Perhaps I was lucky. I did not hear them from my teachers (well, maybe one
exception), but from my family and non-teachers who gave me advice.
Hmmmmm.
David Pfeiffer
On Sun, 7 Feb 1999, Gill Dixon wrote:
>
> I find it rather unsurprising that 'malingering', 'laziness',
> 'stubbornness' etc are words that are so familiar to some list members.
>
> It seems to me pretty straight forward. If a child is unable to conform to
> the expected norms, it must be the child's fault. I could suggest that it
> is an overt attempt at oppressing the guilt of the 'failing teacher', but I
> believe that there are many people who totally lack the ability to
> empathise, and some that just don't want to know.
>
> A child with language difficulties, who doesn't understand the instructions
> given, will be seen to be disruptive. He was in fact lost from the word go.
> A dyspraxic child who cannot organise his movements, will be seen to be
> 'mucking about' or 'clumsy' in PE' . The dyslexic child who cannot find his
> way to the next class may be accused of 'being idle'. So many examples, can
> be pulled out of a bottomless hat.
>
> I use 'hidden disabilities' or is it 'specific learning difficulties' as my
> examples, as they don't even have a visible clue to their difficulties.
> That is not to suggest that many other people who are described as having
> less marginal disabilities, don't suffer the same fate.
>
> It takes little insight into a classroom, expectations, a culture, a
> negative stereotype to understand where it all comes from.
> If you are unable, or simply do not want to conform, you must be trouble!
>
> I hear the inappropriate labels all the time, and I can live with that.
> What troubles me is that so many believe them.
>
> Gill.
>
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