D I S A BI L I T Y I S D I V E RS I T Y
disabilities, which helps move the needle
toward more inclusive communities for all.
“One of the goals of this work
is to help students understand
the broad spectrum of disabil-
ity. When you create oppor-
tunities for active inquiry and
honest answers, kids begin
developing this awareness.”
When I coach educators about how to foster
a culture for these important conversations,
I make the following recommendations.
• Set ground rules. Before engaging in
conversations about disability—or any
sensitive topic—it is essential to estab-
lish ground rules, such as: think before
speaking, ask respectful questions, use
active listening, do not make assump-
tions, and keep an open mind. Such
rules help foster a safe, respectful envi-
ronment for all students to participate
actively in conversations or activities.
Posting the rules on a classroom wall or
bulletin board allows for easy reference
to ensure that students and educators
are held accountable.
• Model respectful curiosity. There is
an etiquette to asking respectful ques-
tions around sensitive topics. Students
can benefit greatly when educators ex-
plicitly coach these skills, including as-
sessing the appropriateness of a situa-
tion, thinking about phrasing and tone,
using eye contact/getting to eye level,
directing questions to the person with a
disability versus a helper, and being pre-
pared for someone to decline to answer.
• Start with fiction. It is easier to discuss
fictional characters than students in
the classroom. Using books and videos
for recognizing our similarities to and dif-
ferences from others. The bridge from self-
awareness to awareness of others is interac-
tion, and conversation is a simple, effective
place to begin.
But how do you talk about disability? Even
without the taboos, disability itself is a di-
verse field, encompassing a broad array of
visible and invisible differences. Naturally,
we are more attuned to visible disabilities
because detectable physical differences or
the presence of assistive technology, such
as wheelchairs, are markers. This can make
visible disabilities an easier entry point to
begin promoting awareness. Invisible dif-
ferences, such as learning disabilities, are
more difficult to parse. One of the goals of
this work is to help students understand
the broad spectrum of disability. When you
create opportunities for active inquiry and
honest answers, kids begin developing this
awareness. With that context, they become
more open to discovering common inter-
ests, ideas, and experiences with peers with
Continues on page 18
CSEE Connections
Summer 2020 Page 17