Auto-Ethnography of Ability

One of the most controversial topics of all time in history has been the discussion of ability and inability. The concept of whether one is physically or otherwise endowed with the capacity to accomplish certain tasks in various ways has over the years affected social relationships. How others perceive one at work or home is largely dependent on ability or inability. For instance, in exploring this concept, Robertson, Rando, and Foster (1981) reveal that in both Nazi Germany and United States institutions, persons with disabilities are exposed to deplorable conditions between WWII and the 1970s (Robertson et al., n.p). These inhumane conditions included scientific and mental experiments on them, mental and physical torture, forced labor, and punishment without cause among others (Robertson et al., n.p). Moreover, they were placed to live in units that were locked, had bars on windows, and completely unsanitary. Interestingly, even after the passing of the American Disability Act, these authors note that people with disability are still being discriminated against today (Robertson et al., n.p). The situation leads me to consider my life, and the experiences and lessons I have had through lectures and activities on the topic, leading to the conclusion that my understanding of ability and disability is as much a result of my experience as it is through the course readings, conversations, and activities.

I do not consider myself a disabled person. In fact, I think I am completely able-bodied. Still, I cannot claim that that is all it has taken me to be in graduate school at Long Island. Growing up, I always associated disability with physical incapacity. Like it is realized by Kasden, Patterson, and Marshall, people still mock disabled persons on the streets (Kasden et. Al., n.p). There is the example given of the president of the United States mocking a reporter on public television in 2015 (Kasden et. Al., n.p). Notably, this is a common phenomenon that not only furthers my thoughts that only physical incapacity entails disability but also reveals the struggles of growing up with a disability. Moreover, it further contributes to an elaboration of the feelings I develop towards helping disabled people in society through being an educator. The course discussions revealed an interesting twist to my earlier perceptions. Notably, disability entails more than physical incapacity. In fact, so long as the condition inhibits daily activities and is likely to be prolonged, it may be classified as a disability. Such includes physical, sensory, cognitive, intellectual, psychiatric, and neurological conditions among others. Because disability inhibits daily activities, disabled persons are considered a liability in society. It is no wonder, then, that they are eliminated and banished in history (Kasden et. Al., n.p). However, there is a very thin line between disability and ability. When I lost my mother, I also lost myself. I would have been unable to find myself had it not been for the guidance of my educators. In deeply immersing myself into school in a bid to find my lost childhood innocence, I was very close to being incapacitated. The failure of people to contribute to societal development is not only caused by disability. Instead, it may also be contributed to by depression or lack of opportunities. One of the most significant motivators I carried out of my school community was the power that educators had to reach out to children from dysfunctional families. Nonetheless, there was always that extra mile that the teachers would go for the child who had learning difficulties. There would always be that child who stammered while reading, took too long to finish sums, or could not effectively construct a sentence. Thus, they always needed extra attention in class, extra hours, and special aids to guide their learning. While a large part of me was simply motivated to join the field of education to reach out to children from backgrounds such as mine, another part of me also recognized that I was able-bodied, and at a great position to help disabled children in the classroom.

As a result of this course, my current understanding is that disability does not imply ineffectiveness. A significant occurrence I have in memory in school involved the parent-teacher meetings that were occasionally held. For one particular student in my class, I recall a lot of absenteeism and occasional parent-teacher meetings. The child had difficulty coping in class activities, and while at that age I did not fully understand why, I felt so sorry for him. However, I also felt annoyed that he was occasionally out of school. Our teacher always made appoint of reprimanding those who made fun of him in class, and by treating him fairly, we had become accustomed to his presence, to the extent of not realizing his disability. The class lectures on the topic of clinical judgment and professional care for the disabled enabled me further understand this situation. Notably, it is essential education be significantly enhanced to enable the understanding of disability, and the need to place disabled persons under professional care. Still, there are significant errors. Research shows that society subjects people with disabilities to professional authority (Douglas, 1988). Little consideration is given to the fact that clinical judgment is affected by other social, economic, and political factors in the affected individual’s lives (Douglas, 1988). For instance, in the discussions that involved my classmate above, the major question would have been where to place him to better educate him. In such a case, consideration may be given to factors that affect the individual such as social isolation and unequal treatment. However, little consideration is given to the need to empower the individual, making them self-aware and decisive. In summarizing the problem with professional care and institutionalization, Douglas Biklen notes that ‘people with disability can achieve more self-determination, real choice, and power if they cease being categorized as clients whose future solely rests in the hands of professionals’ (Douglas, 1988). He goes ahead to suggest that they simply be considered a minority group. Based on this current understanding that disability is not inability, there are significant implications for the understanding of my pedagogical practice. In particular, I support the inclusive education approach used back in the day by my teacher, and also currently supported and enhanced through readings. In watching Stella Young give her speech, I am particularly inspired. She notes that she went to school and played with her siblings as any normal child would. In fact, she notes that had it not been for her disability, she hadn’t realized any other significant thing in her life (Young, 2014). It is interesting how, by being disabled, the rest of society finds her accomplished by doing things children her age would do. This is, however, not the case with her parents who say ‘she hasn’t actually achieved anything’ (Young, 2014). In this case, inclusion leads Sarah to forget her inability, living to greater heights of achievement- quite inspirational! Inclusion enables students with disability to spend more time with the non-disabled. As a result, they learn better how to function in society, and there is also societal acceptance. In this way, the presumed able members of the society get to realize the extreme levels of effectiveness among the disabled.

There are significant approaches in the education practice to enable all-inclusiveness for the disabled in society. In exploring the situations that led me to choose my particular career path, one significant point that stands out is the fact that I was brought up in a particular community. Asked why I choose to educate high need students in the urban community, my response is that I was born and raised in a similar environment. Nothing could be closer to the truth. Still, I feel it was more than just giving back to the community, and helping as I was helped. Instead, it further entailed instilling change. I wanted to be able to give a different insight and make a contribution that would be consequential. After all, who does not want to see their community progress? In this case, there are significant ways in which I am appreciative of this particular course. In specific ways, I will create and maintain a positive representation of disability within my school and in the classroom. I will also more effectively approach my role as an ally for students with disabilities. First, there is the acknowledgment of different perspectives on the approaches that should entail educating the disabled. For instance, there is the conflict between incrementalists and reconceptualists on the purpose of special education. On the one hand, incrementalists are of the opinion that special education aims at changing an individual through interventions that are performance enhancing. On the other hand, reconceptualists perceive special education as enhancing individual performance but more with a focus on changing the environmental limitations (Baglieri et. al., 2010). There are also distinct differences in the anticipated outcomes of special education. On the one hand, incrementalists prepare students to be able to adapt to the post-school world. On the other hand, reconceptualists look to creating a caring society that does not label and stigmatize the disabled (Baglieri et. al., 2010). In as much as I am for all-inclusiveness in educating the disabled, I would use this gained knowledge to better understand my students and their parents. As noted above, the disabled in society do not exist in isolation. Instead, there are those around them who also influence and affect their existence (Valle & Connor, 2010). Using this knowledge, I can better approach presenting my idea for all-inclusiveness to parents and other stakeholders. Particularly, I may encourage that both objectives may still be achieved, such as enhancing performance while still enabling supportive environments. For instance, children with fine motor difficulties can still be able to interact with others in class and get help in completing everyday activities such as cutting. According to Biklen and Burke, one of the principles of inclusive schooling is presuming competence for students (Biklen & Burke, 2006). To enable this, I will better collaborate with occupational therapists. Additional considerations will have to be made for cases that need institutionalization, in which case I would encourage enhanced interaction with non-disabled people nonetheless. It was interesting to watch the ‘In my language’ video and realize that through technological advancements, there are further ways to reach out to the non-communicative disabled individuals (Gaggs, 2007). Further notable is the fact that they appreciate such efforts at understanding and communicating with them (Gaggs, 2007). To further avoid stigmatization, it is essential to avoid achievement based classifications of students; recognizing the uniqueness of each achievement (Sleeter 1986).

Finally, Lehrer inspires me to look at disability differently. It is interesting how for a long while, and even as made in my previous observations, disability is a challenge to be solved. Lehrer, instead, presents disability as a beauty to be celebrated (Lehrer, 2017). She encourages me to further look back at my own life, appreciating the growth process I have gone through from a tender seed. In appreciating each of the processes, I can relate with that of a disabled person. It is only through a supportive school community that I can make it through school-a factor that I would greatly encourage for disability. Working as a counselor for New Adventures Day Camp, I further realize there is only too much we do not want to admit concerning disability. There was also the movement from foster care to foster care that motivated me to work harder-the kind of motivation that I feel any disabled person needs. As I look forward to graduation as a Special Education teacher, I can only hope that these experiences will better shape and reflect on my interactions with my students. Notably, I intend to have them feel my investment in them. This will enable trust and a connection that will create the empowerment they so need.

References

Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2010). Disability studies in education: The need for a plurality of perspectives on disability

Biklen, D., & Burke, J. (2006). Presuming competence.  Equity & Excellence in Education ,  39 (2), 166-175.

Biklen, Douglas. "The myth of clinical judgment."  Journal of Social Issues  44.1 (1988)

Gaggs, A. (2007, January 14).  In My Language  [Video file]. Retrieved from https://www.youtube.com/watch?v=JnylM1hI2jc

Kasden, F., Patterson, A., & Marshall, A. (n.d.).  Early Civilizations Activity .

Lehrer, R. (2017).  Artist challenges you to see beauty in all bodies  [Video file]. Retrieved from http://www.cbc.ca/player/play/1053023811806

Robertson, D., Rando, N., & Foster, K. (n.d.).  History of Dis/Ability Activity .

Sleeter, C. E. (1986). Learning disabilities: The social construction of a special education category.  Exceptional children ,  53 (1), 46-54.

Valle, J., & Connor, D. J. (2010). Rethinking dis/ability: A dis/ability studies guide to inclusive practices.

Young, S. (2014, April).  I'm not your inspiration, thank you very much  [Video file]. Retrieved from https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much