Normalizing Disability Begins in School | Joseph Schneiderwind | TEDxMSUDenver

Summary

In this powerful talk, a high school teacher reflects on their personal journey from being an able-bodied college student to someone requiring academic accommodations due to a disability. They explore the importance of inclusion, urging both students with and without disabilities to see disability as a normal part of society. The speaker advocates for the need to normalize disability in schools, encouraging teachers, administrators, and parents to become more aware and supportive. Ultimately, the message is clear: learning about disabilities and embracing inclusivity is key to building a more equitable and compassionate society.

Takeaways

• 😀 Disability is not always visible, and many individuals with disabilities may not outwardly show their needs for accommodations.
• 😀 Academic accommodations, such as extra time on tests, are necessary for some students to succeed, but they are often misunderstood as privileges rather than needs.
• 😀 14% of students in pre-kindergarten through 12th grade have disabilities, but many are not identified or do not seek accommodations due to stigma or lack of awareness.
• 😀 There is a disconnect between the statistical presence of disabilities in students and their self-identification, with some not seeking help to avoid being labeled.
• 😀 As a college student, David DeRuwe did not understand why others received accommodations until he himself required them.
• 😀 Disabilities and the need for academic accommodations should be normalized in educational settings to eliminate stigma and misunderstanding.
• 😀 Inclusion classes, where students with disabilities are placed alongside general education students, can sometimes unintentionally reinforce the idea of separation rather than true inclusion.
• 😀 The concept of inclusion needs to be broadened to include all aspects of the school environment, not just limited programs or special classes for students with disabilities.
• 😀 The phrase 'Nothing about me without me' emphasizes the importance of involving individuals with disabilities in decision-making processes that affect their education and inclusion.
• 😀 To create more inclusive environments, schools and educators need to be proactive in learning about disabilities and ensuring that all students, both with and without disabilities, are aware of how to support each other.

Q & A

What was the speaker's initial reaction to academic accommodations for students with disabilities?

The speaker initially thought it was unfair that a fellow student received extra time on tests, not understanding the need for such accommodations, as they had never been exposed to disabilities before.

How did the speaker’s perspective on academic accommodations change over time?

The speaker’s perspective shifted when they themselves required academic accommodations due to their disability, realizing that accommodations were necessary for success, not a privilege.

What percentage of students in the U.S. are reported to have disabilities in K-12 education?

According to the National Center for Education Statistics, 14% of students in pre-kindergarten through 12th grade have a disability, which equates to one out of every seven students.

What does the speaker mean by the term 'want versus need' in relation to disabilities?

The speaker suggests that while some students may not want to be labeled as having a disability, they might still need academic accommodations to succeed, which highlights a disconnect between personal identity and practical needs.

How does the speaker view the role of 'inclusion classes' in schools?

While the speaker acknowledges that inclusion classes, where students with disabilities are integrated into general education, can be beneficial, they also critique how these classes can create a sense of separation, reinforcing the idea that students with disabilities are different or 'other.'

What is the significance of the phrase 'Nothing about me without me' in the context of disability rights?

The phrase emphasizes the importance of including individuals with disabilities in decisions that affect them, particularly in academic and social environments, to ensure their voices and needs are heard.

What is the speaker’s main argument about the concept of inclusion in schools?

The speaker argues that inclusion should be a more inclusive concept itself, where individuals with disabilities are not excluded from the discussions about inclusion, and that society must normalize disability from a young age.

Why does the speaker believe that disability awareness needs to be taught in grade school?

The speaker believes that early education about disabilities can help normalize them, reducing stigma and helping both students with and without disabilities understand that success is possible for everyone, regardless of disability.

What statistic does the speaker cite regarding adults with disabilities?

The speaker cites a CDC statistic that states 25% of adults between the ages of 18 and 44 have a disability, which contradicts the lower percentage of students identified with disabilities in schools.

What call to action does the speaker make at the end of the presentation?

The speaker challenges the audience with the question, 'What are you going to do?' urging everyone to take responsibility for increasing disability awareness and fostering inclusion in their own communities.