Ableism

Summary

The video script discusses ableism, an inherent bias against people with disabilities, and its impact on education. It emphasizes the need for an inclusive mindset that values diversity and sees disability as a strength, not a weakness. Educators are encouraged to be self-reflective, redefine special education as a normal and enriching aspect of humanity, and actively engage students with disabilities to foster a more equitable learning environment.

Takeaways

• 🧠 Ableism is an inherent bias against people with disabilities, which is internalized and can manifest in various forms.
• 🤔 Educators, especially special education teachers, must be self-reflective to ensure they are not projecting ableism in the classroom.
• 🔄 Ableism assumes typical abilities are superior and that people with disabilities need fixing, which can be directed toward physical, mental, or learning disabilities, and even language barriers.
• 🏫 Inclusive classrooms are not just about having students with disabilities present; it's about actively engaging them socially and with the material.
• 🤝 Socially engaging education involves giving students agency over their learning and allowing them to contribute to lessons with one another.
• 👥 It's crucial to see students with disabilities as equals and co-equal partners, rather than over-helping them, which can hinder their learning of independence skills.
• 💡 Students with disabilities can lead discussions and presentations, which can help others understand their strengths and weaknesses, and how they can be supported.
• 🔄 Shifting from a deficit mindset to an asset-based approach allows students to engage based on their strengths rather than focusing on what they can't do.
• 🌈 Recognizing that everyone has a unique neurological profile and learning style promotes the understanding that diversity is a value and an asset in education.
• 🤝 Active inclusion involves actively talking, interacting, and seeing the value and strengths of people with disabilities as co-equals in a democratic setting.
• 🌟 Defining students by their unique talents and neurological learning ways enriches the classroom and helps in removing biases that contribute to an ableistic environment.
• 📚 Framing special education and disabilities as normal and even 'super cool' can help students feel confident in advocating for themselves, starting from an early age.

Q & A

What is the definition of ableism according to the script?

Ableism is defined as an inherent bias against people with disabilities, which can take many forms that we all have internalized.

What is the significance of having a self-reflective approach as a special education teacher?

A self-reflective approach is crucial for special education teachers to constantly evaluate how they are projecting in space and to ensure they are not being ableist.

What does the script suggest about the assumption of typical abilities being superior?

The script suggests that ableism assumes typical abilities are superior and that people with disabilities need fixing, which is a misconception.

How does the script describe the common practice of segregating students based on ability levels in schools?

The script describes that it's easy in schools to segregate students based on ability levels, even when trying not to, and emphasizes the need for true inclusion.

What is the importance of social engagement in education as mentioned by Jeremy?

Social engagement in education is important as it gives students agency over their learning and allows them to understand how they can contribute to a lesson with one another.

Why is it problematic to over-help students with intellectual disabilities, as Jeremy points out?

Over-helping students with intellectual disabilities can prevent them from learning the skills they need for independence.

What role did the student with Down syndrome play in the community circle according to the script?

The student with Down syndrome led the community circle, discussing ideas about disability, weakness, and strengths, and facilitated a discussion among other students about their own strengths and weaknesses.

How does the script suggest reframing the idea of special education or having a disability?

The script suggests reframing special education or having a disability as normal, part of being human, and even something that makes an individual unique and 'super cool'.

What is the purpose of using asset-based language and focusing on strengths in the classroom?

Using asset-based language and focusing on strengths helps students find ways to engage with learning and each other, rather than identifying only what they cannot do.

What does the script imply about the importance of viewing students with disabilities as co-equals?

The script implies that viewing students with disabilities as co-equals is crucial for creating an inclusive learning environment where diversity is seen as a value and an asset.

How can teachers demonstrate the value of different abilities in the classroom, as suggested by the script?

Teachers can demonstrate the value of different abilities by showcasing students' unique talents and neurological learning ways that can enrich the classroom, and by defining students by their strengths rather than their limitations.