Emmy Costantino

1/20/14
My Philosophy On Disabled Students in My Classroom
Prior to reading this article I did not realize how strong the negative opinions, of
the physically and mentally disabled students in a fully inclusive classroom were.
Obviously, those requiring extra assistance with mental disabilities would not always be
found in a general classroom if deficits were great enough, however, people such as
Harriet Johnson who are fully capable of comprehending large amounts of information
and have wise opinions to give should be given the opportunity to be present in such
settings. I think that every student in my classroom is raised with different experiences
which help them voice opinions we otherwise would not have thought of. It is in being
given copious perspectives on an issue that we as humans become fully informed. I feel
that in a world where children backgrounds; from racial diversity, to economic standing,
to different parent style (whether they be single or homosexual) etc are so widly varied,
that living with a disability such as Harriets just offers a new classroom perspective to
respect and explore.
The primary topic I was asked to touch upon was the cultural assumptions of
people with said disabilities, the ideas which I strongly disagree with. Tomlinson
discussed how people who are discriminated against have expressed feelings of selfesteem loss due to their feelings of insufficiency when growing up in these classrooms.
Teachers need to embrace the idea Tomlinson explains, which is known as the growth
mind-set explaining in sum that every student has the capacity to learn if given the
proper care and attention. I think my most favorite and most impactful quote of the entire
Tomlinson reading though, was on page 27 from this comes the admonition that each

life is unique, irreplaceable, and innately valuable (2010). Not only does this touch on
the idea that each childs needs must be met based on the fact that all are equally as
important as their peers, but is also a fantastic segway into what Harriet speaks about in
saying that all humans, even those dealt with a more challenging hand should be equally
as respected in all areas of life.
I think this assumption that one live is worth more than another is unfortunately a
trait of human nature. As far back as we know there was competition between various
groups of humans one given in the packet was the Nazis. I think that groups of people
pick other groups to hate out of jealousy and competition and when born into one of these
sides you are conditioned to despise the other. Knowing that, I like the concept of you
cant say you cant play. Nelson Mandela said that no one is born hating a group of
people and I think that if acceptance is a concept put in place early enough in life, it may
be enough to at least slightly counteract other social pressures. Prior to these readings, I
was truthfully unsure how those with disabilities felt in regards to educational
environments, whether they wanted special treatment or wished to engage with all of
their peers. Hearing McBride talk about how she wanted to be like everyone else and how
as a lawyer she very clearly desired the same rights, challenges, and goals that people
without her deficits are subject to, I realized that if that is the life that she wishes to lead I
do not understand why people would fight so hard against letting her have it! She is more
than clearly a hard- working a driven individual with more impressive a resume than
many who do not suffer her disability and yet is still looked down upon. Why cant we
respect the fact that what this women brings to society is just as, if not more impactful
than much of society today? It is with this question to todays population that I would

most definitely conduct my class with equal respect and opportunity for everyone, who
knows what talent could be stifled or what could be lost from the modern world if we
allowed such hateful discrimination.
In my Education 101 platform, which discussed my philosophy for education, my
main focus was on encouraging the success of all. If after school help was needed, I
would be there with open books ready to do whatever it was I could to help my student. I
love watching the glimmer of happiness cross a childs face when they finally grasp a
tricky concept and gain that sense of confidence and mastery over a topic. Even with
children who are disabled I hope to give that sense of pride. In this course and platform,
not much was directed at students with special needs but my opinions at large remain
steadfast even in the face of disabilities. Every child has a different block, a different
hurdle to cross before reaching that moment of clarity when they understand what they
previously did not and for each child these challenges are different. For a child with
ADHD or a physical impairment or disease, I just see that as their speed bump, not as a
reason for infanticide or segregation. It may be harder to do than with a child who was
not born with a physical or mental deficiency and I am certainly not diminishing the
effort, however, as a teacher I feel that this comes with the job, some children need more
help than others but all children have the capacity to learn and it is my goal to aid in the
process to do so. As someone aspiring to be in a field that encourages the success of each
child, I feel that being a responsive and unbiased aid who encourages empowering
relationships between her classroom students, which ideally would be brought with them
into the larger world, is the most important thing I can be.

Citation:
Tomlinson, Carol A., and Marcia B. Imbeau. Leading and managing a differentiated
classroom. Alexandria, Va.: ASCD, 2010. Print.