Chris Franz

HD 390 Developing Anti-bias Curriculum

3.22.16 Paper Five: Identity Area Reflections Ableness

Writing about "ableness" can be a tricky subject. It's akin to the old adage, "the man who

believes he can, and the man who believes he can't, are both right." I've known people who've

had 'it' all (wealth, physical health, and resources), but were ill-equipped to overcome negative

mental mindsets. I've also known others with severe physical and mental impairments, who

were able to overcome great odds, live a contented life, and make a significant impact on the

world around them. Most of us take our mobility for granted; 2 arms 2 legs, 2 hands, 2 feet, 10

fingers 10 toes. Some are born with disabilities while this may occur to others later in life (loss

of sight, loss of limbs, etc). This is often unpredictable. The responsibility falls on able-bodied

members of society, to ensure that public services are accessible to all, especially those who

living with such hardships.

Legislation has been passed to protect those with physical disabilities against workplace

discrimination. This attitude spills over into academia. The Federal Individual's with Disabilities

Education Act (idea) was passed in 1975 (Derman-Sparks 125). It requires that all children

receive an education "in the least restrictive environment." Simply exposing our children to

different disabilities isn't enough to create an anti-bias environment. We can't simply teach

politeness at a surface level. We must demonstrate that "a child with a disability is able to do

much of what most other children can do, even if it's done differently " (Derman-Sparks

125). In order to be truly inclusive, the learning environment should display people with
disabilities (visible in pictures, posters, toys, books, etc) in order to"allow children to ask

questions and get accurate information."

I've always prided myself on being a conscientious and chivalrous person. But, there was

an incident about 2 years ago which made me reconsider how my actions can come across

differently to others. I remember someone approaching the door to my office, who was bound

to a wheel chair. I walked out from around the front counter and proceeded to open the front

door for them. Much to my amazement, I was instantly rebuffed and reprimanded, by the very

person I was for opening the door for? This person casually dismissed my action and became

confrontational, "I can get it myself! What're you trying to say?" In the years since, I've learned

not to personalize these instances. Instead, I use them as opportunities to express empathy and

show respect for other peoples perspectives. Experiences like these have helped me become

more present and mindful when interacting with others. I may be taking away an opportunity

for them to be empowered by their own independence. Far be it from me to impede on

another person's sense of self sufficiency, simply because I perceive that they're 'struggling.'

I remember one night, when I accidentally slipped off my skateboard and came down

hard on my spinal cord. I landed on a hand rail, and hyper extended my back. I was able to drive

home. But, overnight, severe swelling rendered me incapable of movement below my chest. It

was terrifying. At the time, I was living alone and had no idea what to do. The fear and the pain

fused together in a truly traumatic experience. Not wanting to overreact, I waited until the

next morning to reach out for help, but alas nothing had changed. The mental anguish was

unbearable. I feared the worst had happened. My mind ran the gauntlet of things I would have

to do differently. It would take a lot of readjustment, as the simplest of tasks would now take
an eternity to accomplish. I had resolved to go to the doctors and find out what happened.

Lucky for me, they drained some fluid, administered a few simple shots, prescribed some

medication and physical therapy, and most importantly they restored feeling to my legs. It

made me all the more grateful for my mobility and range of motion and in a matter of days I

was back to my old self.

As educators we have a responsibility to model inclusive behavior to our students. "It is

important to help the child develop the vocabulary to express his(/her) feelings and answer

questions privately discuss with him(/her) what he(/she) wants other children to know what

he(/she) wants you to say and what he(/she) might say." (Derman-Sparks 127) In the story of

Nyla, a wheel-bound girl living with cerebral palsy and other impairments, we learned how as

teachers we can form these meaningful connections. Her mother agreed to enroll her in a

Headstart program. The teacher recognized that her own fears, in interacting with the child,

stemmed from having had a forced interaction with her own great grandpa (when she was her

age). At the time her grandfather was in a wheelchair, and "smelled funny." The instructor

wanted to teach her students about diversity and social justice and was having some difficulty

finding out just how to do it.

"Solidarity is something we can nurture from the youngest ages." (Pelo 150) As soon as

the teacher adjusted her behavior in relation to Nyla, the other children in the classroom began

to see her as their classmate, instead of an oddity. The instructor then engaged the class

in discussion and enlisted their help in making Nyla feel safe using their traditional toys. The

class purchased dolls with disabilities for their classroom and even modified the legs of a doll

resembling her, to allow its feet to reach the foot rest of its wheelchair. This makeshift fix
prompted further activism on the students part when they contacted the dolls manufacturer

and complained how impractical it looked. After learning how to integrate Nyla and other

special needs children into the classroom, the instructor challenged the kids to

begin questioning injustices out in the rest of the world. When they visited a local feed store

and realized that Nyla wouldn't be able to visit the second floor, the students assured the

teacher that she hadn't made a mistake in planning the trip, but rather, that 'the store owner

had' made a mistake in the stores floorplan and construction. This prompted the children to

take more action and write, another letter." Ha!

Perhaps most telling, was that, after five months, Nyla's mother expressed regrets and

concerns over her initial decision and wanted to return Nyla to a handicapped preschool. While

the children were saying their goodbyes, her mother stopped by to see each child take turns

saying what they liked about her (Nyla) and what they were going to miss about her once she

was gone. One particular boy got up from his seat and said that Nyla was his "best friend." Her

mother's heart melted, which resulted in a change of heart. It's amazing to see just how much a

teachers impact and influence can have over children's lives.

Derman-Sparks, L., Edwards, J. O., & National Association for the Education of Young Children.

(2010). Anti-bias education for young children and ourselves. Washington, DC: National

Association for the Education of Young Children.

Pelo, A. (2008). Rethinking early childhood education (1st ed.). Milwaukee, WI: Rethinking

Schools.