Disability is Natural Free Press

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FEATURED ARTICLE #1:

"HOW" is the Question

 

“No, not yet—you can’t be in general ed classes, be involved in the community, have a job, live on our own or [fill-in-the-blank]. . . because you can’t walk, talk, read at grade level, wipe your own behind, cook, behave, and/or [fill-in-the-blank]. You’re just not ready, the teacher/employer/community isn’t ready, we don’t do that here, and/or it just won’t work...”

These and a myriad of similar statements create an inviolate wall of separation—an attitudinal barrier—which results in segregation, isolation, and loss of opportunities for children and adults with disabilities. We seem to be stuck in the muck, unable or unwilling to wriggle free and find creative solutions to ensure people with disabilities are included in all aspects of our society and are living real lives . . . but what happens if we begin to ask "How?" (Click here for the entire article.)

 

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FEATURED ARTICLE #2:

Which Should Be Defended: Inclusion or Segregation?

For years, activists have worked diligently to ensure children and adults with disabilities are included in all areas of society: home, school, work, community, etc., instead of being physically and socially isolated in “special” segregated settings. In these efforts, we have attempted to influence, cajole, or persuade others; used legal remedies; and/or participated in campaigns, demonstrations, or other activities. In short, we have spent enormous amounts of time and energy defending the inclusion of children and adults with disabilities. But as I described in another article (“Inclusion: The Natural State”), inclusion is the natural state—every person is born included! The segregation/exclusion of children and adults with disabilities is not the result of their medical diagnoses, but is caused by our actions.

Before going further, perhaps a definition of “inclusion” is in order. My computer dictionary defines “include” as: “incorporate, comprise, encompass, embrace, involve, be composed of.” But perhaps the easiest way to define it is to examine its opposite: to exclude. If a person with a disability is excluded from an ordinary environment, he is, by definition, not included.

Special, separate programs—which segregate and isolate people with disabilities from the mainstream—continue to be the dominant, normal state of affairs in the minds of many parents, educators, service providers, and others who exert control over people with disabilities. On the flip side, those who favor inclusion are in the minority, and their position is considered radical, and is, therefore, questioned and devalued.

Our American Civil War comes to mind . . . Those who supported the slavery, segregation, and exclusion of people of color were in the majority for decades. Those who opposed slavery (the abolitionists) recognized slavery as morally and ethically abhorrent. They were in the minority, and like today’s inclusionists, they were seen as radicals, troublemakers, and worse. But the tide began to turn, and ultimately, the slave owners (the segregationists of their day) were forced to defend their position—and they lost.

In today’s disability arena, skirmishes between segregationists and inclusionists are daily occurrences from coast-to-coast . . .

(Click here for the entire article.)

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Please contact me (kathie@disabilityisnatural.com) if you have difficulty opening or accessing these articles.

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Copyright 2008 Kathie Snow; www.disabilityisnatural.com; all rights reserved. Permission is granted for non-commercial use of this newsletter and/or featured article(s): you may print and/or photocopy this newsletter and/or the PDF version(s) of the featured article(s) (in their entirety and unedited) to share with other individuals and list serves (non-commercial use only). As a courtesy, please let me know (kathie@disabilityisnatural.com) how/when you use any article(s). This is the intellectual property of Kathie Snow and is protected by Copyscape. Newsletter editors: Permission is required before any articles can be republished in newsletters, training manuals, and/or other publications. Contact Kathie for more information.

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WHAT'S NEW AT DISABILITY IS NATURAL?

—Message to people with disabilities and family members: I want to be able to send information to people with disabilities and family members that's specific to your state. Would you take a moment to scroll to the bottom of the page and click on the "Update Profile/Email Address" link? This will take you to a page where you can tell me what state you live in. Thanks for your help!

 

—A revised and updated People First Language article is now available. Click here to visit the People First Language page.

 

—The Disability is Natural Online Store includes one-of-a-kind products that focus on positive images, new attitudes, and effective strategies. Two extraordinary books—Disability is Natural and 101 Reproducible Articles—and the Disability is Natural DVD can change lives! Bright and colorful posters, bookmarks, magnets, note cards, and other goodies are great "attitude adjusters," and can enhance your efforts to ensure children and adults with disabilities live the lives of their dreams!  Click here to browse the store!

—Revolutionary Common Sense articles will stimulate those gray cells with thought-provoking articles; a listing of the current articles is below. Click here to visit the Revolutionary Common Sense page.

The 10 Commandments of Creating Community
Community inclusion will become a reality for all when we adopt new ways of thinking and new strategies. Embrace these 10 Commandments today!

When Less is More and
Ask . . . And You Shall Receive
Using the strategies described in these two separate, but complementary, articles can lead to wonderful change! We all need help, and people with disabilities may need a little more help. Learn how much better life can be when a person with a disability becomes more interdependent by getting the help he needs from friends, neighbors, and other "natural supports" instead of being dependent on paid providers!.

Curriculum Modifications 102—Computers: Opening Doors to Learning
Reading, writing, arithmetic, and a whole lot more can be learned on the computer! And this important accommodation can also pave the the way to ensuring a student with a disability is educated in the general ed environment.

The Disability Business
Just the word "services" warms the cockles of the hearts of many people with disabilities and their families. But there's another side to the story: people with disabilities as the raw material for a gargantuan industry which stays in business by ensuring a steady supply of "needy" clients. We can do better!

Reflections on Early Intervention Services
It's where it all begins for many children with disabilities and their families: early intervention. And the attitudes and actions of EI service providers can have a profound effect on the present and future of a child's life—whether the child is set on a path to success or a path to hopelessness.

The "Set-Up" for Grief
Grief is considered a "normal" reaction when parents learn their child has a disability diagnosis. But is it, really? Have parents been "set up" to grieve? And what effect does this have on our children?

Home, Sweet Home (and Other Friendly, Welcoming Environments): Finding Things in Regular Stores (#4)
We know that assistive technology devices can create welcoming environments for people with disabilities. In general, we may look for these devices at medical supply and/or other "special" stores. But a wealth of helpful products can be found in "regular" stores in your community!

Why Do We Have Parallel Worlds?
People without disabilities lives in the Real World; too many people with disabilities are stuck in Disability World! Do we really need parallel worlds, and what can we do to ensure everyone lives a Real Life in the Real World?

Going for the Gold: Self-Employment
YES, self-employment can be a realistic goal for people with disabilities. When we get our thinking out of the rut, the possibilities are endless!

The Value of Being a Skeptic
Asking, wondering, questioning, and doubting—these can all be valuable traits that can help us find better solutions and lead us in a new, and better, direction!

It's About Trust
Every day, millions of parents entrust their children with disabilities into the care of others. Similarly, countless children and adults with disabilities are trusting in educators, service providers, and others who have a profound impact on their daily lives. Do those in positions of responsibility understand the level of trust others have invested in them?

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ET CETERA . . .

 

—WORDS OF WISDOM

Moderation in temper is always a virtue, but moderation in principle is always a vice.

Thomas Paine

 

The marvel of all history is the patience with which men and women submit to burdens unnecessarily laid upon them by their governments.

William H. Borah

 

The goals of integration and quality education must be sought together; they are interdependent. One is not possible without the other.

Kenneth B. Clark

 

Everybody gets so much information all day long that they lose their common sense.

Gertrude Stein

 

Attitude is not just the way you think—it's the way you live.

Fielding Yost

 

—NEWS TO USE

Bill Stillman's new book is out! The Soul of Autism is the sequel to Autism and the God Connection. Here's the info from Bill:

"For those who enjoyed Autism and the God Connection, I promise this new book will reveal further stunning information of which we should all be conscious and aware. Bill Stillman, Autism Spectrum Self-Advocate, Author, and Consultant " Click here to visit Bill's website: www.williamstillman.com

What does "inclusion" mean? What the Federal government's statistics say it is and what inclusion really is are apparently two different things! A concerned educator recently shared the following with me (and my thanks and gratitude to this teacher for "sharing the secret" many of us would never know without his attention to this issue):

I teach in a special school in a self-contained preschool classroom, very much against the ideal of inclusion I know. We were recently informed that our state, under direction of the federal government, will now count children as receiving services in regular education (inclusive) settings if they attend a child care setting (for two or more children) at any time during the day. As a result, several students who are in my self-contained class for 3 1/2 hours a day are now counted on the rolls as "regular ed students," because they go to a babysitter or Head Start program after school! They receive no services or support from the school system at these settings, but this will evidently make the "inclusion numbers" look really good when they're released. Other staff members and I have had a lot of discussions about how to move these children into more inclusive settings, without a lot of support from the district or other organizations. So I wanted to share this with you, to let you know that when the next federal or state reports are released and they say, "We have increased inclusion by ___percent," please know that in large part (at least for the students in my school) this is not the case at all.

 

The Job Corps program might be something to look into for young adults with disabilities. (I have no personal knowledge of this program, but another parent recently shared info about it.) According to the website (click here to go to http://jobcorps.dol.gov):

Job Corps is a no-cost education and vocational training program administered by the U.S. Department of Labor that helps young people ages 16 through 24 get a better job, make more money, and take control of their lives.

At Job Corps, students enroll to learn a trade, earn a high school diploma or GED and get help finding a good job. When you join the program, you will be paid a monthly allowance; the longer you stay with the program, the more your allowance will be. Job Corps provides career counseling and transition support to its students for up to 12 months after they graduate from the program.

Note: The inclusion of any websites, products, and/or organizations in this newsletter are for informational purposes only, and does not necessarily constitute endorsement.

 

—PRESENTATIONS

I'll be presenting in Georgia, Ohio, Missouri, Oklahoma, California, North Carolina, Kansas, Oregon, Washington, Connecticut, Illinois, Delaware, Arizona, and Nevada in the coming weeks and 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 presentations for your conference or organization, or click here for information about my teleseminars.

 

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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!