the UN Convention on the Rights of Persons with Disabilities (2006) requires teachers to make accommodations/modifications to instruction, classroom environment and assessment to allow students with disabilities to achieve maximum academic and social development. This links to a discussion on inclusive education. As defined by Realizing the Promise of Diversity (2009), inclusive education is “…education that is based on the principles of acceptance and inclusion of all students.” (p.4). This includes students who have intellectual and/or physical disabilities. This being said, accommodating for a child who uses a wheel chair significantly differs from accommodating a student with Down Syndrome. Furthermore, every student with a disability requires different needs based on their degree of function. This is why cases of ‘disability’ must be addressed individually. Integrating all students into one mainstream classroom may not be in the best interest of students with disabilities or the remaining students in the classroom.

       If students with intellectual disabilities are being integrated into the mainstream classroom, I feel that schools need to be able to provide educational assistants where necessary. It is my understanding through family friends and peers, who are currently teaching in the public elementary school system, that the shortage of EAs is causing significant stress on the planning, teaching and assessment processes expected of the classroom teacher. According to Article 24 of the UNCRPD (2009) effective individualized support measures must be provided to ensure that students with disabilities have access to inclusive and supportive educational environments. With an understanding that funding is often an issue within the school system, should school board funding be taken from areas such as breakfast programs or extra-curricular activities in order to hire more EAs?

       An additional point mentioned in The Ontario Curriculum (2015) was to avoid drawing attention to the accommodations or modifications made for individual students. This is challenging as students are very observant and may voice concerns about fairness. For example, I wonder how I would address a student who feels that they deserve similar accommodations regardless of whether he/she had a diagnosed disability. 

Brown McHale, Kathleen (2013, January 12). Op-ed: Disability service cuts leave most

vulnerable helpless. Web. 22, Feb 2016. Retrieved from http://www.pennlive.com/opinion/2013/01/op-ed_disability_service_cuts_leave_most_vulnerable_helpless.html

       Lastly, Realizing the Promise of Diversity (2009) suggests that teachers build a classroom culture of diversity where students respect one another as individuals with various strengths. This being said, how would a teacher teach about disability without making individual students feel singled out or uncomfortable? For example, if I were to show the video “Fixed” in my future classroom, how would I ensure that a student with a physical or intellectual disability in my classroom was not feeling alienated? In response, I agree with Bajovic and Elliott (2011) that students need to be formally taught to interpret fairness, tolerance and compassion in what they read, write, and watch. This extends into problem posing and encouraging students to understand messages from unique perspectives (L. Lane, personal communication, February 3, 2016).  Furthermore, teaching students about juxtaposing would help classmates understand multiple points of view; this includes the point of view of a peer with a disability.

References

Bajovic, M., & Elliott, A. (2011). The intersection of critical literacy and moral literacy:

Implications for practice. Critical Literacy: Theories & Practices, 5(1), 27-37.

Brashear, R. (2012, May 11). FIXED: The science/fiction of human enhancement. Retrieved

from https://www.youtube.com/watch?v=Nl4CdnLue-k.

Brown McHale, Kathleen (2013, January 12). Op-ed: Disability service cuts leave most

vulnerable helpless. Web. 22, Feb 2016. Retrieved from http://www.pennlive.com/opinion/2013/01/op-ed_disability_service_cuts_leave_most_vulnerable_helpless.html

Hands of Compassion Home Care (2014, March 10). Disability Awareness. Web. 22 Feb 2016.

Retrieved from https://hochomecare.wordpress.com/2014/03/10/disability-awareness-      

march-2014-best-home-health-midland-tx/

Hawkins, K. (2014). Teaching for social justice, social responsibility and social inclusion: a

respectful pedagogy for twenty-first century early childhood education. European Early Childhood Education Research Journal, 22(5), 723-738. doi:10.1080/1350293X.2014.96 9085.

Itsmeact (2012, September 8). Paralympics: Not disabled, just differently abled! Web. 23 Feb

2016. Retrieved from https://itsmeact.wordpress.com/2012/09/08/without-you/.

Realizing the promise of diversity... : Ontario's equity and inclusive education strategy. (2009).

Toronto : Ministry of Education, c2009.

The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015. Retrieved from

http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html

United Nations. Convention on the rights of persons with disabilities. New York, NY. Retrieved from https://www.un.org/development/desa/disabilities/