“Sped.”
“Acoustic.”
“Autistic.”
“R*tard.”
Whether these words are said to friends, whispered underneath someone’s breath, or shouted in the hallway, I can almost confidently say that these words are not foreign to your ears, because they certainly aren’t to mine.
In recent years, I have seen discrimination against special education students and people with learning disabilities grow exponentially. As the daughter of two school social workers whose job is to make school and life easier for these students, I have always known the importance of having both understanding and compassion for people with disabilities. Unfortunately, that understanding and compassion is not widespread. Why? Well, because education about disabilities, whether they be mental or physical, is not widespread.
Going back to elementary and middle school, there have always been students who have gone to different classes for specific subjects. These kids often refer to themselves as “not smart enough” or “in the ‘dumb’ math” because they need assistance in particular subjects. They wholeheartedly believe this to be true because their peers and the media convince them of it. When these comments aren’t challenged, they are instead reinforced. The reality is, that receiving additional help, whether in a separate class or not, does not mean that one has a lower intellect. It may mean they learn in different ways and require specific accommodations/modifications or specialized instruction to succeed. This is exactly what 504 Plans and Individualized Education Plans (IEP) are designed for.
An IEP is “a program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.” The difference between this and a 504 plan is that an IEP provides a student with specialized instruction, while a 504 provides a student with accommodations. However, it is not common knowledge that these supports exist, leaving general education (gen. ed.) students with a gap in understanding. For example, many gen. ed. students may view someone getting extended time on a test as unfair since they don’t realize that student requires specific accommodations. The teacher is legally obligated to give them that extended time because it is written into their IEP. Extended time for that specific student is not unjust; it simply levels the playing field. Another example may be when a student is permitted to use voice-to-text rather than typing or writing out an assignment. That particular student could have difficulty using their fine motor skills, making typing or writing extremely challenging. Therefore, the opportunity to use voice-to-text puts that student on an even footing. Once educated on the possible challenges classmates may face, a general education student can view a situation with understanding rather than jealousy, malice, or pity.
The definition of discrimination is the unjust or prejudicial treatment of different categories of people, especially on the grounds of ethnicity, age, sex, or disability. Ableism, which is a specific form of discrimination towards those with disabilities, may not be the most frequently discussed form of discrimination, but it is discrimination nonetheless. In a report conducted by the CDC, they found that bullies and the victims of bullying are at the highest risk for suicide-related behavior, with disabled children being 2-3 times more likely to become victims of bullying. Therefore, it makes sense that the National Institute of Health found that “suicide attempts [were] 2.5 times more likely for people with disabilities and three times more likely for individuals with greater than or equal to 2 limitations.” This information shows a relationship between ableist discrimination/bullying and suicide attempts. Thus, underscoring that ignorance and normalized hate often overpowers where tolerance and acceptance should be expected. This can only be prevented by education.
During Disability Awareness Month and all year round, people must consciously understand the needs and contributions of disabled people. Our school can begin to assist in this effort by including information specific to students with special needs in conversations regarding the mental health services we offer. For example, they can explain how evaluations, IEPs, 504’s, and accommodations work, as well as information on advocacy. When students don’t know how to get help, they fall behind. The school is not doing its job if the students are not learning or advocating for their needs. Therefore, it is the school’s responsibility to teach about physical and mental disabilities so that tolerance becomes more widespread. Once tolerance is more widespread, receiving help becomes less stigmatized. Only then can every child meet their full potential.
