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REVOLUTIONARY COMMON SENSE LIBRARY
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Beware
the Retarding
Environment
Revolutionary Common Sense by Kathie Snow
www.disabilityisnatural.com
In 1984, a report entitled, “Surviving in the System: Mental Retardation and the Retarding Environment,” detailed how placing individuals with cognitive disabilities in institutions or congregate settings puts them in “retarding environments.” Who were the architects of this impressive and profound revelation? A group of people who had been assigned the stigma-laden “mental retardation” label (members of the People First chapter of California).
Today, “retarding environments” can be found at home, in school,
and in other ordinary settings. But how can ordinary environments be “retarding”?
Because many individuals with disabilities do not have the tools, accommodations,
and/or supports they need, which causes their social, emotional, and intellectual
growth to be slowed down, or retarded.
Sara, a three-year-old with an orthopedic disability, is not crawling or
walking. She’s positioned properly in a manual wheelchair, but she must always
be pushed by someone. As a result, Sara isn’t able to experience the
vast amount of learning that occurs when three-year-olds explore their world:
going where and when she wants in her own home, learning she can “run
away” from mom and return, achieving a new level of independence, and
more. Her intellectual and social development are significantly impacted, and
Sara is learning dependence in retarding environments at home, in preschool,
and in other settings.
Her parents and therapists are focused on getting Sara to walk. That, they
believe, is the “problem” that needs to be remedied. While focusing
on one ability (walking), other—and more important—aspects of Sara’s
development are in jeopardy.
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But what if Sara had independent mobility (a power wheelchair) so she
could explore and learn, acquire ordinary social skills, and become
more self-directed? Which is more important: walking or mastering her
world in whatever way works best for her?
Brian, a nine-year-old with a cognitive disability, is said to “function
at the level of a six-year-old.” Because he can’t yet read, educators
(and his parents) don’t feel he could be successful in a regular class,
so Brian has spent three years in a segregated special ed room, where teachers
have focused on teaching him to read.
This placement has produced extremely negative outcomes for Brian.
Being in the “retard room” (the name for this room used by many students
without disabilities) makes him feel bad about himself. His struggle against
these feelings is leading adults to presume he has “behavior problems.” Also,
because he’s in the special ed room, he’s not exposed to the age-appropriate
general ed curriculum, which causes him to fall further and further behind.
Sadly, he’ll probably spend the remainder of his school career in special
segregated classes, and he’ll probably leave the public school system
uneducated and unprepared for work or post-secondary education, after spending
twelve or more years in retarding special ed environments.
While educators and Brian’s parents focused on one skill (reading), Brian
lost countless opportunities to learn from the ordinary activities and experiences
in general ed classes. There are many ways to learn: through hands-on activities,
computer programs and videos/DVDs, listening, drawing, and more. The inability
to read need not be a barrier to learning and academic success! Which is more
important: reading or learning in any way you can?
Mary Ann has spent years in a sheltered workshop being “prepared” for
a real job. She hates assembling widgets all day, but staff thinks she’s
incapable of anything more. Like Brian, Mary Ann rebels against the insults
to her dignity brought on by this menial, boring work and the Simon Lagree-like
treatment of her “bosses. Using the only power she has left, she resists.
According to staff, this non-compliant behavior “proves” Mary Ann
is not ready for a real job.
Retarding environments are not limited to segregated or congregate
settings. They can exist anywhere individuals with disabilities are
prevented from living ordinary, natural lives and having power over
the small, but important details of their daily lives and their long-term
hopes and dreams.
How can we prevent retarding environments? First, by understanding
that people with disabilities need the same opportunities and
experiences for growth and development as people without disabilities. To
meet that goal, children and adults with disabilities must be in age-appropriate,
ordinary, inclusive settings.
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Next, people with disabilities must have the tools, accommodations,
and supports they need to be successful in these ordinary, inclusive
environments. Few people without disabilities would be successful if
they didn’t have appropriate
tools and accommodations (computers, cell phones, support from peers, and so
forth), so why is it OK for people with disabilities to go without what they
need?
And, finally, we must look at people with disabilities
and presume competence. Our attitudes, language, and perceptions,
coupled with special programs, services, and interventions
which attempt to fix a person’s “problems,” reflect
the belief that people with disabilities are incompetent and unable. But they’re
not! Again, when they have the supports, accommodations, and assistive technology
they need, and when they’re in ordinary, inclusive, age-appropriate environments,
they can achieve the same success most of us take for granted.
We don’t need to change people with disabilities. We need to change the
environment—along with our attitudes, perceptions, and language.
When we recognize the dangers of retarding environments,
and when we operate from the Presume Competence paradigm,
we’ll ensure the Saras, Brians,
and Mary Anns of this world can live the lives
of their dreams.
©2001-07 Kathie Snow; all rights reserved. Permission is granted for non-commercial use of this article, as follows: you may download the PDF handout version of the article and photocopy to share with others and/or forward it as an Email attachment to others, for personal use as a handout. As a courtesy, please tell me (kathie@disabilityisnatural.com) how/when you use it. This is the intellectual property of Kathie Snow and is protected by Copyscape; permission is required before republishing in newsletters, on websites, etc. Clip art from Adobe InDesign.
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Our words reflect the way we think, so let's get rid of descriptors like "handicapped, physically disabled, mentally retarded, learning disabled" and other words that focus on the condition instead of the person. People First Language promotes dignity and respect for all!
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