I am just one more. Off beat Notes (English subtitles)

Summary

El documental se basa en el libro 'Educación, discapacidad e inclusión. La lucha de una familia contra una escuela excluyente' de Ignacio Calderón-Almendros y Sabina Habegger-Lardoeyt. Narra la historia de Rafa, un joven con síndrome de Down, y su familia, quienes luchan por su derecho a recibir una educación igualitaria. A pesar de las barreras sociales y educativas, Rafa logra avanzar académicamente y se convierte en el primer titulado en música con síndrome de Down en España. La historia destaca la importancia de la inclusión y la resistencia ante la discriminación, mostrando que las capacidades de las personas no deben ser limitadas por prejuicios.

Takeaways

• 🧩 La historia trata sobre la lucha de una familia por la inclusión educativa de Rafa, un joven con síndrome de Down, para que tenga las mismas oportunidades que el resto.
• 📚 A pesar de las dificultades, Rafa logró avanzar en su educación, demostrando que los diagnósticos y las barreras impuestas por el sistema educativo pueden ser superados.
• 👨‍👩‍👦 La familia de Rafa luchó con amor y determinación, resistiendo las recomendaciones de las autoridades educativas que buscaban excluirlo del sistema regular.
• 🎶 La música jugó un papel clave en el desarrollo personal y emocional de Rafa, ayudándolo a integrarse y a ser reconocido por sus habilidades, incluso obteniendo un título profesional en música.
• 🎖️ Rafa recibió la Medalla de Oro al Mérito en la Educación por su esfuerzo y determinación, demostrando que tener síndrome de Down no es un impedimento para llevar una vida normal y profesional.
• 👥 La comunidad, incluida la banda de música y el vecindario, apoyó a Rafa y a su familia en su lucha contra la exclusión, mostrando que el apoyo social es crucial para la inclusión.
• 🔍 La historia evidencia cómo los informes y diagnósticos pueden ser utilizados de manera errónea para limitar las oportunidades educativas de las personas con discapacidad.
• 💪 La perseverancia de Rafa y su familia abrió el camino para cuestionar las prácticas educativas excluyentes y para promover un modelo educativo más inclusivo y basado en la capacidad y el amor.
• 🎓 A pesar de ser rechazado y excluido en varias ocasiones, Rafa demostró su capacidad al completar su educación secundaria y avanzar en sus estudios musicales sin problemas.
• 🗝️ La historia invita a reflexionar sobre cómo la sociedad y la educación deben enfocarse en las capacidades de las personas, en lugar de en sus limitaciones, para construir una sociedad más inclusiva y justa.

Q & A

¿Cuál es el tema central del documental basado en el libro 'Educación, discapacidad e inclusión'?

El documental trata sobre la lucha de la familia de Rafael Calderón, un joven con síndrome de Down, por garantizarle una educación inclusiva y equitativa, enfrentándose a un sistema escolar que intentó excluirlo.

¿Qué obstáculos enfrentó Rafa en su educación secundaria?

Cuando Rafa llegó a la educación secundaria, la escuela se sintió incompetente y decidió excluirlo, argumentando que no podía aprender más debido a su bajo coeficiente intelectual y sugiriendo que debía ser transferido a un programa de educación especial.

¿Cómo reaccionó la familia de Rafa ante la decisión de la escuela de excluirlo?

La familia de Rafa decidió resistir y desafiar la exclusión impuesta por la escuela, alegando que Rafa merecía las mismas oportunidades que cualquier otro estudiante y que debía permanecer en la escuela.

¿Qué impacto emocional tuvo la exclusión escolar en Rafa?

La exclusión escolar afectó profundamente a Rafa, haciéndolo sentir impotente y provocando un empeoramiento en su tartamudez. Además, experimentó una disminución en su rendimiento debido al impacto emocional que sufrió.

¿Cómo contribuyó la comunidad a la lucha de la familia de Rafa?

La comunidad jugó un papel importante al apoyar a la familia de Rafa mediante la recolección de firmas y el respaldo a su causa. Además, se presentó un contrainforme psicológico y pedagógico que fue decisivo para que Rafa continuara en la escuela.

¿Qué logro académico importante alcanzó Rafa a pesar de las dificultades?

Rafa se convirtió en la primera persona con síndrome de Down en España en obtener un título profesional en música, desafiando las expectativas y demostrando sus capacidades.

¿Cómo influyó la música en el desarrollo personal y académico de Rafa?

La música fue una herramienta crucial para el crecimiento personal de Rafa, permitiéndole integrarse mejor en su entorno y demostrando que podía sobresalir en un área que disfrutaba y en la que trabajó arduamente.

¿Qué reflexión ofrece el documental sobre la discapacidad y la educación?

El documental sugiere que la discapacidad no es solo una realidad fisiológica, sino también una construcción social y cultural. Critica los estereotipos y patrones de pensamiento que subestiman a las personas con discapacidad, mostrando que con apoyo adecuado, pueden lograr grandes cosas.

¿Cómo define Rafa su experiencia de vida y superación personal?

Rafa describe su vida como una lucha constante para ser tratado como cualquier otra persona, dejando de lado la etiqueta de 'síndrome de Down' y centrando su identidad en sus capacidades, no en su diagnóstico.

¿Cuál es el mensaje final del documental respecto a la inclusión y las barreras sociales?

El documental destaca que las barreras más grandes son las sociales y que el cambio es posible cuando se cuestionan las normas y se lucha por una verdadera inclusión basada en el amor y el apoyo comunitario.

Outlines

00:00

📚 La lucha por la inclusión educativa de Rafa

El documental narra la historia de Rafa, una persona con síndrome de Down, y la lucha de su familia por garantizar que recibiera las mismas oportunidades educativas que cualquier otra persona. A lo largo de su vida, han demostrado que Rafa tiene derecho a una educación inclusiva, enfrentándose a barreras y prejuicios que lo excluían. La historia destaca la importancia de las buenas prácticas educativas, sociales y humanas en la inclusión.

05:01

🎶 El descubrimiento de la música

Rafa se interesó por la música a los diez años, influenciado por sus amigos que estaban en una banda musical. Aunque enfrentó barreras durante su formación, su familia y él resistieron ante los obstáculos. Esta sección también aborda cómo las expectativas sociales y familiares jugaron un papel crucial en su desarrollo personal y académico.

10:10

🏫 El enfrentamiento con el sistema educativo

Rafa enfrentó serias dificultades en la escuela secundaria cuando le dijeron que debía reprobar por tener un bajo coeficiente intelectual, según la ley y los informes escolares. La familia luchó contra esta injusticia, cuestionando la legitimidad de las evaluaciones y solicitando apoyo de la comunidad y profesionales para desafiar las decisiones escolares, logrando que Rafa continuara en la escuela.

15:13

💪 La resiliencia de Rafa frente a las barreras

La familia de Rafa, junto con el apoyo de la comunidad y un contra-informe psicológico, lograron revertir la decisión del colegio que pretendía expulsarlo. Esta parte del relato enfatiza el impacto emocional que la exclusión tuvo en Rafa, afectando su progreso y autoestima, pero también destaca su capacidad para sobreponerse y continuar estudiando, superando expectativas.

20:13

🏅 Superación y éxito en la música

A pesar de las dificultades académicas, Rafa continuó sus estudios y se destacó en el ámbito musical, convirtiéndose en la primera persona con síndrome de Down en España en obtener un título profesional en música. Esta sección subraya cómo sus logros personales desmantelan los argumentos segregacionistas y destacan su capacidad para superar las barreras impuestas.

25:22

🎖 Reconocimiento por su esfuerzo y determinación

Rafa recibió la Medalla de Oro al Mérito en Educación por su esfuerzo y superación, demostrando que tener síndrome de Down no es un impedimento para llevar una vida normal y tener una carrera profesional. Esta sección reflexiona sobre el valor de las oportunidades, el apoyo familiar y cómo Rafa abrió puertas para otras personas con discapacidades.

🎓 Transformación en la percepción de la discapacidad

A lo largo del tiempo, la historia de Rafa demuestra que el problema no reside solo en su discapacidad, sino en cómo la sociedad y la cultura lo perciben. Su éxito es un logro social que ofrece esperanza y abre puertas a otros, desafiando los prejuicios y mostrando que las barreras son más sociales que biológicas.

🎼 La música como espacio inclusivo

La participación de Rafa en una banda musical es un ejemplo de inclusión, donde personas de diferentes edades colaboran en un proyecto común. La música le ha permitido a Rafa aprender, disfrutar y crecer, encontrando en este ámbito un espacio donde se siente igual a los demás, dejando de lado la etiqueta del síndrome de Down.

🏆 El esfuerzo constante de Rafa

Rafa ha encontrado un área en la vida en la que sobresale gracias a su arduo trabajo. A través de su lucha y sacrificio, ha demostrado que puede superar las limitaciones impuestas por los demás, logrando algo único y significativo para él y para otros en su situación.

🏆 Un triunfo social y familiar

La historia de Rafa es un triunfo no solo personal, sino también social, ya que demuestra que las discapacidades no son solo fisiológicas, sino construcciones sociales y culturales. La perseverancia de su familia y la creencia en su potencial han abierto caminos para muchas otras personas, desafiando estereotipos y patrones de pensamiento obsoletos.

Keywords

💡Inclusión

La inclusión se refiere a la participación plena y equitativa de personas con discapacidad en la sociedad, en este caso dentro del sistema educativo. El video narra la lucha de la familia de Rafa por integrarlo en la educación regular, pese a las barreras que enfrentaron. La inclusión educativa es uno de los temas centrales de la historia, ya que Rafa y su familia lucharon para que él recibiera una educación igual a la de los demás estudiantes.

💡Barreras

Las barreras en este contexto son los obstáculos, tanto físicos como sociales, que impiden la participación completa de personas con discapacidades. Rafa enfrenta barreras en la escuela, no solo arquitectónicas, sino también prejuicios y decisiones administrativas que lo excluyen de oportunidades educativas. La superación de estas barreras es un tema recurrente en la narración.

💡Síndrome de Down

El síndrome de Down es una condición genética que afecta el desarrollo cognitivo y físico de las personas. En el documental, Rafa, que tiene síndrome de Down, lucha contra los prejuicios y las expectativas limitadas que la sociedad y el sistema educativo imponen sobre él. El documental muestra cómo su familia y él mismo desafían la idea de que su discapacidad define sus capacidades o su valor.

💡Educación

La educación en este contexto no solo se refiere a la enseñanza académica, sino también a los derechos de los estudiantes con discapacidades para recibir una educación inclusiva. El video enfatiza cómo el sistema educativo, en lugar de apoyar a Rafa, lo excluyó, hasta que la familia intervino para asegurar que tuviera las mismas oportunidades que los demás.

💡Segregación

La segregación es la práctica de separar a las personas en función de alguna característica, como la discapacidad. En la historia, Rafa enfrenta intentos de segregación por parte del sistema educativo, que lo quería transferir a una escuela especial. Su familia lucha contra esta práctica, buscando una educación inclusiva en lugar de la separación basada en sus habilidades percibidas.

💡Prejuicios

Los prejuicios son creencias preconcebidas y generalmente negativas sobre un grupo de personas. En el documental, el sistema educativo y algunos de sus actores manifiestan prejuicios contra Rafa debido a su síndrome de Down, asumiendo que no podía aprender o desarrollarse como los demás. Estos prejuicios son desafiados por Rafa y su familia, demostrando que puede superar las expectativas.

💡Familia

La familia es un pilar fundamental en la vida de Rafa y juega un papel clave en la narrativa del documental. La familia de Rafa es su principal apoyo en su lucha por la inclusión educativa, y su amor, comprensión y perseverancia permiten que Rafa supere las barreras impuestas por la sociedad. La historia destaca la importancia del apoyo familiar para las personas con discapacidades.

💡Lucha

La lucha se refiere a los esfuerzos constantes de Rafa y su familia para superar las dificultades y barreras impuestas por el sistema educativo y la sociedad. Esta lucha incluye acciones legales, el apoyo de la comunidad, y la resistencia a la exclusión. Es un tema recurrente que refleja la perseverancia ante la adversidad y la búsqueda de justicia e igualdad de oportunidades.

💡Diagnóstico

El diagnóstico, en este caso, se refiere a las evaluaciones psicológicas y pedagógicas que se realizan en los estudiantes. En el documental, el diagnóstico de Rafa fue utilizado como una barrera para su progreso educativo, con la escuela alegando que no podía aprender más. Sin embargo, el contrainforme psicológico y pedagógico que realizó su familia fue fundamental para demostrar que Rafa podía continuar su educación.

💡Capacidades

Las capacidades en el contexto del documental se refieren a las habilidades y potencialidades de Rafa, que fueron subestimadas por el sistema educativo. A lo largo de la historia, Rafa demuestra que sus capacidades son mucho mayores de lo que inicialmente se pensaba, logrando completar su educación secundaria y obtener un título profesional en música, desafiando los estereotipos sobre las personas con síndrome de Down.

Highlights

La historia de Rafa Calderón demuestra que las personas con síndrome de Down tienen el derecho de recibir las mismas oportunidades educativas que los demás.

La familia de Rafa luchó para que su educación fuera igual que la del resto, desafiando barreras sociales y escolares que intentaban excluirlo.

Rafa enfrentó muchas barreras, no solo arquitectónicas, sino también emocionales y sociales, pero logró superarlas con el apoyo de su familia.

Los informes psicológicos y pedagógicos fueron decisivos para demostrar la capacidad de Rafa y permitir que continuara su educación.

El sistema escolar intentó excluir a Rafa en varias ocasiones, alegando que su capacidad intelectual era limitada y que debía asistir a una escuela especial.

Rafa se convirtió en la primera persona con síndrome de Down en España en obtener un título profesional en música, un logro notable que rompió barreras.

El documental muestra cómo los prejuicios sociales y culturales sobre la discapacidad pueden ser superados cuando se priorizan el amor y la inclusión.

La comunidad y el vecindario de Rafa apoyaron a su familia firmando peticiones y abogando por su permanencia en la escuela ordinaria.

El papel de la música fue clave en la vida de Rafa, proporcionándole una vía para expresar sus emociones y desarrollar su identidad más allá del síndrome de Down.

Rafa ganó una medalla de oro al mérito en la educación, demostrando que tener síndrome de Down no es un obstáculo para llevar una vida normal y exitosa.

El caso de Rafa abre las puertas para que otras personas con discapacidades puedan seguir sus pasos y recibir las mismas oportunidades.

La familia de Rafa construyó un discurso basado en el amor y la capacidad, desafiando la visión técnica de las escuelas sobre la discapacidad.

El proceso de lucha de la familia de Rafa contra el sistema educativo sirve de inspiración para otras familias en situaciones similares.

La educación inclusiva de Rafa en el conservatorio de música contrasta con su experiencia en la escuela, donde enfrentó más barreras y exclusión.

El documental enfatiza que la discapacidad no es solo una realidad biológica, sino que también es una construcción social y cultural.

Transcripts

Documentary based on the book Education, disability and inclusion. A family struggle against and excluding school, by Ignacio Calderón-Almendros and Sabina Habegger-Lardoeyt (Sense Publishers, 2017)

It’s not the book, it’s the story, it’s much more. His whole story has been

a struggle to show that Rafa, who has Down’s syndrome,

is a person and has the right to have the same opportunities as the rest.

It is an exciting story. Not only the protagonist's story, but the whole process.

I think it really tell us the example of good educational practices,

of good social practices and, ultimately, of good human practices.

I am just one more. Off beat notes

He was a kid who was in an ordinary school,

with things working satisfactorily both for him and for the school,

until, when it came to secondary education,

the school felt incompetent or overwhelmed …

and defended itself by attacking.

The objective was not to give Rafa an education,

but to defend themselves against Rafa.

I think that Rafa’s family has always wanted him to have an education

that is the same as everyone else’s.

Just like they welcomed Rafa since he was small,

from my point of view, with a lot of love, affection,

protection, just like any other member of the family,

they wanted his opportunities to be the same.

Why did they have to do something different from the rest, if he is just another person?

I think there would have been a Rafael if he hadn’t studied music

and there is a Rafael who did study,

and they would be completely different from each other.

Rafael is a totally normal person, with many qualities.

He has achieved something that nobody thought he would ever achieve, hasn’t he?

He’s not just a mate, I consider him to be part of my family,

as ever since I remember I have always lived and shared many things with him.

We have lived next door to each other and,

practically up to my wedding day,

he has been a major reference point in my life.

Rafael Calderón is a person like any of you,

but he has a way of learning a touch slower.

When we started to read that book,

we realised that our stories were very similar,

that we had things in common,

and that the struggle was also very similar,

the struggles of the families were very similar.

[Radio Interview] –How did Rafael Calderón start to be interested in music?

–I started music when I was ten years old,

and it was because my friends,

the members of the band,

were on their way to the band,

which is called Miraflores-Gibraljaire,

and I wondered: Why not me?

–‘Why not me?’ and you enrolled at the Music Conservatory M. Carra, in Málaga.

I’ve always seen Rafa just like any other child.

And also, one who understands and realises everything.

Just the way it sounds.

One who realises everything.

It was very noticeable,

that crucial time when they placed

a barrier in front of him and said to him: 'You won’t get through'.

I think he is who he is because of the good times he’s had and

the bad times he’s gone through.

Rafa has had to overcome quite a number of barriers,

much larger than architectural barriers.

The barriers that people put up, those…

you just have to suck it up.

Well, what I remember is the impact.

That is, often people who have a person with Down’s syndrome in their family

conform to what is established.

In this case what’s important is the resistance of his family, saying no,

saying that they wanted their relative to be treated totally normally,

something that is not found very often.

It really struck me how his family made a decision,

many years ago (nowadays there is a different discourse,

we’re talking about 1998,

it’s been some years, and even more so in terms of disability issues).

I remember once, after receiving terrible school marks,

I went to speak to his tutor and she said that, according to the school counsellor,

Rafa had to fail.

When I asked her why,

her answer was that she had been told that there was a law that said he had to fail.

I made an appointment with the school counsellor,

and we had a meeting in which she told me what she believed:

Rafa was unable to learn any more, he had a very low I.Q.,

or according to the law, he had to fail.

That was when the family saw the need to challenge this,

because he was being asked to leave the school, to go to a specific school

or one which, according to her, would give him more opportunities.

The verdicts given at school seem to have absolute legitimacy,

and what is written or dictated from the school

seems to be irrevocable.

He would come and say: ‘You tell me to work

but now I get only fails, there’s no point.

All those years ago, they shouldn’t have failed me,

because I had done the work,

I faced up to year 11 [Spanish year 4 ESO] in order to pass.

And what did they do in return, despite my effort?

They failed me.

That shouldn’t be done to anyone.

It was done to someone: to me.

But I won’t let them.

There was no way they were going to kick him out. How come they were going to kick him out?

I said: No way, why can’t the child be in the school?

If he learns more, he learns more, and if he learns less, he’ll learn less,

but the child had to be in school like everyone else.

Yes, I remember. How could I not remember?

I was a member of the school’s parents’ association when that happened.

It infuriated me.

None of the parents agreed.

Don’t think that the children rebelled or complained about him…

He was such a lovely child!

He was just like any other child!

We as parents didn’t understand it.

Petitions were made to the Ombudsman,

the Málaga inspection authorities from the regional government of Andalusia were spoken to,

signatures were collected among the neighbours,

explaining the case and inviting them [to sign].

For me, when they wanted to kick him out of school,

for me and for the neighbours it was upsetting,

as we knew how well brought up Rafa was,

and they wanted to kick him out because they said

that there was no reason for him to learn more…

Despite the fact that he could continue to do it, as was finally the case,

because his parents pushed for it;

if his parents had been different, and had given in…

I think the activity that was most successful,

the most solid one from an academic point of view

was the construction of a psychological and pedagogical counter-report.

I think it’s very important to have the involvement of the community,

in this case, the neighbourhood,

when there’s a situation that may seem unfair,

that society itself, by means of signatures,

assumes that it may be other people who are wrong.

But obviously the psychological and pedagogical study is decisive.

The experts’ opinion, apart from having a lot of weight,

obviously was key to everything that happened.

Because without the technical report, unfortunately

the signatures wouldn’t have had any effect.

Society and professionals worked together.

The school had prepared a psychological and pedagogical report

and had issued a schooling directive which established that he should be referred to a

Social Programme for the Guarantee of Special Education Needs.

Rafa wrote an article in a specialised journal and expressed

how he felt about that process, how he felt excluded,

how it affected him internally and emotionally.

He says: ‘They didn’t give me the plaque because I had failed. When the school gave out the marks

I didn’t cry because I’m a man, but I did when I got home.

Teachers should have given me a hand,

should have honestly helped me,

whatever it took, however tiring it was.

It is a horror. I don't know, I wouldn't think... I can't.

When he saw that he had made an effort like everyone else,

and he didn’t have the reward that he expected,

even though he deserved it, it’s normal that he felt impotent.

During that time, his progress was much slower than before,

because all those emotions he was experiencing prevented him from being able to make progress.

If there are no expectations around you, you cannot make progress.

His stutter became much worse, really acute,

very pronounced, and he hasn’t recovered since.

But it has made his struggle more active.

When you are told what your ceiling is,

And that ceiling also keeps your head pressed down,

you cannot raise it again, it’s impossible.

My body felt empty,

I didn’t feel like studying,

but as life goes on, and I want to live a life … I go on.

Despite all these strategies, the efforts succeeded and Rafa continued to study there,

repeated that year and the next year he managed to pass.

The most curious thing in all this is that, once he finished his studies

and left that school that covered up to compulsory secondary education,

moving forward to ‘A’ level, he had no problems with any subjects,

only with English.

He, with his work and the support that was given through the research

made some people react and believe that they could actually

give him that opportunity, that he had to be supported,

and that by giving him an opportunity to be there,

he could move forward, as he has done.

The aim was: what can I do with him that is useful for him,

what are his shortcomings and which ones can I cover.

I was surprised because, for example,

one thing that he was very good at was syntactic analysis.

It is something that needs reasoning, and he did it really well.

Each school year has its difficulties,

which need to be overcome, both when

I was little, until now, and more in the present and future,

there are difficulties, but these must be overcome,

one has to be one hundred percent there …

While he was doing his ‘A’ levels he received an award,

a diploma as a distinguished student,

in an event held with the entire school;

he continued his studies at the Professional Music Conservatoire,

and became the first person with Down’s syndrome in Spain

to obtain a professional degree in Music.

Which means that, after a few years,

reality has pulled down all of the pro-segregation arguments that the school had made.

And it was Rafa himself who showed the ability he has

and how he has overcome that inability that they said he had.

Next, gold medal for Merit in Education for Mr Rafael Calderón-Almendros,

for his effort and his determination.

And because he has demonstrated that being a person with Down’s syndrome is no obstacle

to leading a normal life and also to having a profession, why not?

For me it’s important, but it’s not that important.

They only give me a Gold Medal for Merit in Education for being just one more.

It may be that he is actually the first,

and not only the first with Down’s syndrome,

but the first one who has managed to overcome all that,

pass all that with that label in front of him.

I don’t feel different, because I am just like everyone else.

I wonder whether we may be getting it wrong in many many cases

with people who, in inverted commas, we say are disabled.

Whether the education methods, the actual family environment,

may not be getting it wrong and leaving many people

with some specific potential on one side.

Schools can discard many people,

leave out many people who are highly capable

and destroy the life projects of many people.

I am happy for Rafael and I am sad about those who fall by the wayside.

Children’s diagnoses must be democratised,

because the diagnoses and assessments made by

educational professionals can be used to put a label

and make judgements that may be wrong, as was the case here.

What is in that book are the arguments that have been generated in the family context,

and they are arguments that have been built on one thing, and that is love.

Despite seeing that he had many things against him,

I used to say: I think he will be able to cope with these things.

I think his strength, his upbringing,

all that is positive around him,

will prevail over the lack of faith that we may have had nearby.

Teachers must understand that they have the class that they have,

and they have to do whatever they can with that class.

What we can’t do is get rid of those that we don’t like

or that make us stumble.

What happened in the music context and in the school context was very different,

basically because in the music

Rafa has always been able to be in an inclusive context.

He has become much more integrated into the band

and the music environment than in any other,

because in school, you get there, you get to 6th grade,

or 8th grade, and you have to have this knowledge,

and if you don’t have it, you are no good.

In the band you get there, and you don’t have the knowledge,

and every year there are new people

who join the same group.

That is the purpose,

creating a family made up of all of us,

having 9-year-old kids together with guys of 25 or 26.

An orchestra is built from many little bits,

and each little bit is necessary and,

each in their own way, all collaborate

in the construction of that common project that is a music band.

Music helps me learn,

enjoy myself,

express joy…

From a human point of view, Rafa has been a great example for the band.

In terms of performance, he is just one more,

he doesn’t hamper the band’s work at all.

On the contrary, he enhances it.

I felt I was just one more.

With what I have, which is Down’s syndrome,

which I have put to one side,

because for me that is a label.

Put it to one side. And I am just another one.

Just one more. In the group.

These achievements, I think are very important for the actual person,

but I also think that they have a very important repercussion

from a historical point of view,

because they open the way.

Let’s imagine that it is possible to walk down new paths.

That the things that are established can be different.

That things may be done in a different way,

that the school that we know does not have to be the one that is valid.

That there are other schools, and there are other ways of being a teacher in schools.

The families, as they are so close to their members with disabilities,

can construct, and in fact, do construct discourses different from those produced in schools.

Discourses based on capacity, not on incapacity,

Based on love, instead of on technical aspects.

If we manage to make those discourses

sufficiently resistant in schools,

schools can change.

I mean, really, mental retardation in what?

I just don’t see his disability because he hasn’t shown it to me.

If he doesn’t see it, nobody can see it in him.

That is, if he doesn’t create a barrier for himself,

why should I do it, why should you do it?

Simply because you think that you’re cleverer than him

or that you can do some things that he doesn’t do?

This is the question: If I’m studying to be a musician,

even if I am told that I am not a musician, I am,

because I am studying,

I am making a tremendous sacrifice,

I am trying to bring out the joint effort.

One shouldn’t look at the label, but look at oneself.

Apart from the fact that he loves music,

apart from the fact that he lives it, that he feels it,

I think that is where he grows, and where he truly feels that he is himself.

Himself, not Down’s syndrome, but himself.

We are totally surrounded by prejudices every day,

in everything we do, and with music, perhaps one …

It is a wonderful way of saying:

Here I am and I can do this, well, nearly better than anyone else.

And he wants to be like the rest,

he also wants to have area in life in which he excels,

and he has found it.

But he has found it because he has killed himself working to find it,

and that is now bearing fruit, he has something that nobody has, he does have it.

If at the beginning the problem was in Rafa because he had Down’s syndrome,

as time goes by we gradually realise

that the problem is not only in him, but the problem is in us:

the reality of disability is not only a physiological reality,

it is not biological, but fundamentally social and cultural.

Besides, I also think that it is a social achievement,

in that it opens many doors for other people.

A simple family,

a MERE FAMILY achieves this:

David beats Goliath.

because they know that he can and because they have hope.

Yes, it does help to see that we weren’t the only crazy people

fighting for equal opportunities,

that there was another similar story,

only that in a different level, secondary, in Spain,

but that we were going through the same and that that story was successful.

Ours can also succeed.

It makes the famous sentence ‘they can’ true.

No, it is true here and now.

He is a reality.That is reality.

Therefore, let’s stop using patterns of thought,

stereotypes, which contradict reality.

Later there may be many things to talk about, but there is

a reality that is here, and that is made of flesh and bone,

called Rafael Calderón-Almendros.

In fact, it is patience.

The patience to be oneself.

Documentary based on the book Education, disability and inclusion. A family struggle against and excluding school, by Ignacio Calderón-Almendros and Sabina Habegger-Lardoeyt (Sense Publishers, 2017)