This week we read parts of Toward Ending Ableism in Education by Thomas Hehir
Ableist Assumptions:
The passage delves into the experiences of Penny Ford, a mother of a child with disabilities, and highlights the pervasive influence of ableist assumptions in society, particularly within the education system.
When Penny's son, Joe, was born with disabilities, she realized that she had entered a world where negative cultural assumptions about disabilities were deeply ingrained. Professionals conveyed to Penny that she should lower her expectations for Joe's future prospects, including employment. These encounters made it clear to Penny that society's perceptions of disability were limiting and often condescending.
Despite facing discouragement from service providers and professionals, Penny resisted internalizing ableist narratives about her son's future. She rejected the idea that disability equated to tragedy and instead viewed Joe as a gift. This perspective aligned with the views of disability advocates like Judy Heumann, who emphasized that societal barriers, not disabilities themselves, create hardships for individuals.
Penny sought guidance from adults with disabilities and learned about relevant laws, such as Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA), which protected her son's rights to education and nondiscrimination. Despite legal protections, Penny encountered resistance from existing educational practices rooted in ableist assumptions.
Penny's experiences led her to advocate for Joe's right to an inclusive education within regular school settings. She filed complaints against the school system to ensure that Joe received appropriate educational opportunities consistent with his rights under federal law. This passage underscores the importance of challenging ableist assumptions and advocating for inclusive education to ensure that children with disabilities have equal access to educational opportunities and support.
Ableism and Schooling
Ableism is defined as a pervasive system of discrimination and exclusion that oppresses people with mental, emotional, and physical disabilities. It stems from deeply rooted beliefs about health, productivity, beauty, and the value of human life. Greg Smith, a black disability activist, describes ableism as the devaluation and disregard of people with disabilities.
Ableist attitudes manifest in educational settings, where there is a preference for abilities that align with societal norms. This includes valuing walking over using a wheelchair, speaking over signing, reading print over reading Braille, and independent spelling over using assistive technology like spell-check. Essentially, there's a societal preference for disabled students to conform to the standards set by nondisabled peers.
Ableist assumptions can lead to a disproportionate focus on changing disability rather than addressing the needs of disabled children. This focus on remediation can deny disabled children opportunities for meaningful inclusion and participation in education. Additionally, the prejudice against alternative methods of performing tasks, such as reading Braille or using sign language, can further exacerbate educational deficits.
The passage discusses two dominant stereotypes of disability: the "Tiny Tim" poster child who evokes pity and charity, and the "supercrip" who overcomes disability through extraordinary feats. These stereotypes perpetuate ableist perspectives that fail to accept and value disabled people as they are.
Ableist assumptions, however benevolent, contribute to low levels of educational attainment and employment among children with disabilities. The focus on changing disability and the reluctance to embrace alternative methods of performing tasks hinder educational progress and reinforce prejudices against disability.
This passage underscores the need to challenge ableist assumptions in education and ensure that disabled children have access to inclusive and supportive learning environments that value their unique abilities and perspectives.
Education of the Blind and Visually Impaired
The passage you've provided discusses the ableist assumptions and practices present in the education system, particularly regarding the teaching of Braille and the provision of orientation and mobility (O&M) services for blind and visually impaired students. Here's a breakdown of the key points and issues discussed:
Despite the invention of Braille in 1829, many blind and visually impaired students are not being taught Braille. Some attribute this to the rise of newer technologies, but the passage argues that it's a result of ableist assumptions. There's a preference for blind children to read print or listen to tapes instead of learning Braille because it's seen as more acceptable and similar to sighted people.
The National Federation of the Blind (NFB) advocates strongly for teaching Braille to blind children, emphasizing its importance in various aspects of life, such as note-taking, reading, and studying. The organization pushed for the passage of "Braille bills" by state legislatures to promote Braille instruction. The controversy extends to students with limited vision who may still be able to read print with accommodations like large print. However, insisting that vision-impaired children read print exclusively can leave them functionally illiterate.
O&M services, which teach blind students how to navigate using canes and other methods, are not always provided despite being essential for increasing independence. Some school districts may resist providing these services due to cost concerns, even though they may hire expensive full-time aides instead. Assigning full-time aides to children with disabilities, rather than teaching them skills for independence, reflects cultural prejudices about disabilities. It can also lead to compromised quality of education, as seen in the example of a child who was not taught to read because the aide read materials to him instead.
This passage highlights the need to address ableism in education and ensure that blind and visually impaired students have access to the necessary tools and services for their education and independence.
Toward Ending Ableism in Education
This excerpt discusses several strategies to end ableism in education and promote inclusivity for students with disabilities. By implementing these strategies, educators, parents, and advocates can work towards creating more inclusive educational environments that support the diverse needs of students with disabilities. Here's a summary of the suggestions provided:
Similar to addressing racism and sexism, progress towards equity in education requires acknowledging the presence of ableism in schools (name it!).
Schools should explicitly address disability as part of their diversity initiatives, promoting discussions and awareness about disability rights and inclusion.
Disabled students should be encouraged to develop and use skills and modes of expression that are most effective and efficient for them, rather than conforming to traditional norms.
Special education should focus on providing specialized support and accommodations tailored to individual student needs, rather than offering a separate curriculum.
Instead of obsessing over placement in regular or special education settings, the focus should be on achieving positive educational outcomes for students with disabilities.
Applying principles of universal design in education ensures that instructional programs and environments are accessible to all students, benefiting both disabled and non-disabled individuals.
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