To See What Others Don't...

Ruthie Brown--Week 2, Ch. 1 & 2

Creative Connector:

Language of Disability (Connor & Valle, 2011, p. 24)—In coaching middle-school girls the woman that I coach with and I are very careful of the language that we allow during practice and on the courts.  While we are not able to catch everything we try to catch most things and help foster a respectful environment.  I have a very vivid memory of escorting two of my elementary students with disabilities back to their classroom and running into several of my players.  In the effort to encourage social interactions I had my students with disabilities introduce themselves to my volleyball players.  I fielded quite a few questions that afternoon about the boys I was with, but I believe it became clear to the girls why we ask them to edit themselves and certain vocabulary.  I need to trust that the language and respect that we demand from our girls towards one another sank a little bit deeper that day.  

Six F’s—Connor & Valle site that individuals with disabilities typically participate in the workplace in 6 different areas: food, flowers, folding, filth, fetching, & filing (2011, p. 34). They do not state whether they believe this to be a good thing or a bad thing but do list some disadvantages to these types of positions.  That being said, I know as someone who has had the opportunity to work with and educate high schoolers with disabilities ranging from minimal to severe that going out into the workplace, regardless of the kind of job, is huge honor.  They live for the hours in the day when they get to go and work to earn a paycheck of their very own.

“I remember few children with disabilities.” (Valle & Connor, 2011, p. 17)—From the time I was very little I remember socializing and being educated with adults as well as classmates that had disabilities.  The church that I attended with my family growing up had a very good relationship with some of the adult group homes in the area.  The members of these group homes attended church with us and actively participated in coffee hour.  Also, one of my best friends in elementary school was a classmate of mine named Todd.  Todd wore large heavy metal braces on both of his legs that fit up around his hips.  These are both very vivid memories of mine that are only some of many.

Vocabulary Vitalizer:

“Context”:    

I am very thankful that Valle & Conner bluntly and forth-rightly discuss that one of the things that new teachers struggle with the most is the context in which they find themselves—they must negotiate the politics and practices of this new school world they find themselves in. There is a great deal of truth in what they have to say.  As teachers we are prepared in every way an institution can before we are thrust forth into the workforce. Even as practicum and substitute teachers there is nothing quite like the real thing. (Valle & Conner, 2011, p. 3)

 “Conceptualization”:

To conceptualize is defined as, “to arrive at a concept or generalization as a result of things seen, experienced, or believed”.  The way that this word is used in our text refers to the manner in which two different teachers look at the same student with special needs.  Each of their views and beliefs color how they view this student—one wants nothing to do with him or her and believes that this is not a student suitable for their classroom while the other works with the student’s strengths to educate in the best way that they can.  We need to be careful that our personal feelings and thoughts don’t keep us from helping a student.  (Valle & Conner, 2011, p. 17)

“Ableism”:

Ableism is defined by Merriam-Webster as “discrimination or prejudice against individuals with disabilities”.  According to Valle & Connor ‘ableism’ entails believing that individuals without disabilities are somehow better than or are more capable than those with disabilities.  This is a concept that can sometimes be overlooked by young students towards their peers but is unfortunately sometimes perpetuated by teachers themselves.

Idea Illustrator:

Chapter 2 addresses some of the aspects of our culture that do not necessarily represent the percentage of our population that have disabilities in television, movies, or books.  This is a clip from the movie “The Ringer”.  As a Special Educator I was originally very wary of this movie when I saw the first previews—The entire premises was someone who feigns having a disability to win the Special Olympics.  It openly showcases individuals with disabilities in situation very similar at times to those you would see in a group home.  I was uncomfortable with the idea at first.  However, after finding out that the Special Olympics committee was backing the movie along with the producers choosing to star actors with disabilities including but not limited too Edward Barbanell and John Taylor, I decided to give it a shot.  It includes humor that only Johnny Knoxville can bring but was a film that I thoroughly enjoyed.  Below is a comedic scene starring some of the actors in the dorm as they are meeting each other for the first time to prepare for their Olympic training. 

 The image below depicts the University of Alabama’s Basketball team and I have only one question as I look into the faces of this intimidating bunch who dominate on the court. Ableism? I think not.

I have always loved this painting by Norman Rockwell.  This painting, “Shiner”, appeared as a cover of the Saturday Evening Post in 1953.  This was 10 years prior to Samuel Kirk’s insightful anouncment about “Learning Disabilities”(Valle & Connor, 2011, p. 9).  I can only wonder what lables this young lady was given when she broke the stereo-types of how a girl was supposed to be acting and learning in the 50’s.