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Like many of you, I find the reflections, and the responses, fascinating. I also find the way they came to us a little annoying. I realize that it's been a real barrage, but I wanted to add just one of my many thoughts on this whole thing. Read on if you're interested. The pathos, able-ist language, amongst other issues with the reflections, are definitely off-putting to many people on this list-serv, and with good reason. I'm not apologizing for that. But some of the 'faux pas' here, at least, we can chalk up to the typical "schoolboy howlers" that as instructors we encounter in any course. I'm reflecting back here on some of exam answers that I've encountered in history courses I've taught. E.g. "Real Billions started Manitoba for the Indians." (For those unfamiliar with Canadian history: the student was referring to Louis Riel and the two Riel Rebellions, one of which led to the founding of the province of Manitoba, thought it wasn't "for the Indians.") We all know that in any batch of undergraduates there are those don't do the readings, don't attend the lectures, don't care about the final assignment, and, frankly, don't get the course. Any number of factors contribute to this age-old problem. It's really too bad when it happens in such an important course as SPED 330 appears to be. It's also worth remembering that many undergraduates are still learning how to express complex ideas in writing. Especially with new ideas (and the social model of disability is definitely new to most people), it can be particularly challenging to articulate one's understanding. Often students will unconsciously revert to language and modes that are familiar to them, i.e. the medical model that is so culturally pervasive. Yet, in many of these reflections I perceive that some serious reflecting and a "new positionality" (as Prof Chataika put it) have come out of the exercise. That has to be a good and hopeful thing. We are not measurably worse off for those students who missed the point. But we are all the better for all the students in Prof. Neuville's course who have learned something about the social model of disability. I feel this is especially true for the many future public school teachers in Prof Neuville's group. From my own point of view and experience, teachers still seem to struggle to implement the inclusion model that is legislated in many places. In part this is because they don't have proper support. But it's also partly because they often don't understand the social model of disability or the rights-based foundations for inclusion. That's partly our fault as a university community, as we haven't given them a robust education in inclusion or disability studies. My only real concern with this exercise is that a list-serv is a sort of publication forum. By having students share these reflections with the list-serv, their unpolished work becomes part of the public record. I hope that they've been made to appreciate that these reflections are out there in the Google-o-sphere and could be discovered by employers, college admissions committees, or whomever, at any given point in the future. All and all, I'm pleased that Prof Neuville made all of us a part of this interesting and refreshing discussion. Best, Jason Ellis. -- Jason Ellis Ph.D. candidate, Department of History, York University [log in to unmask] Quoting Marc Bush <[log in to unmask]>: > Wow this listserv has been swamped! > > > > I am still not sure whether the reflections are endearing (in their naivety) > or patronising (in the over emphasis on sympathy/empathy). > > > > I would be intrigued to know if the course leader or if any of the students > are disabled people themselves. It would be interesting to see the content of > this course as the reflections seem to suggest that it attempts to present > one unified history of disability, disabled people, disability politics and > experiences of disability. In the UK, at least, the have a far more complex > understanding of these matters. Also I would be interested to know what > discipline or theoretical approach this course came from as the students seem > in themselves to be an interesting site for further sociological study! > > > > Finally from my own experience perhaps a student publication on reflection > from the course would have been more appropriate as it would have focused > their thoughts, produced a tangible outcome as well as avoided my inbox being > flooded. > > > > > > -----Original Message----- > From: The Disability-Research Discussion List > [mailto:[log in to unmask]] On Behalf Of M. Fasick > Sent: 04 June 2010 15:17 > To: [log in to unmask] > Subject: Final Reflection > > > > M. Fasick > > SPED 330 > > Final > > Prompt: I assume if I move toward recognizing and respecting the beliefs and > practices of others my chosen field will benefit in what ways? > > > > It's like the saying goes, "You don't know what another person's life > is like until you walked in their shoes". In moving towards recognizing and > respecting the beliefs and practices of others, I have to first become aware > of them. I must try to "walk" in their footsteps and follow the paths they > have taken. In doing this I will not only be a better person, but I will be > better able to serve and advocate for individuals with disabilities. > > > > One step in recognizing and respecting the beliefs and practices of > individuals with disabilities is to learn and understand disability history. > In learning about the history of disability I can begin to recognize the > struggle individuals with disabilities had to and continue to overcome. This > "overcoming" is the result of cultural and societal views of disability. In > learning about cultural and societies perspectives disability throughout > history, I can apply these points of view into my chosen field of Special > Education. As an educator of exceptional students, understanding how culture > and society feels about disability will show me the barriers that I need to > try and break. In throughout history some of these barriers include > stereotyping and discrimination. Knowing the stereotypes and discrimination > against individuals with disabilities will allow me to focus on ways to end > them. > > > > This focus will be channeled in my field though preparing my students > to be independent individuals who are equally worthy of opportunities to > follow their dreams and aspirations. Ending stereotyping and discrimination > will allow for all equal opportunity for individuals with disabilities. > However, this cannot be done by only one person. By recognizing and > respecting the beliefs and practices of others will also benefit my field > through disability advocacy. In being an advocate for disability, I will help > teach other to recognize and respect individuals with disabilities. > Furthermore, I can support individuals advocating for themselves. > > > > Not only does recognizing and respecting the beliefs and practices of > others befit myself, the field I am going into, and individuals with > disabilities, but it also allows me to recognize and respect the beliefs and > practices of others. In understanding the beliefs and practices of > individuals, I can understand their history, culture, and their way of life. > Knowing a person's belief and practices can help my field progress towards > equality. By understanding each other respect for one another can occur. > > > > In moving towards recognizing and respecting the beliefs and practices > of others my chosen field will benefit by gaining someone who is passionate > about supporting individuals with disabilities. Through recognizing and > respecting the beliefs and practices of other, I will understand the history > of disability, the individual, and barriers that continue to oppress and > disrespect disability. Through this understanding I will be able to walk in > someone else' shoes and support and create change. > > > > ________________End of message________________ > > > > This Disability-Research Discussion list is managed by the Centre for > Disability Studies at the University of Leeds > (www.leeds.ac.uk/disability-studies). > > Enquiries about list administration should be sent to > [log in to unmask] > > > > Archives and tools are located at: > > www.jiscmail.ac.uk/lists/disability-research.html > > You can VIEW, POST, JOIN and LEAVE the list by logging in to this web page. > > ________________________________ > Scope is a registered charity (number 208231) and a company limited by > guarantee (number 520866). > Our registered office is at 6 Market Road, London N7 9PW, England. > Our VAT number is 805156939. > > > Visit our website at http://www.scope.org.uk > > This message, and any file(s) transmitted with it are confidential > and are intended only for the person(s) to whom they have been > addressed by the sender. 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Any unauthorised disclosure, copying, distribution, > or printing of this message or accompanying files, or unauthorised use > of any information contained therein, by anyone other than the > intended recipient(s) is prohibited and may be unlawful. > > Any views expressed in this message or in any file(s) transmitted with > it are those of the author, and may not necessarily represent the > views of Scope. > > ________________End of message________________ > > This Disability-Research Discussion list is managed by the Centre for > Disability Studies at the University of Leeds > (www.leeds.ac.uk/disability-studies). > Enquiries about list administration should be sent to > [log in to unmask] > > Archives and tools are located at: > www.jiscmail.ac.uk/lists/disability-research.html > You can VIEW, POST, JOIN and LEAVE the list by logging in to this web page. > ________________End of message________________ This Disability-Research Discussion list is managed by the Centre for Disability Studies at the University of Leeds (www.leeds.ac.uk/disability-studies). Enquiries about list administration should be sent to [log in to unmask] Archives and tools are located at: www.jiscmail.ac.uk/lists/disability-research.html You can VIEW, POST, JOIN and LEAVE the list by logging in to this web page.