1. Shouldn't the schools be "built" in a manner which it's curriculum, environment, and scheduling will provide growth for ALL students to demonstrate their abilities and learn in the least restrictive, nonjudgmental, most supportive environment possible while respecting the diversity within?
2. Shouldn't the plurality of perspectives in developing best practices for teaching students include not only the educators, medical specialists and the curriculum specialists; but also the voice of the actual students and their caretakers?
3. I deliberately omitted the word "disable" because this question revolves around the fact that there is so much diversity in the world. Who is to say that students and people who can sit in a classroom and 'do school' the way it is currently set up are the ones without a disability? Could they be the 'disabled' ones?
The questions in this blog were motivated by the following readings:
1. Connor, D. and Bejoian, Cripping School Curricula: 20 Ways to Re-Teach Disability (pp. 3-10)
2. Baglieri, S. et al. (2011). Disability Studies in Education: The Need for a Plurality of Perspectives on Disability (pp. 2-11)
3. Crow, L. (1990) Disability in Children’s Literature (pp. 1-4)
ReplyDeleteHi Dawn, I enjoyed reading the questions you posed about the readings. I like the approach you took. I agree with you that "the schools be "built" in a manner which it's curriculum, environment, and scheduling will provide growth for ALL students to demonstrate their abilities and learn in the least restrictive, nonjudgmental, most supportive environment possible while respecting the diversity within?" How could the schools be built any other way? In whose best interest is the way we do it currently?