BLOG #7 Herir, "Eliminating Albeism in Education" 

 ARGUMENT: In his article, Hehir introduces us to Penny, a woman whose son challenged doctors after they concluded that he could never lead a life like his non-disabled peers. Surprised and taken aback by their assumptions, she refused to accept that her son was limited in his abilities to live a normal life. Moving forward, she worked with many activists to change the world of these assumptions.  This article highlights the impact of ableist assumptions on the education of children with disabilities, compromising their education. Ableism is discriminating and excludes individuals with mental, emotional, and physical disabilities. Like Judith's perspective on how society viewed her disabilities, she asked for help in order to keep others from judging her on how she used her body to get a coffee or pay for a purchase. Trying to be accepted by society is always a challenge. This is an example of how society creates an environment that is often unfair to those whose abilities fall short of what is considered socially acceptable. The prevailing stereotypes of disability, namely the "Tiny Tims" and "supercrips," both stem from ableist perspectives that fail to accept disabled individuals as they are. These stereotypes play a role in causing negative beliefs about disability, which continue to affect the education of children with disabilities. These assumptions contribute to low levels of educational attainment and employment opportunities for these individuals. One of the most common learning disabilities, known as dyslexia, affects approximately 80 percent of the learning disability population. The available evidence indicates that these children are approached differently in educational needs. Unfortunately, the label of disability has a negative reference that many educators and parents try to avoid. This is often avoided because of the fear that labeling may result in placement in a special education classroom. While some children spend part of their day in special education resource rooms and part in regular classes, and others are placed in regular classes all day, it seems that neither option meets their needs. Research has also shown that special education placement can lead to students reading less. In contrast, many students with learning disabilities placed in general education classrooms do not receive the necessary support, resulting in higher rates of failure and dropout. Although students with dyslexia can learn to read, they require intensive help and are likely to face difficulties with reading, writing, and spelling throughout their schooling. It is important to acknowledge that focusing solely on learning to read in special education programs is not enough. This approach reflects an ableist assumption that special education's role should be to eliminate disabilities, even if that is not fully possible. These children must also have access to the curriculum with accommodations and support. It is crucial to challenge that once children are placed in special education, they receive a different education altogether. This belief is another example of ableism. While students with disabilities may have individual needs, their education should primarily be based on the same curriculum as students who are nondisabled. By contributing to ableist assumptions, we can create an educational system that empowers all students to reach their full potential.

I worked with a student last year in fifth grade who was on a 1^st/2^nd grade reading level. He had attended this school since kindergarten. How does a child, with many resources and in a co-taught classroom, not succeed academically? Are we ignoring disabilities or lack the resources to assist students who need intensive intervention?

 

https://www.youtube.com/watch?v=dU-8XWbxETA