Running head: HOW WE CAN CHANGE NEGATIVE SOCIETAL PERCEPTIONS OF

STUDENTS WITH DISABILITIES

Kylie Gempler

How We Can Change Negative Societal Perception of Students With Disabilities

ESP: 701

Professor Higgins

Due: July 3, 2018

Running head: HOW WE CAN CHANGE NEGATIVE SOCIETAL PERCEPTIONS OF
STUDENTS WITH DISABILITIES
Gempler 1

(A) Current Educational Outcomes of Students with Disabilities​​ (e.g., graduation,

independence, employment)

There is extreme importance of educational interventions for the outcomes of individuals

with disabilities. Without educational interventions, the likelihood of success decreases

exponentially when there isn't support from parents, administration, teachers (A.K.A

stakeholders). Students with disabilities need to be supported and shouldn’t be labeled as

different or lesser than. In the novel, T​he Short Bus,​ the author, Jonathan Mooney, discusses his

personal experience and others like him who have been labeled “disabled” and the repugnant

way the education system and society views individuals who are labeled and seen only as

“disabled”. For both Mooney and an individual named Bobby Glass, who Mooney met in the fall

of 2000, both graduated from a University, but they both dropped out of sixth grade for some

period of time (Mooney, 2018, p 2, 5). Students with disabilities have the potential to succeed

and thrive, but when the support is not there, then graduation rates and employment drops

because these students with disabilities believe they cannot succeed in society.

Legal Mandates

The individuals with Disabilities Act (IDEA) of 1975 was developed so students with

disabilities were protected and allowed to be educated in a public school setting (Mooney, 2008,

p.17). According to the law under IDEA, “ (a) ​General​. (1) ​Child with a disability m
​ eans a child

evaluated in accordance with §§300.304 through 300.311 as having mental retardation, a hearing

impairment (including deafness), a speech or language impairment, a visual impairment

(including blindness), a serious emotional disturbance (referred to in this part as ‘‘emotional

disturbance’’), an orthopedic impairment, autism, traumatic brain injury, an other health

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STUDENTS WITH DISABILITIES
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impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by

reason thereof, needs special education” (NICHCY, 2011 p. 12A). However, Mooney elaborates

how the education system still fails students with disabilities because segregated programs of

special education were created, “Thrown together under the rubric of special education, these

passengers [on the short bus] included kids with physical disabilities, Down syndrome, learning

disabilities, autism, as well as emotional problems. Special education and the short bus grouped

together all these different students, expanding our culture’s definition of​ disabled” ​(2008, p.

17). This displays how even though students with disabilities are protected by various laws,

especially IDEA, it does not help the academic or social structure of how individuals with

disabilities are perceived and treated. If students with disabilities are still put into a classroom

setting, but are segregated by special education classes and transportation, students will be even

more ostracized and lesser than. Even though laws protects students with disabilities, Mooney

asks the question, but does it truly protect all aspects of the child, psychologically and

emotionally? Or is it hurting students who are labeled as “disabled”?

(B) Assessment and Instructional Practices

When Mooney was in school, he felt major anxiety in school, which ultimately led him to

drop out of school for a while in the sixth grade (Mooney, 2008, p. 2). Mooney also heard of

similar stories about other students who were labeled “disabled” and how they felt scared,

embarrassed, and even helpless in school. An individual named Bobby Glass told Mooney about

his experience with his disability and how he decided to give up on life because of the pressure

and stigma of his disability, “Bobby Glass’s note was found in his backpack after he tried to kill

himself” (2008, p. 5). Glass felt so different that it made him not even want to be in this world
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anymore. This proves that when students are ostracized and labeled disabled, they feel hopeless

and as if they do not matter. It is important that assessment and instructional practices meet the

needs of students with disabilities, but in a way where they do not feel targeted or an outcast.

Differentiated instruction, universal design for learning (UDL), and explicit instruction, are

proven methods and resources in which teachers can create and implement lessons and

curriculum where students feel safe and not pressured. The website for UDL, CAST, has free

learning tools on their website to “help educators, parents, and students experience the power of

flexible learning environments” (UDL, 2018). All students, especially students with disabilities

should be emerged in a safe space and never feel dumb or less than. Another method for creating

a successful and safe student environment is through a foundational approach called explicit

instruction; which is “a structured, systematic, and effective method of teaching academic skills.

It is called explicit because it is an unambiguous and direct approach to teaching that includes

both instructional design and delivery procedures…. Through a series of supports or scaffolds

(Archer and Hughes, 2011, p.1). Students with disabilities, and all students for that matter, need

to feel supported and be able to achieve their own standards and goals and not feel pressured to

achieve unrealistic standards.

(C) Collaboration of Stakeholders

Positive collaboration of stakeholders is imperative in student success; especially for

students with disabilities. Mooney and Glass both did not feel supported when they were in

school. They both felt ostracized and felt ashamed and it made them feel as if they did not

belong. It is vital to make sure ALL students are supported by all stakeholders including:

administration, teachers, and parents. In the article, ​Channeling Change: Making Collective
Running head: HOW WE CAN CHANGE NEGATIVE SOCIETAL PERCEPTIONS OF
STUDENTS WITH DISABILITIES
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Impact Work, ​discusses the importance of stakeholders coming together and collaborating

through a “collective impact approach” in order to establish a positive and whole community

where they can solve large-scale social problems. The article states that school organizations

should follow 5 essential key conditions in order to achieve a successful collective impact

approach, “Common Agenda, Shared Measurement, Mutually Reinforcing Activities,

Continuous Communication, and Backbone Support Creating” (​Hanleybrown, Kania, & Kramer,

2012, p. 1). This article displays proven ways in which to truly achieve collaborative change. By

instilling a positive collaboration of stakeholders, it will allow to change the dichotomy of the

way the general public and school community sees and views students with disabilities. It is

imperative to have a school community who synergizes and works together to destigmatize the

term “disabled” and to make sure students with disabilities are advocated for.

(D) Perspectives of Individuals with Disabilities

In the novel The Short Bus, the author illuminates about his personal experience about

being labeled “disabled” and how there is a negative connotation with the word. The author had

an extremely difficult time in school. During his time in school, he would hide in the bathroom

during read aloud because he was afraid individuals would make fun of him (Mooney, 2008, p.

2). He also didn’t have support from various individuals in the school system; such as when his

guidance counselor told him “people like me ended up flipping burgers” (2018, p. 2). Even with

individuals not believing in him, he graduated from Brown University with an honors degree in

literature and published a book. In order to change the social stigma of the word “disabled”, it is

important to realize and understand they are equal and have can accomplish anything a

“standard” student can. ​The Short Bus​ explains the importance of students with disabilities and
Running head: HOW WE CAN CHANGE NEGATIVE SOCIETAL PERCEPTIONS OF
STUDENTS WITH DISABILITIES
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how students with disabilities are able to do anything; for their ability does not define who they

are. True change and a shift in societal views can be done by action through laws, instructional

practices, stakeholder support, and advocates of students who have a disability to show society

that they are able and can accomplish anything!

Sources

Archer, A. L., & Hughes, C. A. (2011). Exploring the foundations of explicit instruction. ​Explicit

instruction: Effective and efficient teaching​, 1-22. Retrieved from Webcampus: Module 4.

(2018).

CAST. Principles of Universal Design for Learning (2018). Retrieved from Webcampus: Module

4. (2018).

Hanleybrown, F., Kania, J., & Kramer, M. (2012).Channeling Change: Making collective impact

work.

Mooney, J. (2008). ​The short bus: A journey beyond normal.​ Macmillan.

NICHCY. ​Key Changes in the Law and Regulations​. (2011). Retrieved from Webcampus:

Module 2. (2018) ​http://nichcy.org/laws/idea/legacy/module2​.