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.

Outlines

00:00

🧠 Understanding Ableism and Inclusive Education

This paragraph delves into the concept of ableism, which is the inherent bias against people with disabilities. It emphasizes the importance of self-reflection for educators, especially special education teachers, to ensure they are not perpetuating ableist attitudes. The narrator and Jeremy Ault, a special education teacher, discuss how ableism assumes typical abilities are superior and that those with disabilities need fixing. They highlight the need for inclusion that goes beyond mere physical presence in the classroom, advocating for active engagement and social interaction with students of all abilities. The paragraph also showcases an example of a student with Down syndrome leading a community circle, discussing his own experiences and facilitating a conversation about strengths and weaknesses among all students, promoting a sense of equality and mutual support.

05:02

🌟 Fostering an Inclusive Mindset in the Classroom

The second paragraph focuses on the importance of creating an inclusive mindset in educational settings. It suggests that by recognizing and valuing the diverse neurological profiles and learning styles of students, teachers can enrich their classrooms and eliminate biases that contribute to an ableistic environment. The narrator suggests reframing the concept of special education and disabilities from something shameful to a normal and celebrated part of human diversity. This approach can empower students to advocate for themselves with confidence as they grow older. The paragraph concludes by posing a reflective question to teachers about the changes they could implement to foster a more inclusive and equitable learning environment.

Keywords

💡Deficit mindset

A deficit mindset refers to the tendency to focus on what individuals cannot do, rather than what they can. In the context of the video, it is a key element of ableism, where educators may inadvertently emphasize the limitations of students with disabilities. The script mentions this concept when discussing the negative impact of focusing on students' inability to perform certain tasks, which can perpetuate stereotypes and hinder inclusive education.

💡Ableism

Ableism is the discrimination or bias against individuals with disabilities, often stemming from the belief that typical abilities are superior. The video defines ableism as an inherent bias and discusses its various forms that are internalized in society. It is central to the video's theme, as it explores the impact of ableism in educational settings and how it can be challenged to foster a more inclusive environment.

💡Special education

Special education is a field within education that focuses on meeting the unique needs of students with disabilities. The video mentions special education teachers as key figures in challenging ableism and promoting self-reflection on their teaching practices. It highlights the importance of special education teachers in creating inclusive classrooms and ensuring that students with disabilities are not only present but actively engaged.

💡Inclusion

Inclusion in the video refers to the practice of ensuring that all students, regardless of their abilities, can participate and engage in the learning process. It is not just about physical presence but about meaningful participation. The script discusses the importance of inclusion in creating a classroom environment where students with disabilities are seen as equals and are socially and academically integrated.

💡Segregation

Segregation, within the context of the video, refers to the practice of separating students based on their abilities, which can lead to an exclusionary environment. The script points out that simply placing students with disabilities in a classroom is not enough; there is a need to actively engage them and avoid segregating them to the periphery of classroom activities.

💡Socially engaging education

Socially engaging education is an approach that empowers students to take an active role in their learning and interact with their peers. The video highlights this concept through the example of a student with Down syndrome leading a community circle, which allows students to discuss their strengths and weaknesses and learn from each other. This approach is integral to the video's message of promoting inclusion and mutual understanding.

💡Asset-based language

Asset-based language is a way of communicating that focuses on the strengths and abilities of individuals rather than their limitations. The video encourages the use of this language to shift the focus from a deficit mindset to recognizing and valuing the unique contributions that each student can make. It is exemplified in the script when students are encouraged to identify and discuss their strengths and how they can support each other.

💡Neurological profiles

Neurological profiles refer to the unique ways in which individuals process and understand information. The video emphasizes that everyone has different learning styles and strengths, and it is important to recognize and accommodate these differences in an inclusive classroom. This concept is used to argue for the value of diversity in learning and the importance of个性化教学.

💡Co-equals

Co-equals is a term used in the video to describe the idea that all students, regardless of their abilities, should be viewed as equals in the classroom. It is part of the broader theme of promoting inclusivity and ensuring that students with disabilities are not only included but also respected and valued for their contributions.

💡Diversity

Diversity in the video is presented as a value and an asset that enriches the classroom environment. It is linked to the idea that different abilities and learning styles can contribute to a more equitable and dynamic learning space. The script discusses how recognizing and embracing diversity can help create a more inclusive and democratic educational setting.

💡Advocacy

Advocacy in the context of the video refers to the act of supporting and promoting the rights and interests of individuals, particularly those with disabilities. The script suggests that teachers play a crucial role in helping students, especially those with disabilities, to advocate for themselves and their needs within the classroom. This is seen as an essential skill for students as they grow and navigate the world.

Highlights

Defining ableism as an inherent bias against people with disabilities, which is often internalized unconsciously.

The importance of self-reflection for educators, especially special education teachers, to identify and address their own ableist behaviors.

Ableism's assumption that typical abilities are superior and the need for people with disabilities to be 'fixed'.

The tendency to segregate students in school based on ability levels and the challenges of creating truly inclusive classrooms.

The concept of social engagement in education, allowing students to take agency over their learning and contribute to lessons.

Addressing the issue of over-helping students with intellectual disabilities, which can hinder their learning of independence skills.

The strategy of involving students with disabilities in leading discussions to foster a sense of equality and mutual understanding.

A student with Down syndrome taking the lead in a community circle to discuss disability, weakness, and strengths.

The transformative moment when students realize they can learn from each other's strengths and weaknesses.

Moving away from a deficit mindset by focusing on strengths and using asset-based language to engage students.

Recognizing that everyone has unique neurological profiles and learning styles, emphasizing the value of diversity in education.

The active role of students in understanding and practicing inclusion, viewing people with disabilities as co-equals.

The goal of inclusive education to help students see diversity as a value and asset for creating a more equitable society.

The teacher's role in communicating and modeling an inclusive learning environment for students of all abilities.

Re-framing the concept of special education and disabilities as normal and something that can be 'super cool' and unique.

The early development of students' ability to advocate for themselves, supported by both general and special education teachers.

The call to action for educators to make changes to eliminate ableism in their classrooms and promote a more inclusive mindset.

Transcripts

- Narrator: Have you ever talked about

what a student of yours can't do in the classroom?

"They can't read that paragraph.

"They can't do that homework.

They can't do the group activity."

This focus on what students can't do is deficit mindset,

and it's a key element to understanding ableism.

[clicking sound]

- Jeremy Ault: Simply, ableism is when there's an inherent bias

against people with a disability.

And that takes many forms that we all have internalized.

As a special education teacher,

like, I often think about the ways in which

I have been ableist in the day.

And that's true.

'Cause I think like, as an educator,

especially a special education teacher,

like, you have to be self-reflective all the time

about how you're projecting in space.

- Narrator: Ableism assumes that typical abilities are superior,

and that people with a disability need fixing.

A lot of these biases can be directed

toward physical disabilities,

but also mental disabilities, learning disabilities,

or even something like a language barrier.

- It's really easy in school to like, segregate students

based on ability levels even if you're trying not to, right?

So like when you're talking about inclusive classrooms,

it's like, well, what does inclusion look like?

It's not enough just to have students with disabilities

sitting in your classroom.

How are we as teachers, both sp-ed, gen ed, teachers,

and schools, like really actively helping those students

to engage socially and with the material?

There's like, all kinds of cool things you can do,

but it's not enough just to put them in there

and then to give them a small group in the back of the room.

That's not enough.

- Narrator: Socially engaging education

is something Jeremy is doing

to give students some agency over their learning,

allowing the students to understand

how they can contribute to a given lesson with one another.

- Jeremy: So like, some of the students

with intellectual disabilities were being over-helped.

So they weren't really learning the skills

that they needed to learn for independence.

We really have to get them to see themselves as equals

and to have everybody else see them as like co-equal partners.

So one of the things we did

is we approached a couple of the students,

one in particular with Down syndrome,

and asked him to lead what we call community circle,

where he would work and discuss with all the other students

around the ideas of disability.

But also more importantly,

it was focused on like, the idea of weakness and strengths.

So we worked with him for a little bit

to get the presentation going,

but really he talked about what it meant for him

to have Down syndrome.

You know, he's taking over the defining moment

about his disability.

He's you know, he's prideful about it and sharing about it.

And then more importantly, he's talking about what he feels

he has strengths in and where he needs help

and how they can help him.

And then this is where it flips.

Then he led a discussion with all the other students

where they had to answer to each other about, well,

where are their strengths?

Where are their weaknesses?

Where can they be helped?

Where can they be supported?

And so it was a really awesome moment

where like, all these other students

who were trying to figure out how to help him

realized really quickly that like,

"Oh, he can tell us what he needs

"and oh, and by the way,

"something that he might be really good at

is something that I struggle with."

- Narrator: Remember that deficit mindset?

By looking at strengths and using asset-based language,

students can find ways to engage,

rather than simply identifying ways they cannot.

This new way of thinking

allows one to also see ability on a spectrum,

rather than in absolutes.

We all have neurological profiles.

We all learn differently.

We all have strengths and weaknesses,

and everybody brings value to that space

and can help each other out.

And I think like, what's really cool

about those types of moments is that students really begin

to understand the action of inclusion,

which is like, this is an act.

We actively talk and interact with each other.

We actively see the value and strengths

of people with disabilities.

And we view them as co-equals in our democracy.

And I think that's what inclusive education

ultimately is about.

We want all people, all students to understand

that our diversity is a value and an asset,

and it's gonna help us create a more equitable democracy.

- Narrator: Creating an inclusive mindset

will allow for a learning environment

where students of all abilities can participate.

It's simply up to the teacher to communicate

and model what that participation will look like.

- You can say, "Look, everybody, Azul's gonna come up today

"and she's gonna share with us something

"that she worked on over the weekend," right?

Azul might not be able to communicate in the typical way,

but Azul can be present and in that space,

and you can show them things that they like to do

within the space that they're good at.

Sometimes it might be drawing.

Sometimes it might be like, I don't know, like dancing.

I'm not gonna define the student by what they can't do.

I'm gonna define the student by what their uniqueness is,

what their unique talents are,

what are the different neurological ways

in which the student learns that can enrich my own classroom.

- Narrator: Demonstrating to your students

these differences in ability can go a long way

to removing the biases that make up an ableistic classroom.

- If we tried to, as teachers,

like reframe the idea of special education

or having a disability as being shameful, but as normal,

and also part of being humans

and in many ways, like makes you super cool and really unique.

I think like, that would help too

with just like, students when they get older,

being able to actively advocate

and feel confident advocating for themselves.

And I think like, that starts early on

with like gen ed and sp-ed teachers

talking about what they're seeing

and like, really supporting students

and helping students advocate for themselves.

- Narrator: What are some changes you could make

to eliminate ableism in your classroom?

[gentle music]