 |
 |
|
 |
|
 |
|
 |
|
 |
|
 |
 |
|
|
 |
|
 |
|
 |
|
 |
REVOLUTIONARY COMMON SENSE LIBRARY
|
WHEN LESS IS MORE!
Revolutionary Common Sense by Kathie Snow
www.disabilityisnatural.com
“My son needs a one-on-one aide in school,” Lori said. “Without an aide, Rob couldn’t do anything. He’d just sit there and do nothing.”
“How do you know,” she was asked. Lori responded with information
about Rob’s disability, the “facts” of what he can/can’t
do, details of school policy (kids with certain conditions can be included
in regular classes only if they have a one-on-one), and more. Her reply did
not answer the how-do-you-know question. Lori could have answered the question
accurately only if Rob had been permitted to be in the classroom without a
one-on-one, and if we had observed what he was capable of doing alone, with
curriculum modifications, assistive technology, and/or with the natural support
of his classmates and teacher. Maybe Rob can’t do much for himself because
he’s never been allowed to! Duh!
Rob is learning, however. He’s becoming proficient in learned
helplessness. And in the minds of many, the constant presence of the paraeducator is—in
and of itself—“proof” that Rob is essentially incompetent.
How in the world can we expect Rob’s spirit to shine when it’s
surrounded by a shadow?
Rob is caught in a vicious cycle: he’s not allowed to do much on his
own, so he never learns to do much for himself, we continue to think he can’t
do much on his own, so we make sure he has as much help as possible, which
prevents him from doing for himself, and on and on and on.
|
Similar outcomes occur when parents, professionals, job coaches, or others are always “helping” individuals with disabilities. Again, the simple presence of so much help can reinforce the (erroneous) belief that a person is unable and needs all this help. Thus, a self-fulfilling prophecy is realized—to the detriment of the person with a disability!
We often tend to believe the “worst” about a person (what he can’t
do), and then try to do our “best” by providing large amounts of
help, services, interventions, and so forth. In the process, many children
and adults with disabilities learn helplessness. But this is a time when less
really can be more!
When I make the gravy that accompanies a pot roast, I know what ingredients
I’ll use: butter, flour, pan drippings, salt, pepper, and some herbs
and spices. As I’m making it, I don’t dump all these things
in the skillet—I could ruin my creation! Instead, I add a bit of
this and that, stir and taste, let it simmer, add a bit of this and that
again, let it simmer some more, stir and taste again, and so on. This process
is repeated until the gravy is just right. I don’t want to put too
much of anything in the gravy—adding a little at a time works best.
The same is true when an artist paints, a hairdresser cuts hair, and in
other creative endeavors. This “a-little-at-a-time” strategy
might be worth trying when thinking about providing assistance to another.
Instead of automatically putting the most support in place (a one-on-one, job
coach, etc.), what if we started with little or no support, and paused
to give the “ingredients” (a person’s abilities, people
around him, and the environment) time to blend? Then we could add a little
here and a little there, in the right amounts, so we don’t interfere
with (and possibly ruin) the creation that’s developing.
|
For example, what if a child began the school year without a paraeducator? What if we allowed the child to explore his new environment, to see what he can do on his own? What if, when the student requires assistance, we consider: assistive technology (computer, communication device, etc.), alternate methods of learning/curriculum modifications (activities in lieu of reading, using a calculator instead of doing math with a pencil, etc.), natural supports from classmates and the classroom teacher, and/or other methods that meet the student’s needs and promote autonomy, self-direction, and inclusion? Specific assistance could be added in increments, and we could let the new ingredients “simmer” before adding more.
If the services of a paraeducator are absolutely necessary, the help can be
limited to specific activities/times, and would be “student-driven:” the
paraeducator would follow the student’s lead and “support” instead
of “direct.” We would expect success, and would also be prepared
for struggles and even some failures. (After all, kids who don’t
have disabilities experience success and failure as they learn and grow.)
This strategy could be applied to children and adults with disabilities in
the home, on the job, during community or recreational activities, and
everywhere else. Less assistance can have a greater, more positive
impact on a person’s life than more.
What if, when a person tries to do something new and she struggles, we wait
for her to ask for help instead of jumping in unasked? And what
if we asked her what she wanted to learn or do instead of making
those decisions for her? Consider the possibilities!
Too much help can have many unintended negative consequences. Again, children
and adults with disabilities are treated as if they’re incompetent
and they often acquire learned helplessness—a terrible condition
that may last a lifetime! In addition, many children and adults chafe against
the presence of a “shadow” or a “coach” who’s
attached to them at the hip. Would you like someone next to you all the
time, watching over you, helping you, keeping you “on task”?
Most of us would resist this intrusion. And when children or adults
with disabilities resist, we don’t recognize their actions as a desire
to be more independent. Instead, we use words like “non-compliant,” “aggressive,” “manipulative,” “behavior
problems,” etc. And instead of decreasing the help, we increase it,
making the situation even worse!
The constant presence of a “helper” also gets in the way of friendships
and natural supports. In a classroom, for example, a child with a disability
might do just fine with help from classmates. But they’ll never offer
to help since a grown-up is always present! Worse, who will want to be friends
with a kid who’s “so different” that he needs a grown-up
with him all the time? In many general ed classrooms, if the student with a
disability has a full-time aide, the classroom teacher takes no responsibility
for this student. He might be physically integrated in the classroom, but he’s
certainly not included—he and the aide are “doing their thing” and
are not part of the whole. These less-than-desirable situations also occur
with adults with disabilities when a job coach or other helper is always present.
In a public school classroom, community activity, church environment, etc.,
an aide should always belong to the classroom/activity, not to
the person with a disability. This will enable the teacher (or leader of
the activity) and the aide to share responsibility for all, instead of
singling out the person with a disability. And in the employment arena,
wouldn’t it be nice if a person with a disability was able to get
help from co-workers, just like others do? There might be some situations
when a designated aide is needed—like helping a child with
a disability in the bathroom, for example. But most of the help needed
by a person with a disability can be provided by a variety of people, in
the most natural way.
Isn’t it time to replace learned helplessness, social stigma, and “special
treatment” with self-direction and competence, real inclusion, and naturally-occuring
assistance from friends, classmates, and co-workers? Less really can
be more!
(Read "Ask...and You Shall Receive" for more tips on ensuring individuals with disabilities are able to get the help they need in the most natural ways possible. Click on the link at the top of this page.)
©2002-06 Kathie Snow, www.disabilityisnatural.com. Permission is granted for non-commercial use of this article: you may print this web page and photocopy it to share with others. Click here to download the PDF handout version of the article. As a courtesy, please tell me (kathie@disabilityisnatural.com) how/when you use it. Do not violate copyright laws: request permission before reprinting or republishing in newsletters, on websites, or in other media.
[A New Way of Thinking]
[The Disability is Natural Book and Video]
[About Us]
[People First Language]
[The Disability is Natural Store]
[Revolutionary Common Sense Articles]
[Presentations/Exhibits]
[Rave Reviews]
[Newsletter Library ]
[Contact Us]
[Home]
Disability is Natural
BraveHeart Press
Toll-free: 1-866-948-2222
1-719-687-0735
Fax: 1-719-687-8114
P. O. Box 7245
Woodland Park, CO 80863
Copyright © 2001 - 2008 by BraveHeart Press
 |
 |
 |
|
||
 |
|
 |
|
||
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!
Web search engine marketing by PageCafe Web Design and Marketing