Disability is Natural Free Press

***********************************

Featured Article

PRESUME COMPETENCE:

Challenging Conventional Wisdom About People with Disabilities

Copyright 2007, Kathie Snow, www.disabilityisnatural.com

This is the first of three articles on this issue. The second article will focus on disability organizations/systems; the third explores the inadvertent perpetuation of the “presumed incompetence” mentality in advocacy efforts.

 

Within our judicial system, a person is presumed innocent. At trial, the person charged with breaking the law doesn’t even have to take the stand to defend himself; it’s up to the prosecution to present evidence which shows the defendant is guilty beyond a reasonable doubt.

Similarly, in every day interchanges, we meet new people at work, in a store, or in other activities, and we generally presume they’re competent. We presume, for example, that someone labeled “teacher,” “doctor,” “cashier,” or “mother” is competent in the role. Sometimes, once we get to know someone better, we might discover he/she is more/less competent in some areas than others, which is true for all of us! (The late, great Ann Landers once cautioned us to remember that 50 percent of all doctors graduated in the lower half of their class—and the same is true for any other category of graduates.) But like the judicial counterpart of “presumed innocent,” our initial reaction to others is to presume competence. And there are many other instances where similar positive presumptions are made about a business, situation, organization, etc. It seems that, in general, we initially presume the positive, unless and until we receive information to the contrary.

The same is not always true, however, for individuals who happen to have disabilities. As a result of long-standing mythical and erroneous perceptions, when we encounter a person with a disability, positive presumptions and attitudes may be instantly replaced by negative stereotypes and prejudice (yes, we prejudge), and the person with a disability is presumed incompetent. The guilt-by-association mentality may also kick in, so the person’s parents may also be presumed incompetent. (I was once told that my family was dysfunctional, our daughter was dysfunctional, and my husband and I were dysfunctional because of our son’s disability!)

There is no proof that the presence of a disability automatically confers an incompetent status. And many negative consequences result from our erroneous, unfair, and prejudicial presumptions. Children and adults with disabilities are segregated from the mainstream and isolated in special programs for treatments, interventions, and services. They may be prevented from engaging in the ordinary experiences most of us take for granted. Low expectations are the norm. Hopes and dreams are stripped away by physicians, educators, services providers, and even parents, as in, “People with ______ will never ________.”

But have we ever given the person the opportunity to try? Has a child had the opportunity to be in general ed classes or be involved in ordinary (and inclusive) activities in the community with whatever supports and accommodations are needed? Has an adult had the opportunity to have a real job, live on his/her own, and/or be responsible for his/her own life, with whatever supports and accommodations are needed? Has a child or adult had the opportunity to experiment with AT devices (such as power wheelchairs, communication devices, etc.)?

Traditionally, we’ve presumed incompetence and forced a person with a disability to prove she’s competent before allowing her to be in a general ed classroom, participate in community activities, be employed in a real job, live in the home of her choice, etc. It’s easy to see that our actions put people with disabilities in a no-win situation: because we presume they’re incompetent, we don’t give them opportunities to demonstrate their competence, and this, in turn, is taken as “proof” that they are, indeed, incompetent. The vicious cycle of the self-fulfilling prophecy is realized.

We would never, ever tolerate a change in our judicial system to a “presumed guilty” paradigm, in which the burden of proof was on the arrested person. And what kind of society would we have if everyone was routinely “presumed incompetent”? For example, what if your house was on fire, but you didn’t call 911 because you presumed the firefighters were incompetent? Ponder other scenarios and recognize that the social contract, as we know it, would come to a screeching halt.

So why do we continue to inflict this horrendous injustice on men and women and boys and girls who happen to have conditions we call disabilities? Is it because we devalue people with disabilities? Do we see them as “less than” or “not fully-human” (one of many relics of ancient history), and therefore not entitled to the presumption of competence the rest of us take for granted? Can we admit this, and then correct it? If we don’t acknowledge the problem, we cannot solve it!

The presumed-incompetent-mentality cannot be changed systemically in one fell swoop; the change has to come from each of us, individually. Then, the cohesion of our collective attitudes can and will influence the system and our society as a whole.

It’s not as hard as it might seem. We’ve allowed ourselves to be brainwashed into our current form of erroneous thinking; thus, we can “deprogram” ourselves by presuming people with disabilities are competent and ensuring they have the assistive technology, supports, and/or modifications they need in order to enjoy ordinary opportunities and experiences in inclusive environments.

Granted, it might be easy to look at someone who, for example, doesn’t walk or talk and exclaim, “He can’t [do whatever]; he’s more like a baby than a 20-year-old!” Instead, we can ask, “What will it take? What will he need? How do we need to change our thinking, or what do we need to change in his home/school/workplace/community?” For we don’t need to change people with disabilities, they’re fine just the way they are. (There have always been people with disabilities in the world and there always will be. And if we live long enough, any of us may become a person with a disability as a result of an accident, illness, or the aging process). We do need to change ourselves—how we think, talk, and behave—and when necessary, we need to change the environment (such as modifying a classroom, the curriculum, a job site, or home; and/or providing assistive technology, modifications, supports, etc.).

Within the presumed-incompetent-mentality are safety issues and the “get ready” paradigm. If a person isn’t considered ready for [fill-in-the-blank], he could be harmed. But think back to when you left your family’s home: were you ready? Were you competent to go out on your own? You most likely believed you were, but what about your parents? They were probably fearful for you, scared you’d fall flat on your face, get in trouble, and more. And maybe you did take two steps forward and one step back—and you also learned from your mistakes, found the help you needed from others, picked yourself up, and made it—one way or another! In the process, did you always listen to the wisdom of your parents or others? Probably not—you learned through experience, becoming more and more competent along the way!

Why can’t people with disabilities have those same opportunities? To learn from experience, to dig deep for strength and find resources when the going gets rough, to savor the pleasure of success and the awesome learning opportunities that are borne of failure, and perhaps most importantly, to belong.

We can continue to presume incompetence; ensure the dependence, helplessness, and isolation of people with disabilities; and maintain an “us/them” society. Or we can presume competence and create communities where all are valued and included. Which will it be?

-----------

Copyright 2007 Kathie Snow; www.disabilityisnatural.com; all rights reserved. Permission is granted for non-commercial use of this article: you may print this newsletter and/or photocopy it to share with others. Click here to download the PDF handout version of the article. You may share and/or distribute this E-Newsletter (in its entirety and unedited) or the PDF version of this article (in its entirety and unedited) to other individuals and list serves (non-commercial use only). As a courtesy, please let me know (kathie@disabilityisnatural.com) how/when you use it. This is the intellectual property of Kathie Snow and is protected by Copyscape. Newsletter editors: This article may be purchased ($4.00) for republication in your newsletter, visit www.disabilityisnatural.com/store/page3.html.

********************************************************************

NEW TELECONFERENCES!

Face-to-face presentations at conferences are great, but what if your organization or group doesn't have the time or money? Now you can make the most of your training time and budget with one of my new teleseminars! A variety of topics are available—including new attitudes and perceptions/People First Language, school and community inclusion, self-determination, and more—or we can work together to design a training for your disability organization, parent group, human service agency, school/child care center, self-advocacy group, college class, church/synagogue, community organization, or any other group!

Participants have described my face-to-face presentations as "life-changing," "unique," "inspiring," "valuable," and more. I'd love the opportunity to help create positive change for your group! Click here to download an information packet that includes topics, costs, and other details.

********************************************************************

REVOLUTIONARY COMMON SENSE ARTICLES

Check out the variety of thought-provoking articles on the Disability is Natural—Revolutionary Common Sense page. With "back-to-school" in mind, a variety of articles focus on education. More on inclusive education (and other life-changing topics) can be found in my book, Disability is Natural: Revolutionary Common Sense for Raising Successful Children with Disabilities. Visit the Disability is Natural Online Store to learn more, and to see bookmarks, magnets, posters, note cards, and other goodies that promote positive images and new ways of thinking!

You can read the following articles online, download the PDF versions to share with others as handouts, and/or purchase any article for republication in your newsletter.

 

Labor Day

As we celebrate the joy of work (and a regular paycheck), let's take the time to ponder on the employment of people with disabilities. Does Labor Day have any meaning for them? What will it take to change this?

Activity-Based Goals = Success

Do the goals we write in IEP meetings make sense to the student who is supposed to achieve those goals? Are they meaningful and relevant to the child? And do the goals make sense to the teacher? Too often, the answer is no, no, and no. The solution is to write activity-based goals!

Testimonial on Inclusive Education

Travel with Chaela, an extraordinary special ed teacher, as she describes her personal journey and the conversion of her school where all students learn together and all students belong.

Disability Awareness vs. Similarity Awareness

Too often, traditional disability awareness efforts can lead to unintended, negative consequences. The public is all too aware of "differences"—instead, we need to focus on the similarities between people with and without disabilities. And this may be especially important at the beginning of a new school year or in other settings where the presence of a child or adult with a disability is "new."

Amazing Grace

"November 8, 1998 started as an ordinary day. Little did I know it would become an extraordinary day that is permanently etched in my heart’s memory. It was the day I saw God." Oh.....don't miss this story!

Beware the Retarding Environment

Most of us (hopefully) are aware that segregated, sheltered places for people with disabilities can "retard" their growth and development. But even ordinary places (home, school, etc.) can be retarding environments! Using a critical eye and common sense, we can identify what needs to be changed and ensure children and adults with disabilities aren't being held back by our erroneous actions.

Creating Change Through Effective Communication

Three little questions can improve our communication and lead to positive change in our relationships with one another, in our advocacy efforts, in how we think about and treat people with disabilities, and maybe even in world peace!

Writing Curriculum Modifications in the IEP

All students can learn and grow. And when students with disabilities are provided with the appropriate curriculum modifications (per IDEA), they can be successfully educated in the general ed environment. And it's easier than you think!

Memories: Testimonies About the Living, Not Just the Dead

Think of all the wonderful things that will be said about you when you're dead! No one will mention your failures, your bad habits, or anything else negative, right? Why don't we apply this practice to people with disabilities who are living among us today? Why not focus on all the wonderful things about them, beginning right now?

Is Our Nation Serious About Educating Students with Disabilities?

There are few, if any, "ifs, ands, or buts" when it comes to most civil rights laws in our country. Not so with special education law. Has the "special" set of rules led to the hoped-for outcomes? And are there other options we haven't explored?

The Problem with "Problem"

"Problem" seems to be the #1 word used about people with disabilities, and the use of this term may also be the #1 rationale to exclude a person, limit their opportunities, and more. What can happen, however, when we speak more accurately and respectfully, and reframe a person's "problems" into "needs"?

Natural Supports and Generic Services: More Important Than Ever!

Even in the best of times, the service system cannot meet all the needs of all people with disabilities! These days, with budget cuts, waiting lists, and more, accessing the generic services and natural supports (and discovering inclusive communities in the process) is more important than ever!

********************************************************************

ET CETERA . . .

 

PONDER THESE BITS OF WISDOM

“...I want to stay as close to the edge as I can without going over.

Out on the edge you see all kinds of things you can’t see from the center.

Big, undreamed-of things—the people on the edge see them first.”

Kurt Vonnegut in Player Piano

"Things are only impossible until they're not."
Jean-Luc Picard in "Star Trek: The Next Generation"

"Too many have dispensed with generosity in order to practice charity."
Albert Camus

 

NEWS TO USE

COOL OFF THE HOT-SEAT! Sitting with your behind in a wheelchair for most of the day can generate body heat and excess perspiration, which can be uncomfortable and contribute to the development of dangerous pressure sores! Our son, Benjamin, was experiencing these issues, even during our relatively cool summers in the mountains of Colorado. But we recently purchased a new product that works like a charm—the Cool Touch Comfort Cushion (search the internet to find a variety of resellers). When the cushion is taken out of the package, it's somewhat stiff. But then something magical happens! We place the cushion (it's about 1 inch thick) on top of Benjamin's wheelchair seat cushion. As he sits on it all day, his body heat is dissipated through the cushion (and it then becomes soft), reducing heat build-up and perspiration! After he's gone to bed, we place the cushion on the bathroom countertop where it "cools down" overnight, and is then ready for use the next day. I've never seen anything like it, and it can be used for other purposes: like in a car seat, as a pillow for someone whose head perspires while sleeping, and more!

Check out the CapTel, billed as, "The telephone that displays written, word-for-word captions of everything the caller says..." (www.captionedtelephone.com)

Visit www.danielsdenplayground.org to learn more about Denise Haldeman's efforts to create an inclusive, accessible playground for all kids in her community!

How Big is the Fly: Asking the Right Questions, by Bonnie Jean Smith, author, advocate, mentor, and parent, "will challenge you to think before judging behaviors good or bad, right or wrong, as well as to investigate and take time to ask questions before drawing conclusions." Check it out at http://www.authorhouse.com/BookStore/ItemDetail.aspx?bookid=44924

IEP and Inclusion Tips for Parents and Teachers by Anne Eason, Esq.and Dr. Kathleen Whitbread is a great resource, especially at this time of the year! Learn more at www.spednet.org.

 

PRESENTATIONS

I'll be presenting in Minnesota, North Dakota, South Dakota, Indiana, California, Michigan, Pennsylvania, Georgia, and Ontario, Canada in the coming months---visit the Presentations page for more details (and check back often for new dates/events that are added). Contact me (kathie@disabilityisnatural.com) if you'd like to know more about my presenting for your conference or organization, or click here for information about my new teleseminars.

 

****************************************************************

Thanks for your interest in new ways of thinking! Please contact us with your comments and ideas about this E-Newsletter, the Disability is Natural website, or anything else of interest. If you received this E-Newsletter from a friend and would like to subscribe, visit www.disabilityisnatural.com and sign up at the bottom of any page, or send an Email to kathie@disabilityisnatural.com with your request.

And thanks for all you do to create an inclusive society where everyone belongs!