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REVOLUTIONARY COMMON SENSE LIBRARY
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REDEFINING DISABILITY
Revolutionary Common Sense by Kathie Snow
www.disabilityisnatural.com
“Disability
is a natural part of the human experience that does not diminish the right
of individuals with developmental disabilities to enjoy the opportunity to
live independently, enjoy self-determination, make choices, contribute to
society, and experience full integration and inclusion in the economic, political,
social, cultural, and educational mainstream of American society.”
The U.S. Developmental Disabilities and Bill of Rights Act
Yes, disability is a natural part of life! There have always been people with disabilities in the world, and there always will be. Some people are born with disabilities, and some acquire disabilities through an accident or illness. And those of us who do not now have a disability will have one, if we live long enough! One in five Americans is a person with a disability, making people with disabilities the largest minority group in the country—how can disability not be natural?
Historically, a disability has been seen as a “curse,” a “problem,” a “tragedy,” and
in many other ways. But with the rise of the Disability Rights Movement during
the past 35 years (beginning with parents who agitated for a public education
for their children) new ways of thinking about disability, as described in
the Federal law above, are emerging.
Today’s concept of disability, based on Federal and state laws, is a social
construct—read on—and because it is a social construct, we can deconstruct it! I hope you’ll consider and embrace new ways of thinking.
Disability is, first and foremost, a medical diagnosis. You probably have
at least one diagnosis right now—or you had one a couple of weeks ago, or
will have one or more in the future. Does your diagnosis—myopia, sciatica,
cancer, acne, menopause, or anything else—define you? If we do not allow
other diagnoses to define human beings, we can no longer allow a disability diagnosis
to define a person, his abilities, potential, or character.
In addition, medical diagnoses are generally considered private, personal
information. A person who has cancer doesn’t tell every Tom, Dick, and Harry, “I’m
cancerous...”, so people with disabilities, family members, teachers, and
others should not be the town criers, revealing private information (the disability
diagnosis) which is nobody’s business! Where are our manners?
Disability medical diagnoses become sociopolitical passports to
services. A “disability
status” represents a set of conditions (described in laws and social policies)
which entitle a person to receive certain services or legal protections. So,
within the service system (including special education), disability descriptors
are important passports. But within families, among friends, and in the community,
a disability should be irrelevant!
Expanding on the Federal law mentioned above, disability is simply
one of many characteristics of being human. Some people are born with
conditions we call disabilities, others are born with lighter or darker
skin, or with brown eyes or freckles. Some people practice Christianity,
others Judaism; some people eat meat, others do not. There are many
differences among humans, and just as a person who has freckles, or
brown eyes, or who practices Christianity, or doesn’t
eat meat cannot be defined by any of those characteristics, individuals cannot
be defined primarily by the characteristic of disability.
In addition, there is nothing “wrong” with a person who has a disability,
anymore than there is something wrong with a person who has any of the characteristics
mentioned in the previous paragraph. There is, however, something wrong with
us when we cannot accept the unique humanity of others. Imagine what it must
feel like to be a child or an adult with a disability who has—all her life—heard
her parents and others who are supposed to care about her, talk about what’s
wrong with her! How can we do this to people?
The commonly-heard question, “What’s wrong with him,” is a
result of the Medical Model paradigm of disability (“something’s
wrong that needs to be fixed”). Again, there have always been people with
disabilities in the world and there always will be. When will we recognize that
there is no such thing as “normal”—bodies and minds come in
all shapes and sizes! The Medical Model paradigm has, unfortunately, infected
all areas of our society, including the public school system, resulting in many
educators believing their job is to remediate a child’s disability. Yet
special ed law embraces the “disability is natural” paradigm, and
requires schools to educate children with disabilities in general ed classes
and provide them with the assistive technology, supports, and modifications they
need to be successful in the real world. It’s time to reject the harmful
Medical Model of disability—children and adults with disabilities are not
broken, and they don’t need to be fixed!
A disability simply represents a body part works differently! Not better or worse, just differently! A person with cerebral
palsy has legs or arms that work differently. A person with Down
syndrome learns differently—and not “slower” (show
me one person who is an “average learner”)! A person with autism
has a brain or behavior that is different—and don’t all our brains
work differently? In essence, it’s just a matter of degrees.
Disability is a consequence of the environment. When, for example,
are most children diagnosed with ADD, ADHD, sensory integration, and
similar conditions? In many cases, not until a child is enrolled in
public school, and the diagnosis is usually the result of a child’s learning style not matching an educator’s
teaching style! Instead of modifying her style, the teacher says the child has “problems” and
she wants him out of her classroom—so into the Special Ed room he goes!
Funny, though, that the child learned just fine—in ways that were best
for him—between the ages of birth to five before formal, compulsory education!
In essence, the child does not have a “disability” except within
the school environment!
Furthermore, when we change the environment—by providing a person with
the assistive technology, supports, or accommodations she needs—the disability
is no longer a barrier to learning, friendships, employment, self-sufficiency,
self-determination, freedom, interdependence, or anything else. Under these circumstances,
the disability becomes irrelevant.
For example, when my son uses his power wheelchair, computer,
and other devices in our accessible home (or other welcoming
environments), he does not have a “disability.” He
can go where he wants, get what he needs, and so forth. Yes, he has cerebral
palsy, but when there are no environmental barriers, his condition (CP) does
not constitute a “disability.” Ditto when any person has the supports,
modifications, assistive technology devices, or accessibility he needs.
In his book, The Politics of Disablement, author Michael
Oliver asks us to move from the “Personal Tragedy” view of disability
to the “Social
Oppression” paradigm, as he compares the Disability
Rights Movement to earlier social justice movements.
At one time in our society, the dominant “white” majority
looked at “black” people and essentially
said, “The problem
is the color of your skin.” Women, at one time,
were essentially told, “The
problem is your gender.” The Civil Rights and
Women’s Movements changed
these paradigms, and helped us realize that the problem
never was a person’s
skin color or gender. The problem was societal attitudes
which led to social oppression. The same is true with
disability. The problem never has been a person’s
disability; the problem has always been (and continues
to be in many quarters) our attitudes about disability.
Attitude is everything!
Redefining/deconstructing disability is critically
important in our efforts to ensure people with disabilities
are included in all aspects of society. When we see
disability differently, we’ll think about it differently, we’ll
use different words, and our actions will lead to the inclusion and full participation
of individuals who have been assigned a disability status.
Redefining/deconstructing disability is even more
important to those who have conditions we call disabilities.
When we help children and adults understand that
the “problem” of disability is not within them, but within attitudes
and the environment, the heavy burden they’ve been carrying—the burden
that usurps their self-esteem and corrodes their self-image—will be lifted.
Changing our attitudes and the environment, instead
of trying to change people with disabilities, must
be our mission if we ever hope to create a society
where everyone is valued and everyone belongs.
©2003-06 Kathie Snow, www.disabilityisnatural.com; revised 01/06. Clip art from Adobe In-Design. 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
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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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