Teacher, Teacher What Do You See?

Andrea Koppen:  Blog #7:  Chapter 9 & 10

CREATIVE CONNECTOR:

"DISABILITY DOES NOT MEAN INABILITY" (p. 190)  (TEXT TO WORLD CONNECTION)

Valle and Connor relate a story that was read to some students where a visually impaired dogsled racer was being excluded because of his impairment.  It states how the dogsled racers disability does not interfere with his passion.
There is another story parallel to the story in the book.  This boy, in the picture with his mother, has a visual impairment, however, his passion for becoming a lawyer ranked him 4th in his class of 96.   Full article can be found at;
http://news2.onlinenigeria.com/news/general/65552-Top-marks-boy-proves-disability-not-inability.html

2).  Valle and Connor discuss how some students in the past had never been told why they were in a resource room for help or currently why they leave the room and at times may even have an adult "helper" (p.  190).  I recently had the  experience of working with a 5th grade student with Autism.  In collaboration with the general education teacher, paraprofessional and special education teacher, we were discussing his current program and the available self-contained classroom possibly for the next year.  At this meeting, I was made aware that the student never had any discussion about his disability.  He was unaware of the word Autism and had no idea how it was effecting his life.  The parents had decided that they were not going to tell him.  I was astonished and saddened.  I wondered how it would change his behaviors if he knew why he was feeling like he was and why others didn't have the same challenges as him.  This shows how even in this day, people choose not to discuss disabilities because of the negative aspects it may bring.

3).  In reading this book about inclusion, collaboration and education, my senses of noticing inclusion in the media and around me has been heightened.  Valle and Connor state, "children (and adults) freely use such terms as lame, retard, and spaz because our culture lacks awareness about the use of such language (p.  193).  March 2, 2011 was "Spread the Word to End the Word" Day.  This is the "R" word related to people with disabilities.  I heard of this on the television on March 2nd and looked up the website and found this video of a program offered here in my hometown for students with disabilties called, " Gliding Stars".  Students are able to come to the Webster Ice Rink to learn how to ice skate.  It is all volunteers offering their assistance. 

VOCABULARY VITALIZER (As I become closer to the end of  this book, new vocabulary words are not being introduced.  I have added some vocabulary as well as new information concerning inclusion that was identified in this chapter)

Institutionalization (p. 191): According to Wikipedia this term means, "the process of commiting a person to a facility where their freedom to leave will be restrained, usually a mental hospital."

Center for Human Policy (p. 195) at Syracuse University:  This is an online resource for teachers to use to assist them with the  incorporation  and implementation of disability studies into the curriculum.  (see http://the chp.syr.edu)

Down Syndrome (p. 194):  Margaret Muller, an adult with Down Syndrome who is quoted in Turnbull (2010), states, "People with Down Syndrome have 46 chromosomes, which carry all the genetic information about a person , in each of their cells.  People with Down syndrome have one extra chromosome.....It occurs in about 1 out of 700 babies (p.  247).

Without Apology(2004) :  A documentary "told by filmaker/sibling Susan Hamovitchwo resurrects her own family's dark secret-the disappearance of her only sibling Alan, at the age 8, into an institution for persons with severe disabilities" (p.  191).

Learning Disability:  Valle and Connor discuss how students with a learning disabilies  used to be percieved as students with an "inability to learn" (p. 190).  Today, Turnbull  and IDEA identifies a learning disability as " a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written". (p. 126).

IDEA ILLUSTRATOR

Valle and Connor state, "Disable Abelism.  It is helpful to keep in mind that most people are unaware of ableist thinking and practices.  If we are interested in change, we must ackowledge existing beliefs and work toward raising awareness among faculty and students" (p. 210)

I was watching television this evening after already writing this blog and they were showcasing a blind man painting.  What are the odds that this would have been on.  I had to blog about it.   Oh my goodness, all I can say is...AMAZING!  It is so inspiring and shows me how discussing disabilities  in the media in a positve manner can lead to positive perceptions (just as mentioned in my 2nd blog)You must watch....

www.youtube.com/watch?v=_fDcapEe4P8

One of the questions posed in this book was,"How is disability represented in picture books?" (p. 195)  Each the "Schneider Family Book Award" is given to honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences. Here is the award symbol:

  Infusing these traits into the curriculum will assist all students to climb toward their goals with personal, social and academic success.

"Recognizing the importance of Success Attributes in achieving positive life outcomes, we believe we should teach and promote them to the same degree as we are striving to increase our students' potential and academic growth."

-- Dr. Olga Jerman, Director of Research, Frostig Center