Teach out slide presentation

 Teach out, speak out

Ability-based systems

 

Thomas Hehir's article "Eliminating Ableism in Education" examines the idea of ableism in educational settings and suggests ways to end it. The term "ableism" describes bias and discrimination towards people with disabilities. It can take many different forms, including unfair treatment, inaccessibility, and low expectations. He argues that “ableist assumptions in the education of children with disabilities not only reinforce prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employment.” According to Hehir, ableism affects students in all education systems worldwide and has lasting effects on their academic, social, and emotional well-being. He emphasizes the importance of creating inclusive learning environments that value equality for all children, regardless of their abilities.
Ableist assumptions are beliefs or attitudes that devalue or discriminate against individuals with disabilities. It is the societal attitudes that shape these beliefs, assuming that being able-bodied is “better,” than having a disability. Like Penny Ford, parents of the disabled have been fighting for years for their children to have just the basic human rights. We live in a world that is full of negative cultural assumptions that greatly affect every aspect of one’s life. From assuming incompetence to seeing them as a charity or pity case, their individual skills and talents are often overlooked simply because society sees them as less able than the next person. They are denied equal opportunities and must deal with the lack of access to education and services. From last week's reading of the RI state laws I recall The Rehabilitation Act of 1971 and the Individuals with Disabilities Education Act both of which were passed to help support children with disabilities in education, but even with these federal laws in place, existing practice is often difficult to change. I'm part of the 504 team at school. At the start of each school year, we meet with the student, their parent(s), guidance counselor, and the vice principal to discuss accommodations. Before the meeting, I like to talk to the student and ask them directly what would help them improve their school experience and how I can support their needs.

The teaching of children who are deaf is a powerful illustration of ableism. Despite the existence of educational programs for the deaf for over 150 years, they still have been faced with significant challenges. In 1985, Nora Groce's study provided evidence that with the right education, students of any background, including the deaf, can perform as well as or even better than their peers. Her report revealed that “graduates of the Hartford School had achieved higher levels of literacy than many of their hearing neighbors.”As a result, less educated hearing individuals in the Vinyard communities would seek help from their deaf neighbors to understand legal documents. The deaf individuals often held higher positions and leadership roles within the community. I found this very empowering as it demonstrates the effects of equal opportunity in the classroom and why it is so crucial for everyone. 

Unfortunately, there was a setback to American Sign Language (ASL) later on with the introduction of oralism. This method claimed to successfully educate deaf children by teaching them to lip read and speak while prohibiting the use of manual language. It was believed that using sign language decreased motivation to learn to speak. However, forcing deaf or hard-of-hearing individuals to exclusively use oral communication methods can lead to feelings of isolation, frustration, and low self-esteem. The inability to effectively communicate with others can have significant social and emotional consequences. "Thus oralism continues to have a negative impact on the education of deaf children as an enduring legacy of ableism."

Social Models of Disability Explained by Judith Butler

Impairment versus Disability

Impairment is a physical disability by medical definition, one's own unique embodiment.

Whereas disability is the social repression of disabled people. The disabled have limited housing options, no career opportunities, and suffer from social isolation. Disability in other words is the disabling effects of society.

The author Thomas Hehir argues that creating an inclusive and fair learning environment for all children requires eliminating ableism in education, which is both morally obligatory and essential.

Blog Post #9 Bridging the Gap

 

Finn's article "Literacy With An Attitude" delves into Jean Anyon's research on how a student's educational opportunities are often determined by their social class. Anyon's study examined five public schools in New Jersey, all of which were located in predominantly white areas and ranged from the wealthiest to the least wealthy. The schools were classified according to social classes: the executive elite, whose families were top corporate executives with income in the top 1% in the US; affluent professionals, whose parents were doctors, lawyers, and other highly-paid professionals; middle-class families, whose parents were teachers, social workers, accountants, and the like; and working-class families, most of whom were unskilled blue-collar workers. Finn discusses how these students are educated, and how their social class greatly influences the education they receive, and as a result their level of success in life. Basically, the wealthy folks send their kids to better schools, can afford better supplies and as a result, they set their child up for better success than a lower class parent who don’t have the means of providing those services. As Delpit explains, it is a culture of power, because “the culture of the school is based on the culture of the upper and middle classes.” As a result, the rich get richer and the poor get poorer. 

 In her research, Anyon discovered that lesson plans in working-class schools were very basic and lacked interactivity. Often, teachers would skip over lessons that they deemed too difficult for their students. They used books intended for "low-ability students," and the lessons followed a step-by-step approach, which didn't allow students to think outside the box. I find that this is pretty common in schools everywhere, but it's not only the divide among schools as a whole but also the divide among classrooms within the schools. Despite claims that classes are now all-inclusive and evenly mixed, the smartest children are still grouped together, while those struggling academically are separated away from them. The latter often require redirection and are likely to fall behind due to classroom disruptions. I have personally witnessed the difference in curriculum between lower and higher classes, this includes the lack of homework assigned to lower-class students, extra time to complete missing assignments, and not holding them accountable. Are we setting them up to be inferior to their peers? Perhaps. There are two sides to this argument. On one hand, all students should have equal opportunities to learn. On the other hand, if a high academic student is exposed to classroom disruptions, doesn't that hinder their education as well? As a mother, I believe that my daughter would benefit from being in a class with minimal distractions, allowing her to receive the best possible education. This doesn't mean that other students shouldn't have access to the same quality of education. Additionally, integrating students who struggle academically into classrooms with academically advanced students may lead to them struggling to keep up with the material, losing interest, and potentially increasing their likelihood of dropping out. I found a fascinating TED talk that is definitely worth watching. The speaker discusses bridging the gap in public school education and explains the devastating effects on the country when students do not have equal education opportunities.

 I found this week's reading quite interesting because it relates to an issue in my hometown. Recently, as I spoke about last week in class, there has been a discussion about closing one of the elementary schools in Tiverton. The parents in the town are in an uproar. Besides many other reasons, a big one is that the elementary school discussed is rated 3rd in the state, of the two other elementary schools, one is not far behind at 12, but the third school is ranked quite low at 81 in the state. Many parents claim that they have moved into the town, particularly to the south end, because of the highly-ranked school that is now on the verge of closing. Among several factors, the lack of state aid for FY25 is one reason for the budget deficit that the town is faced with. The cut in state aid will be discussed further next Monday but has been said to be the result of lower poverty rates and the increase in property values. As a result of the school closing, parents are faced with integrated classrooms and as a result larger class sizes and overwhelmed teachers. When I was reading this week's text I couldn't help but think about the social divide between the north and south end of this very small town, but it is quite evident. Now, the question is, is it the social class from which the children come that determines their success in school, or was their education decided the day they walked into kindergarten? Honestly, the teachers at the lower-ranked school are fantastic, in fact, many were teachers at the 3rd ranked school not long ago. I have found that the parents of the students who need services and more help academically are not the parents who show up to parent-teacher conferences. Furthermore, as we discussed Collier’s writing, we concluded that these parents often don't advocate for their child either, they may assume the teacher knows what she is doing and that there is no reason to doubt her or the admin for their child’s performance.

 This author, Finn argues that social class is the utmost influencer of one’s success not just because the child comes from a knowledgeable family but also because they have mentors who also come from a social class equal to somewhat equal to their own. They are taught in a way that sets them up for a career that fits into their social class.

#8 It takes a Community

Rhode Island Laws and Policies set forth by RI Dept of Education, aim to ensure safe and supportive learning environments for all RI youth. In December 2010, The Rhode Island Board of Regents revised its Policy Statement on Discrimination Based on Sexual Orientation and Gender Identity/Expression which includes the following language: 

The Rhode Island Board of Regents for Elementary and Secondary Education recognizes that all educational agencies must provide all people and groups with full access to educational opportunities and barriers to student participation based on sexual orientation or gender identity/expression must be identified and removed. The Board also recognizes that all students, without exception, have the right to attend a school in which they feel safe and able to express their identity without fear.

 Even with the laws put forth and recent advances in LGBTQ rights, schools are not particularly safe for queer students. According to the Human Rights Campaign Foundation’s survey, Growing UP LGBT in America found that 42% of gender nonconforming youth report frequently or often being called names and 40% reported being frequently or often excluded. Further, over half of gender-nonconforming youth reported that they did not participate in activities offered by the school out of fear of discrimination. According to the article "Queering Our School," one study found that six out of ten LGBTQ teens reported feeling unsafe at school. Over three-quarters of students reported being verbally harassed.

It is absolutely crucial that schools provide a safe learning environment for all students. As children spend a significant amount of time in the classroom, it is the responsibility of teachers and staff to ensure that bullying and discrimination are not tolerated. If hate crimes are taken seriously and appropriate action is taken, students will be less likely to engage in such behavior. It is important for everyone involved to understand the impact this type of behavior can have on a student's well-being and success in school.

Scholars have been working for years to include people of color in classroom lessons. Now, it's time to do the same for the LGBTQ community. Integrating queer people's lives into lesson plans by discussing their problems, history, struggles, and contributions could be a good start to achieve social justice. This week's reading taught me about The day of silence, a day that has been around for almost 30 years. It seeks to bring attention to what LGBTQ students experience daily, not only in the classroom but also at work and other events. This year, the day falls on April 12th. 

Adam Kelley's article titled "Rethinking Sexism, Gender, and Sexuality" is an essential read for every educator. The article emphasizes the importance of including LGBTQ members in the curriculum and highlights how assuming that every child has a mom and a dad could be excluding some children who may have two moms or two dads. A simple sentence such as "My mom is swimming" may not be applicable to all children, and it is crucial for educators to be mindful of these differences. 

The author of Queering Our Schools argues that speaking openly about LGBTQ and pushing for social justice within the community can create change, but it takes the community as a whole to catch up in the march toward justice.   

The teach out project

 

#6 Teaching Multilingual Children

In his essay "Aria," Richard Rodriguez shares his experiences as a Mexican immigrant in an American school. He describes how the nuns at his new school expressed concerns about his English language skills to his parents. They suggested that he and his family speak more English at home. Richard explains how this change affected his family, as they became more Americanized and lost touch with their culture. Although it's great that children can learn English quickly, it is sad that they often lose their native language in the process. Richard became more confident in speaking to his peers in the classroom, but ideally, it would be best to preserve both languages. Children can be immersed in the language at school and with their peers, making it easier for them to learn.

It's great to hear that the educators featured in the video "Teaching Bilinguals (Even if you are not one)" were able to create a safe and comfortable space for students from different backgrounds. It's important to preserve students' cultures and backgrounds, and this can help them feel valued and included. By using students' language backgrounds as resources in their learning, these educators were able to make learning more engaging and effective. It's also fantastic that they used books featuring multicultural and multilingual characters to build empathy and understanding among students. Creating an open environment in the classroom is so important, as it can help students feel more confident and less afraid to ask questions. It's inspiring to hear these teachers use translanguaging in their classrooms to support students' learning.

Find more Resources on using translanguaging in the classroom 

In Virginia Collier's writing "Teaching Multilingual Children," she outlines seven guidelines to improve the teaching of English as a second language so that learners can have an enriching experience while still staying connected to their native languages. The third statement in the list caught my attention. It suggests that one should not teach a second language that might replace the first language. However, this contradicts the method that Richard Rodriguez shared in his story "Aria." Collier proposes that a diverse classroom should adopt the bi-dialectism approach. This approach prioritizes the use of home dialects and mastering the language that is used in formal schooling. She goes on to suggest that teachers should welcome different dialects from their students and help eliminate the social bias that language minority students face. Teachers should recognize the benefits of having multiple ways of talking in the classroom, as we know that English and all other languages are in a constant state of change. Collier discusses the concept of code-switching, which is when individuals use two languages interchangeably in speech. This method is effective because it allows for dynamic and structured communication that displays an integrated and sophisticated use of both languages. Collier advocates for the use of code-switching in the classrooms to foster a common bond between students and their teachers. 

How You Can Advocate for Dual Language in Your School

1. get informed about state laws

2. talk to parents and students in your community about their language goals

3. spread the word about the benefits of bilingualism to your administrators and other staff at your school 

If I Could Rewind That Morning

rethinking schools

 If I Could Rewind That Morning

“This world isn’t kind to us, is it?”

In this article by Xavier Pierce we have a father and daughter who both live

in a mostly all white town. Aaliyah, the daughter, is a 5th grader at the school

where dad works as a TA. Aaliyah is a charismatic 10 year old, smart,

athletic and beautiful. She loves school, works hard to be the best she can be

and takes pride in making her dad and teachers proud of her

accomplishments. Her fellow classmates on the other hand take her strength

and pride as boasting and without verbalizing it, they “fear the armor she

wears”, the same armor “required to take the brunt of misjudgment and the

microaggressions she defends.” But together, the two of them, “found

solace in being two specks of color in a field of white.” They found community

within the differences they shared and their love for learning. They love this

school because of the joy that learning brings to them. How their peers and

leaders reacted to their joy was the issue!

It was on this one day that the author really regrets his silence, the one day

that if he could, he would have rewinded it all and prevented his daughter

from the scrutiny of her leaders. Shelly, the classroom teacher, was awaiting

Xavier that morning and when he arrived she states that “some parents have

complained that Aaliyah has been bullying the class” and she would like to

have a meeting with her when she gets to school. As much as Xavier was

frustrated by this, Shelly was his boss and he didn’t want to make matters

worse for him or his daughter, but looking back he wished he had stood up

to her and prevented that meeting from ever happening.

The meeting took maybe 15 minutes total, but it left a mark on Aaliyah that

would last a lifetime. When she walked out of that room she looked defeated

and in a saddened voice, she said “what did I even do” and in that moment

dad thought to himself, I failed her. Looking back Xavier wished he had

requested a different approach to the situation, to explore a different approach

to addressing this misconception between her and her peers. He would have

made sure Aaliyah was able to give voice to her actions and be listened to.

But he knew undoubtedly that one day this was going to happen, somewhere

someone was going to dent her armor.

The author Xavier Pierce argues that his daughter's situation at school was blown out of proportion and her actions were misconstrued by her classmates and teachers, not because she was actually a bully but because they were envious of her success, strength, and the way a girl of a different background could carry herself so confidently, "I observed how students would react, asking her to quiet down, misinterpreting her celebration of learning as boasting (Pierce)."