Chapter 1 did a nice job at showing me a mainstream perspective of individuals with disabilities. This perspective was new to me, as I’ve always had my own opinions. A theme arose: conformity to the majority. I have issues with conformity and have argued many times about what’s normal, and why does everyone have to be the same? Different does not mean wrong or bad; it means different!
The chapter discussed the invisibility of mild disabilities. Students with mild disabilities are often overlooked, and so often teachers berate these students. The constant beating down of a person really damages morale. That student knows he or she is not up to par. Hearing it again and again will not make the material come easier. When I’m struggling, I do NOT want someone to point it out, but students with disabilities have their struggles pointed out to them daily.
“The barrier between groups can be physical (e.g., an institution wall), or it can be psychological, as when we subtly reduce our expectations of an individual” (Raymond, 2012, p. 11). I thought this was a powerful statement. Teachers and non-teachers alike are guilty of lowering expectations for those with disabilities. The people with disabilities know that the bar has been lowered, and do you think they like it? My best friend since first grade has a disability, and she absolutely hated it when people reduced her expectations or treated her differently (sometimes even giving special treatment) when she knew she was capable.
I understand both sides of the “classify or not classify” argument. I one hundred percent agree that an individual can “become” the classification, by living up (or down) to the stereotypes of that label. I was always a perfectionist, and before I had the label, I just did my thing, perfecting things I found important. Once people started labeling me as a perfectionist, I felt that I had to live up to that expectation, live up to the stereotype. I can see how a student labeled with an exceptionality could feel the need to fulfill the stereotype.
Nonetheless, I think classification helps to create a universal system. Generally, people with X disability have Y traits. It becomes a problem when people think everyone with Down syndrome has the same impairments and can benefit from the exact same services and supports. Classification can provide a starting point. However, each individual is just that, an individual. Hobbs remarked that classification doesn’t tell an educator what services the student will need. I support the method of constructing a profile of assets and liabilities, and using that to create service objectives. Only by looking at the individual child can objectives be meaningful.
The history of special education was interesting to read. Again, we return to the theme of conformity. Those who did not conform were put away and hidden, not allowed to reproduce. They spent their lives in asylums, in separate, isolated schools, or in separate, isolated classrooms. Some were sterilized so that they would not pass on the genetic “feeblemindedness” to offspring. These separate schools and classrooms had curricula to 1) give the students something to do; 2) teach the students the “right” way to behave. I have a strong dislike of the word “normalization.” The definition references the norms and patterns of the mainstream society. Who is to say what is normal? What is normal here may not be normal half-way around the world. What is normal to me may not be normal to you.
I was floored when I saw the list of court cases supporting equal access to educational services (Raymond, 2012, p. 29). I guess I can rationalize that it was a different time then, and schools know better than to deny needed services, but I’m not so sure schools are always looking out for the best interest of the student. Schools often look out for the best interest of their bank account. I’ve been in classrooms where I hear about districts not wanting to pay for service Z, because service Z is so expensive. I’ve even heard teachers trying to deny much-needed services. If this is the case, then who advocates for that child? Who holds the school accountable for making sure a student’s needs are met? I’m hoping this block gives me the resources I need, so that I can be the advocate for my students. I’m awfully passionate and awfully stubborn!
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