essay about disabled student

Students With Disabilities Deserve Inclusion. It’s Also the Best Way to Teach

• Share article

Students with disabilities face substantially increased rates of abuse and restraint in schools. As an education and disability advocate seeking to change that, I frequently encounter well-meaning arguments for separating higher-needs students from the general population.

Many parents and teachers express sympathy, yet also a desire to keep certain groups of students away from the general population for a variety of reasons.

“Is mainstreaming special needs kids a good idea if it prevents the other kids from learning?”

“And what were the 20-something other kids in the room doing when the teacher was spending most of her time attending to your special-needs child?”

“It’s too bad the other children are the ones who lose out when special-needs kids are mainstreamed. This story is all well and good, but it means that this woman’s child got way more than the other children did in terms of support and attention.”

These are the types of comments found in parent forums and in response to articles about autism and other disabilities in the classroom. And they are echoed by teachers who are facing poorly integrated classrooms with strong behavior challenges. Resistance to inclusion itself as a practice remains entrenched.

Many teachers and parents do not know the pedagogy behind inclusive instruction. Inclusion is not about throwing disabled children into general education classrooms without support or tools and leaving teachers to clean up the resultant chaos. Schools don’t meet anyone’s needs when they integrate thoughtlessly.

They also do not meet the legal requirements defined by the Individuals with Disabilities Education Act, which guarantees all children the right to free appropriate public education. That includes education for disabled students in the least-restrictive environment possible—not segregated and sequestered away from their peers.

Inclusion works when educators collaborate, get the support they need, and believe in the value of all students.

It might be less convenient at first for teachers and students (and parents) to learn about and embrace the disabled student populations at their schools. But there is no inherent right to be free from inconvenience . Perhaps it’s time to look more closely at why we as educators and parents are demanding that to begin with.

Inclusion, by definition, involves carefully assessing a child’s needs and then implementing a strategic plan to support that child within the general classroom setting. This is done by a special education team, rather than one general education teacher. The team offers options such as teacher training, team-teaching, pushed-in special education instruction, classroom accommodations (a standing desk, computer workstation, etc.), an interpreter, or a classroom assistant added to the room for portions of the day.

My son is autistic, and he has an assistant in his mainstream classroom to support him and several other students as needed. The rest of my son’s accommodations rarely affect his classmates at all. He uses a keyboard to write, he meets with the school counselor when he’s overwhelmed, and he has social-skills mentoring. The staff at his school meets and works together, mainstreaming children of all abilities. Test scores and academic achievement remain strong, even with a push-in of students from a countywide behavioral program for students with significant emotional disabilities. The general education students are doing great!

Cost is frequently at the heart of arguments against inclusion. It does take money to adequately support special needs students in mainstream classrooms, of course. It costs significantly less to push an assistant in and offer training, however, than to create a separate classroom with a special education teacher or place a child in a specialized private school.

The cost of time is more significant. Inclusion requires teachers, schools, and entire school systems to commit to the model. It requires training and a general overhaul in perspective—about the role of education and the inherent value of each child and his or her learning experience—disabled or not.

However, inclusion is best practice for disabled and non-disabled students alike. Studies show that when inclusion is done well, the whole class benefits. It doesn’t take away from one group to focus on another—quite the opposite. It enhances the ability of non-disabled kids to cooperate, work together, understand and value different perspectives, think critically, and even test well.

Yes, research indicates that a majority of general education students test the same or better on standardized tests when they are educated in the same classroom environment as their disabled peers. Classrooms that have several unsupported students with severe behavioral disabilities are the exception. But diagnoses like this are rare, and added supports for those students seems to be key.

When supported and given adequate training and tools, teachers in inclusive classrooms understand and instruct a variety of learners, individualizing instruction to meet the needs of all learners better. Students have varied needs and strengths, whether disabled or not. Teachers in inclusion settings learn to address this and teach better because of it.

Empathy—which cannot be measured quantitatively—matters, too. How children view peers who look and learn differently from themselves is also a consideration as they grow to adulthood and become members of their communities, and as they live and work alongside a diverse array of citizens. It’s a critical factor in whether communities and workplaces are able to function and thrive.

Finally, and most importantly, disabled students can achieve . Their talents and gifts are varied, as are the talents and gifts of all students. They are legally entitled to an appropriate public education, but they also have so much to offer their non-disabled peers, teachers, and schools.

Inclusion works when educators collaborate, get the support they need, and believe in the value of all students. It’s time for schools and teachers to reevaluate their long-held biases, and it’s time to address the initial financial investment required for training and staffing. It’s also the law.

Inclusion is the least expensive, most effective method of teaching students. It starts from the top, with administrators making this a priority. When administrators model inclusivity and support teachers in its implementation, the entire school (and school system) culture changes. Test scores are rarely negatively impacted and often go up. More importantly, children become better citizens.

Inclusion is best practice. It is also, quite simply, the right way to teach.

A version of this article appeared in the May 08, 2019 edition of Education Week as What Students With Disabilities Deserve

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

Students with and without disability: it’s always better when we’re together

Lecturer and researcher in Inclusive Education, Macquarie University

Disclosure statement

Kathy Cologon receives research funding from Macquarie University, The Open Society Institute and the Financial Markets Foundation for Children. She also authored the issues paper discussed in this article, which was funded by the Australian Government Department of Education to expand the education policy capacity of Children with Disability Australia. The views in the issues paper are the author's own and are not necessarily held or endorsed by the Australian Government. Kathy Cologon is a member of a number of community organisations that have a non-financial interest in research on inclusive education.

Macquarie University provides funding as a member of The Conversation AU.

View all partners

I was shocked when the local preschool teacher asked me when my son was coming to preschool… I had no idea he was even permitted to attend the local preschool.

Those are not the words of a mother during Apartheid in South Africa or someone labelled “untouchable” living under a caste system. They are the words of an Australian mother whose son has been labelled “disabled”. This mother is participating in some of my current research.

This mother and her son are not alone. And along with many other students, he is at risk of being excluded from the same access and opportunities open to students who do not experience disability.

Exclusion is everywhere in Australian education. It doesn’t only happen when a child is prevented from going to a mainstream school or is segregated into a “special” school. It also happens when students merely co-exist within a mainstream setting, but are not really included.

This can mean a student is excluded from sports activities, school camps and excursions or only permitted to attend school for part of the day. It can also mean a student is not supported to fully participate in the academic and social life of the classroom.

Inclusive education, on the other hand, means all children participate fully together within and beyond mainstream schools.

In a recent review of research on inclusive education, I found unequivocally that inclusive education is better for everyone in every way. This includes positive outcomes for social, academic, cognitive and physical development in all children – regardless of whether or not the child experiences disability.

For example, in inclusive classrooms, children show increased communication development, more positive behaviour and better outcomes in reading, writing and mathematics. Children also show a more positive sense of self-worth. Inclusive education also creates an improved sense of community and belonging.

Genuine inclusive education can and does happen. But at the moment in Australia we do not have inclusive education for all students. Many students who experience disability continue to be denied equal access to inclusive education from early childhood through to adulthood.

This is despite the Australian government committing to inclusive education in an array of documents and policies, including: the National Disability Strategy ; the Australian Curriculum ; the Australian Professional Standards for Teachers ; and the Early Years Learning Framework for Australia .

The United Nations Committee on the Rights of Persons with Disabilities recently found that Australia is failing to uphold the right of all children to an inclusive education. The Committee criticised the continuing segregation of students who experience disability into “special” schools, classes or units. The Committee also raised concerns regarding the lack of genuine inclusion in mainstream settings and low high school completion rates.

So why is this happening in Australia in 2013?

There are many barriers to inclusive education. These include: negative attitudes and stigma around difference and disability; lack of understanding of inclusive education; insufficient education and professional development in the area of inclusive education for teachers and support staff; and systemic barriers including limited funding and support from education authorities.

A common misunderstanding is to think of inclusive education as being only about placement of children who experience disability in schools or early childhood settings alongside peers who do not experience disability.

Being physically present in a mainstream school setting does not automatically result in inclusion. Placement within a mainstream setting, while an important and necessary starting point, is really only a starting point. Inclusive education is much more than this – it requires participation and belonging as equal members of a school community.

Danny Dickson, a year 9 student who experiences disability and who spoke at the launch of a recent issues paper I wrote for Children with Disability Australia , says:

School would be a much better place for kids with disability if everyone thought about their attitude to disability. Disability doesn’t mean “not normal”… We are all different so it shouldn’t be such a big deal.

We all need to have our shared humanity recognised. For any of us to succeed as members of society we need to be included. This requires realising that no child is “broken” or “not normal” and children do not need to be “fixed” or “cured”.

As a society we need to welcome diversity, and see it as a resource rather than a “problem”. Genuine inclusive education means every child is valued and experiences a sense of belonging. It means all children are encouraged to flourish in all areas of development.

As another mother in my research told me:

Inclusion means all people are able to contribute to their community and have their contribution recognised while fully participating in their society and having their differences and contribution valued.

Inclusive education is, as Australian education expert Roger Slee suggests, a necessary condition for realising the democratic project.

After all, we’re all in this together. And we have every right to be.

Psychiatrist - Multiple Opportunities

Audience Development Coordinator (fixed-term maternity cover)

Lecturer (Hindi-Urdu)

Director, Defence and Security

Opportunities with the new CIEHF

22 Addressing the Needs of Students with Disabilities

Addressing the needs of students with disabilities, chapter outline, response to intervention (rti), universal design for learning, additional similarities and differences that can impact learning.

Response to Intervention (RtI)  is a tiered model designed to help identify and support students with learning and behavior needs. The RtI framework consists of three tiers, referred to as Tier 1, Tier 2, and Tier 3. We will examine this framework in the next few paragraphs.

The Rehabilitation Act established a very broad definition of disability in 1973, which was subsequently incorporated into the Americans with Disabilities Act (ADA) in 1990. Any individual who has an impairment that significantly impacts their ability to perform a major life function (such as walking, speaking, learning, or sitting) is defined as an individual with a disability and receives protection under these two laws (Rehabilitation Act, 1973). The Rehabilitation Act and ADA are civil rights laws that evolved from the Civil Rights Act of 1964 and extend the protections of educational access and equal opportunity to individuals with disabilities.

Broadly, the Rehabilitation Act addresses disability-related discrimination by any institution that receives public funding and Section 504 of the Rehabilitation Act specifically applies to schools, including institutions of higher education. The ADA provides protections in all public facilities other than churches and private clubs (Smith, 2001). Generally speaking, educators implement the protections of Section 504 of the Rehabilitation Act and the ADA by providing accommodations that allow students with disabilities to fully access curricular materials and physical spaces. In most cases, accommodations provided through Section 504 are specific to the needs of the individual student and are documented in a 504 plan. Examples include providing technology with speech-to-text features for a student with physical impairments that significantly impact writing or a chair with armrests for a student who needs additional support for core stability. Conversely in school settings, ADA supports are often proactively added to public spaces and materials to provide accessibility for all. Examples include closed captioning of videos, curb cuts, ramps or elevators, and fire alarms that provide both auditory and visual alerts.

In contrast to the Rehabilitation Act and ADA, the Individuals with Disabilities Education Improvement Act (IDEIA) has a much more specific definition of disability. An individual must have characteristics that align with one or more of 14 eligibility categories (referenced in Table 2.2) and those characteristics must have a negative impact on learning. A very specific evaluation process is used to determine if a student qualifies for services under the IDEIA.

Table 2.2:  Categories of Disability under the Individuals with Disabilities Education Improvement Act

The IDEIA provides protections to students between the ages of 3 and 21, though the protections are discontinued when a student graduates from high school with a standard diploma. The law is focused on ensuring that students with disabilities receive a Free Appropriate Public Education (FAPE ) . This means that students must receive specially designed instruction, including special education and accommodations, that allows them to make meaningful progress toward the curriculum and their individual learning goals. All of these services must be provided at public expense. A unique learning plan for each student, called an Individualized Education Plan (IEP) , must be developed annually by a team that includes general and special education teachers, administrators, the student’s parents, and the student (when age-appropriate). Additionally, the IEP must be implemented in the Least Restrictive Environment (LRE) . The principle of LRE states that students with disabilities must be educated in the same setting as their peers who do not have disabilities, unless it is not possible for the student to make progress in that setting even when additional supports are added.

Critical Lens: IDEA or IDEIA? The Lingo of Special Education

In 1990, Congress reauthorized the Education for All Handicapped Children Act and renamed it the Individuals with Disabilities Education Act. The acronym IDEA quickly became embedded in the lingo of education, referencing the law itself and the “idea” that equal educational access for individuals with disabilities was becoming a valued part of our educational system. In 2004, Congress reauthorized the law again, providing some additional clarity and protections.They named this update the Individuals with Disabilities Education Improvement Act, making the official acronym IDEIA. Although IDEIA is the most technically correct abbreviation, educators still use the word “idea” when discussing the law.

With the reauthorization of IDEIA in 2004, RtI gained popularity as a model designed to identify and provide early intervention as a preventative method for students who are at risk of learning difficulties. Many states have adopted the  Multi-Tiered System of Supports (MTSS)  model instead of RtI. Although we are not going to expand on the similarities and differences of these two models, it is important to note that, as the name implies, RtI is often a component of MTSS.

RtI Framework

As previously mentioned, the RtI framework consists of three tiers. One of the main premises of RtI is the assessment and monitoring of students’ progress.  States have flexibility on how to enact RtI, but they generally follow some basic principles. At the beginning of each school-year, all students are go through a universal screening process in order to identify those who are potentially at risk of falling behind. After a specified timeframe and consistent monitoring, students who do not demonstrate expected progress might be referred to a different tier within RtI. 

However, some students struggle even when receiving high-quality instruction. Such students are referred to Tier 2, where they  receive an extra layer of support. Student in Tier 2 work in smaller groups and receive  differentiated instruction. For instance, some students struggle reading due to a lack of decoding skills, while other students might not speak English as their first language. Tier 2  is designed to provide differentiated interventions to meet the individual needs of each student. Tier 2 intervention is provided in addition to Tier 1.  Ideally 10-20% of students will need Tier 2 intervention.

Finally, students who do not show the expected improvement in Tier 2 can be referred to Tier 3. Tier 3 intervention is more individualized and intensive. Students normally receive intervention in very small groups, generally up to three students, or individually. Tier 3 intervention also takes place more often and/or for a larger amount of time. Only 5-10% of students are expected to need this type of intervention. Students in Tier 3 who still do not reach their educational goals might be referred to Special Education (SPED).

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Visit the UDL Guidelines

For purposeful, motivated learners, stimulate interest and motivation for learning.

Explore Engagement

Representation

For resourceful, knowledgeable learners, present information and content in different ways.

Explore Representation

Action & Expression

For strategic, goal-directed learners, differentiate the ways that students can express what they know.

Explore Action & Expression

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://mtsu.pressbooks.pub/introtoedshell/?p=1103#oembed-1

In addition to the influences on student learning we have already explored in earlier chapters, there are two additional sub-groups of students you will work with in your future classroom that have very unique learning strengths and needs: Emerging Bilinguals (EBs), commonly referred to as English Learners (ELs), and students with disabilities.

Emerging Bilinguals

Emerging Bilinguals (EBs) are the fastest-growing group of students in U.S. schools: in 2018, they comprised 10.2% of learners, totaling over 5 million students (NCES, 2020). Most teachers can now expect to have EBs in their classrooms at some point in their teaching careers. The majority of our EBs know Spanish as their first language, but there are many different languages that EBs know as their first languages, including Korean, Arabic, Urdu, Vietnamese, Japanese, French, as well as less common regional languages, such as those from various African countries.

Emerging Bilinguals have gone by many acronyms over the years. Some of the most common acronyms were Limited English Proficient (LEP), English as Second Language students (ESLs),  English Language Learners (ELLs), and English Learners (ELs). In recent years, many scholars and educators (the editors of this book included) have stepped away from deficit terms such as LEP, ESL, ELL, and EL and adopted the term Emerging Bilinguals to emphasize the strength of these student-population.

Programs that service EBs in schools are most often referred to as ESL programs (English as a Second Language programs) or ESOL programs (English for Speakers of Other Languages programs). These programs are generally taught by licensed ESL teachers who specialize in language learning. Most ESL/ESOL programs are “pull-out” programs where small groups of students work with the ESL teacher during certain parts of the day, depending on student and ESL teacher schedules. In these pull-out programs, ESL teachers are working with students on their English skills, while at the same time often assisting classroom teachers with frontloading academic content. This means that the ESL teachers find out what content areas the classroom teachers will be focusing on next, and they work with their ESL students to prepare them for the academic English demands of that content.

Most EBs are assessed using ACCESS testing, which is based on the WIDA (World Class Instructional Design and Assessment) standards used across most states. The WIDA standards [1] were developed to assess EBs’ English language skills. These are not content standards, such as the ones discussed in previous chapters. The WIDA standards were developed in response to the No Child Left Behind Act of 2001, which required English Language Proficiency standards to be linked with grade-level content standards and be rooted in what is called “academic language,” often referred to as the language of schooling. Some states developed their own proficiency standards, such as Massachusetts, but some states decided to work together to create standards that could be used across state lines. The standards this consortium of states developed are the WIDA standards. Forty one states have adopted these standards, which helps with collecting data on their effectiveness, in addition to making it easier to determine an EL’s language proficiency level if they move schools within a state or across states.

It is important to understand that the ACCESS testing measures language proficiency. The testing is not used to determine whether or not an EB has a learning disability. It can be challenging for teachers to differentiate between a language issue and a learning issue. A general rule to follow is that if the issue is manifesting itself in the student’s first language, such as a delay in understanding the sound/symbol relationship in phonics, then it is likely a learning issue. However, because letters make different sounds in different languages, this could also be a language issue. The best course of action is to seek assistance from colleagues (such as your school’s ESL teachers or special education teachers) if you, as the classroom teacher, feel that your EB student is not making typical academic progress.

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://mtsu.pressbooks.pub/introtoedshell/?p=1103#oembed-2

In the following section, we will discuss in more detail students who do have special needs.

Students with Disabilities

Upon entering any U.S. public school today, you will likely see evidence that learners with disabilities are present and included. You might see a student using a wheelchair or talking with peers using a voice output communication device. You might see adapted swings on the playground or calming sensory rooms as you walk down the halls. You might see students and staff creating sidewalk art on April 2 to advocate for autism acceptance or wearing wild socks on March 21 to raise awareness about Down Syndrome.

These signs of inclusion weren’t always present. In fact, the history of education in the United States is marked by practices that excluded, segregated, and marginalized people with disabilities based on the presumption that they were incompetent or incapable of benefitting from instruction. This presumption is demonstrated in this illustration, which depicts the expected limits of development for individuals with disabilities as described in a report to the Virginia General Assembly in 1915 (Virginia State Board of Charities and Corrections, 1915).

Because they were viewed as incapable and incompetent, individuals with clearly identifiable disabilities, such as significant intellectual disabilities or visible physical impairments, were often placed in institutions and residential facilities away from their families and communities well into the 20th century. This practice was described as a charitable and responsible way for society to protect them. This photograph depicts one such institution (Minnesota, 1893). This site was originally opened as the Minnesota Institute for Defectives in 1887 and was officially renamed the School for the Feeble-Minded in 1895 (Minnesota History Center, 2020). These images and the terms used in them are representative of practices and beliefs that existed to some degree well into the 20th century.

CRITICAL LENS: INSULTING LANGUAGE

When you look at some of the language used in the image above, you might see some overlaps with language used as insults (like calling someone an “idiot” or a “moron”). It is important to realize that these terms do have a long history of referring to people with special needs in negative ways. Learn more about which words have insulting histories [2] , and check yourself when you use terms like “idiot,” “moron,” or “crazy” in your daily conversations. Watch this video to learn more about the “r word” and why it should be eliminated from your daily discourse.

One or more interactive elements has been excluded from this version of the text. You can view them online here: https://mtsu.pressbooks.pub/introtoedshell/?p=1103#oembed-3

Exclusionary practices continued into the 1970s when 1.75 million school-age children with disabilities were fully excluded from public schools and an additional three million children were placed in educational settings that did not meet their needs (Yell, 2019). These practices began to change in 1975 when the Education for All Handicapped Children Act (EAHCA) was passed. This law established a foundational set of protections for individuals with disabilities in U.S. public schools, which have since been expanded upon. These protections included the right to (a) a free education for all students between the ages of 3 and 18, (b) education in community schools when appropriate, (c) non-discriminatory evaluation to identify educational needs, (d) parent involvement in decision making, and (e) an individualized learning plan that defines appropriate goals and supports for each student with a disability (Yell, 2019).

Today, the educational rights of students with disabilities are protected by three major laws. These are Section 504 of the Rehabilitation Act (1973), the Individuals with Disabilities Education Improvement Act (2004; a reauthorization of EAHCA), and the Americans with Disabilities Act (ADA, 1990). These laws differ in how they define disability and in how they provide supports and protections.

Serving Students with Disabilities in the General Education Classroom

Teachers of all levels and subjects should expect to work with students who have disabilities. Data from the 2018 – 2019 school year show that 7.1 million students, approximately 14% of the total school-age population, receive special education under the IDEIA. Of those students, 82% spend at least 40% of their school day in a general education classroom (Institute of Education Sciences, 2020). Essentially, this means that most students who have disabilities are taught in the same setting and by the same teachers as learners who don’t have disabilities for large portions of the school day. Therefore, all teachers must be prepared to educate these students.

It is important for teachers to realize that special education is a service, not a place. This means that services including specialized instruction, accommodations, and modifications that address student needs can be provided in any setting and school teams are required to ensure that this happens in the Least Restrictive Environment (LRE). Both the IDEIA and Section 504 establish the general education classroom as the first consideration for LRE. Teams may only consider more restrictive settings, such as separate special education classrooms, when specialized supports added to the general education classroom are ineffective at meeting student needs.

In addition to supporting students with identified disabilities under IDEIA or Section 504, educators will also serve students whose disabilities may be unidentified. Because so many factors influence student development and learning, as discussed earlier in this chapter, it is critical that educators thoughtfully and systematically distinguish learning challenges caused by disabilities from learning challenges caused by social and environmental factors. When concerns develop about a student’s learning, general education teachers are expected to provide research-based interventions in an attempt to meet student needs and to collect progress monitoring data to support educational decision making. The RtI process is beneficial in that all students who demonstrate learning difficulties are systematically supported, regardless of whether they ultimately qualify for special education. Further, Response to Intervention (RTI) models have been shown to reduce misclassification of students with disabilities.

While teachers may feel challenged to meet the diverse and complex needs of students with disabilities in the general education classroom, the outcomes can be rewarding for students and teachers, alike. Benefits for students with disabilities include academic gains, improved social skills, and increased friendships (e.g., Wehmeyer et al., 2020). Peers who do not have disabilities have been shown to have deeper understandings of themselves, positive expectations of interactions with people with disabilities, and, in cases where peers act in support roles, greater academic engagement (e.g., Carter et al., 2015). Additionally, general education teachers have reported feeling more aware of and more effective at meeting the needs of all students after working with students with disabilities (Finke et al., 2009). These positive outcomes are linked to the use of strategies that provide a broad range of support for all students.

• https://wida.wisc.edu/ ↵
• https://www.forbes.com/sites/andrewpulrang/2021/02/20/its-time-to-stop-even-casually-misusing-disability-words/?sh=15c02fd57d4e ↵

Introduction to Education Copyright © 2022 by David Rodriguez Sanfiorenzo is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

This site belongs to UNESCO's International Institute for Educational Planning

IIEP Learning Portal

Search form

• issue briefs
• Improve learning

Disability inclusive education and learning

Inscribed in the Universal Declaration on Human Rights (1948) , education is a basic right. A range of declarations and conventions highlight the importance of education for people with disabilities: the Salamanca Statement on education and special needs in 1994, as well as article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) adopted in 2006. The importance of education for all is also included in the Convention against Discrimination in Education 1960. In 2015, the Incheon Declaration recalled the importance of inclusive education for all. Targets 4.5 and 4.a call for access to education and the construction of adapted facilities for children with disabilities (Education 2030, 2016).

WHAT WE KNOW

There are few data on school enrolment figures for children with disabilities. However, we do know that there are between 93 and 150 million children living with a disability and, according to the Learning Generation report, in low- and middle-income countries as many as 33 million children with disabilities are out of school (Grant Lewis, 2019). Moreover, children with disabilities are less likely to complete primary, secondary and further education compared to children without disabilities.

In all countries of the world, people with disabilities have lower literacy rates than people without disabilities (Singal, 2015; UIS, 2018; United Nations, 2018). There is also a difference based on the nature of the disability i.e. illiteracy is higher in children with visual impairments, multiple or mental disorders compared to children with motor disabilities (Singal, 2015).

When they do attend school, children with disabilities score lower in mathematics and reading tests, as shown in the PASEC learning assessments (World Bank, 2019; Wodon et al, 2018). Girls with disabilities are penalized even further due to their gender (UIS, 2018). Generally, disability tends to compound social inequalities (e.g. poverty or place of residence). That said, in Pakistan, the learning gap between children with disabilities and children without disabilities enrolled in school was lower than the gap between these two out-of-school groups (Rose et al., 2018: 9). Moreover, studies in the United States of America have shown that students with disabilities achieve better academic outcomes and social integration when studying in a mainstream environment than students studying in segregated or specialized classes (Alquraini and Gut, 2012).

TOWARD A MAINSTREAM SCHOOL ENVIRONMENT

Inclusive education means including students with disabilities in a mainstream school environment. In many countries today, children with disabilities attend ordinary schools but follow a specific curriculum. Moving toward a more inclusive model (i.e. students with disabilities follow an inclusive curriculum along with able-bodied students) is a long-term process.

As countries move toward more inclusive education, special schools and their staff can play a key role by acting as specialized experts and helping mainstream schools achieve greater inclusion (UNESCO, 2017). The Global Partnership for Education (GPE) studied the inclusion of students with disabilities in education sector plans in 51 countries. Seventeen of them are considering a two-pronged approach: to integrate disability in education and to invest in actions and services aimed specifically at meeting the needs of children with disabilities (GPE, 2018).

Many obstacles prevent children and young people with disabilities from attending a mainstream school.

• Identifying pupils with disabilities . Prejudices and social attitudes lead to under-declaring the number of children with disabilities (GPE, 2018). Certain families, fearing stigmatisation, do not send their children to school (Singal, 2015; EDT and UNICEF, 2016). Due to the hidden nature of certain learning difficulties, the total population of these children is largely unknown (World Bank, 2019). Identifying these children at school is rare (Wodon et al, 2018). Recognizing disabilities may be limited to observable disabilities and not necessarily those that affect the child's ability to learn (EDT and UNICEF, 2016). Obsolete and inadequate data complicate effective educational planning and hinder decision-making and resource allocation (GPE, 2018). In addition, countries use different measurements, methods and definitions to classify disabilities thus affecting their ability to compare data (GPE, 2018; Price, 2018).
• Lack of trained teachers. In many countries, teachers do not have the confidence or the necessary skills to deliver inclusive education (Singal, 2015; Wodon et al, 2018). Inclusive education is only a small component of the training received by teachers and is not always assessed (EDT and UNICEF, 2016).
• Poorly adapted school facilities and learning materials. Poorly adapted infrastructures and a lack of accessible learning materials are significant obstacles. This is particularly true in rural areas where increased levels of poverty, poor services, and recurrent infrastructure failings exacerbate these existing problems for children with disabilities (SADPD, 2012). School curricula that solely rely on passive learning methods, such as drilling, dictation, and copying from the blackboard, further limit access to quality education for children with disabilities (Humanity & Inclusion, 2015).
• Lack of resources. Whether it concerns building adapted schools, reducing class sizes or teacher training, financial and human resources are required (Grimes, Stevens and Kumar, 2015). Funds earmarked for special needs are often insufficient. Where funding is available, it is primarily intended for schools and special units, rather than being used for the needs of students enrolled in mainstream schools and removing existing barriers (Mariga, McConkey and Myezwa, 2014).
• Assessing learning. There are few data on the learning outcomes of students with disabilities. Examinations and tests rarely make accommodations for these students putting them at a disadvantage. Most international performance tests exclude students with disabilities, which, in turn, reinforces low expectations (Schuelka, 2013 cited in Price, 2018; World Bank, 2019).

POLICY AND PLANNING

• Defining a policy for inclusive education. Inclusive education requires a systemic examination of education systems and school cultures. Promoting social justice and inclusive education requires drawing up, implementing and assessing plans and policies that favour inclusive education for all. Every country needs to formulate its own set of solutions that reach down to the level of individual schools (Grant Lewis, 2019).
• Facilitating access to learning. The first step to including children with disabilities in mainstream schools is the provision of adapted school facilities e.g. ramps, toilets, special equipment, and apparatus, as well as making appropriate teaching and learning materials available (SADPD, 2012; Malik et al., 2018). To encourage the enrolment of girls with disabilities, special measures could comprise grants or allowances (GPE, 2018).
• Strengthening partnerships. Inclusive education requires creating partnerships with local stakeholders i.e. parents, schools, communities, countries, ministries, and development partners (Grant Lewis, 2019). Partnerships which capitalize on local knowledge and resources have proven to be effective (SADPD, 2012; EDT and UNICEF, 2016; GPE, 2018). One recommendation is to give particular support to parents to raise their awareness of the importance of inclusive education and to integrate them into the educational community, for example by participating in school activities (GPE, 2018).
• Ensuring adequate teacher training. The ability of teachers to provide quality education to students with disabilities depends on their training and qualifications (European Agency for Special Needs and Inclusive Education, 2015). However, teachers often struggle due to already overcrowded classes. Offering upstream pre-service training for future teachers, investing in in-service teacher training comprising practical stages and a mentoring system are approaches that have proved their effectiveness (Ackers, 2018). However, it is important to train specialized teachers as it is not possible to train all mainstream teachers to be sufficiently fluent in Braille, national sign language, and augmentative and alternative communication modes (EDT and UNICEF, 2016). The Global Partnership for Education has also highlighted the importance of training teachers to identify disabilities (GPE, 2018).
• Statistics to reinforce human support. Although data are rare, there are tools which can be used to monitor the participation and learning of students with disabilities. Data from household surveys are used to monitor school attendance and success rates for children, as well as to examine factors linked to non-attendance; Education Management Information Systems (EMIS) collect administrative data about school attendance, student behaviour, and progress. However, qualitative data are also needed to shed light on the ‘how’ and ‘why’ of the lives of students, teachers, and parents (Mont, 2018). Equally important is the collection of data on the school environment, such as the physical accessibility of schools, information on policies and legislation, teaching materials, teacher training and the availability of support specialists in schools (Grant Lewis, 2018).
• Assessing students. The Salamanca Statement advocates formative assessment to identify difficulties and help students overcome them (Salamanca Statement, 1994). Sæbønes et al. (2015) recommend classroom assessments for individual learning. They recommend that regional and national examinations and international learning assessments systematically include all students and provide reasonable accommodations for learners with disabilities. A study conducted in Kenya shows that it is possible to carry out large-scale learning assessments of deaf and blind children. However, in order to design these adapted tools, human, material and financial resources are necessary (Piper et al., 2019). For an overview of the issue of learning assessments and students with disabilities see World Bank, 2019.
• Investing in technology. According to UNESCO “ICTs can be a valuable tool for learners with disabilities who are vulnerable to the digital divide and exclusion from educational opportunities” (UNESCO, 2014: 10). To reduce barriers, their model policy recommends the use of inclusive ICTs, commercially available products that are, as far as possible, accessible to all, as well as assistive technology to enable access when this is not possible using products available on the market. (UNESCO, 2014: 11).
• Cost. It is important to find ways to meet the needs of the most marginalized without additional funding (UNESCO, 2017). Approaches, such as analysing data from household surveys, suggest that the returns on investing in education for children with disabilities are high and similar to those for people without disabilities. Therefore, investing in the education of children with disabilities is both smart and profitable (Wodon et al., 2018). UNESCO recommends setting up or strengthening financial monitoring systems, as well as creating partnerships between governments and donors (UNESCO, 2017). Finally, the comparison between the cost of specialized institutions and inclusive institutions reveals that the inclusive system is more efficient (Open Society Foundations, n.d.; Inclusion International. n.d.).
• Proposing inclusive pedagogy. The type of disability (autism spectrum disorders, learning disabilities, language, hearing, etc.) influences the learning method. Inclusive pedagogy requires a shift in the educational culture within teaching and support practices i.e. moving away from ‘one-size-fits-all’ education towards a tailored approach to increase the capacity of the system to meet the diverse needs of learners without the need to categorize or label them (European Agency for Special Needs and Inclusive Education, 2017). We move away from the idea of inclusion as a specialized response to certain learners, to allow them to access or participate in what is offered to most students (Florian, 2015). Inclusive pedagogy implies having resources and services that can be used by all students without the need for adaptation or specialized planning (UNESCO, 2017: 19).

Plans and policies

• Fiji: Policy on special and inclusive education (2016)
•  Kenya: Sector policy for learners and trainees with disabilities (2018)
• South Africa: Policy on screening, identification, assessment, and support (2014)
• Fiji. Ministry of Education; Australian Agency for International Development. 2017. Fiji Education Management Information System (FEMIS): Disability disaggregation package. Guidelines and forms.
•  Bulat, J.; Macon, W.; Ticha, R.; Abery, B. 2017. School and classroom disabilities inclusion guide for low- and middle-income countries. Research Triangle Park, NC: RTI Press.
•  Ethiopia. Ministry of Education. 2015. Guideline for establishing and managing inclusive education resource/support centers (RCs). Addis Ababa: Federal Ministry of Education.
• Hayes, A. M.; Bulat, J. 2017. Disabilities inclusive education systems and policies guide for low- and middle-income countries . Research Triangle Park, NC: RTI Press.
• UNESCO. 2017. A Guide for ensuring inclusion and equity in education. Paris: UNESCO.

Ackers, J. 2018. “Teacher education and inclusive education”. The IIEP Letter 34 (2)

Alquraini, T.; Gut, D. 2012. Critical components of successful inclusion of students with severe disabilities: International Journal of Special Education 27 (1): 42 59.

Convention against discrimination in education.

Convention on the Rights of Persons with Disabilities.

Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: To ensure inclusive and equitable quality education and promote lifelong learning . 2016.

Education Development Trust; UNICEF. 2016. Eastern and Southern Africa regional study on the fulfilment of the right to education of children with disabilities. Reading: EDT.

European Agency for Special Needs and Inclusive Education. 2015. Empowering teachers to promote inclusive education: A case study of approaches to training and support for inclusive teacher practice. Odense: European Agency for Special Needs and Inclusive Education.

European Agency for Special Needs and Inclusive Education. 2017. Inclusive education for learners with disabilities. Study for the Peti committee. Brussels: European Union.

Florian, L. 2015. Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities? Scottish Educational Review 47 (1): 5 14.

Grant Lewis, S. 2019. ' Opinion: The urgent need to plan for disability-inclusive education'. Devex. 6 February 2019.

Grimes, P.; Stevens, M.; Kumar, K. 2015. 'An examination of the evolution of policies and strategies to improve access to education for children with disabilities with a focus on inclusive education approaches, the success and challenges'. Background paper prepared for the Education for All Global Monitoring Report 2015, Education for All 2000-2015: Achievements and challenges.

Humanity & Inclusion. 2015. Education for all? This is still not a reality for most children with disabilities.

Inclusion International. n.d. FAQs - Inclusion International .

Male, C.; Wodon, Q. 2018. Disability gaps in educational attainment and literacy. The price of exclusion: disability and education. Washington, DC: World Bank; GPE.

Mariga, L.; McConkey, R.; Myezwa, H. 2014. Inclusive education in low-income countries: A resource for teacher educators, parent trainers and community development workers . Cape Town: Atlas Alliance and Disability Innovations Africa.

Mont, D. 2018. Collecting data for inclusive education . IIEP Learning Portal (blog).

Open Society Foundations. n. d. ' The power of letting children learn together'.

Global Partnership for Education (GPE). 2018. Disability and inclusive education - a stocktake of education sector plans and GPE-funded grants. Washington, DC: GPE.

Piper, B.; Bulat, J.; Kwayumba, D.; Oketch, J.; Gangla, L. 2019. Measuring literacy outcomes for the blind and for the deaf: Nationally representative results from Kenya. International Journal of Educational Development 69 (September)

Price, R. 2018. Inclusive and special education approaches in developing countries. K4D Helpdesk Report.

Rose, P.; Singal, N.; Bari, F.; Malik, R.; Kamran, S. 2018. Identifying disability in household surveys: evidence on education access and learning for children with disabilities in Pakistan. Policy Paper, 18/1. Cambridge: REAL Centre. University of Cambridge.

Sæbønes, A.-M.; Berman Bieler, R.; Baboo, N.; Banham, L.; Singal, N.; Howgego, C.; Vuyiswa McClain-Nhlapo, C.; Riis-Hansen, T. C.; Dansie, G. A. ' Towards a disability inclusive education '. Background paper for the Oslo Summit on Education for Development, 6-7 July 2015.

Salamanca Statement and the Framework for Action on Special Needs Education. 1994.

Secretariat of the African Decade of Persons with Disabilities. 2012. Study on education for children with disabilities in Southern Africa. Pretoria: SADPD.

Singal, N. 2015. Education of children with disabilities in India and Pakistan: an analysis of developments since 2000. Background paper prepared for the Education for All Global Monitoring Report 2015, Education for All 2000-2015: Achievements and challenges.

UIS. 2018. Education and disability: analysis of data from 49 countries. Information Paper 49. Montreal: UIS.

UNESCO. 2014. Model policy for inclusive ICTs in education for persons with disabilities. Paris: UNESCO.

UNESCO. 2017. A Guide for ensuring inclusion and equity in education . Paris: UNESCO.

United Nations. Department of Economic and Social Affairs. 2018. ' Realization of the Sustainable Development Goals by, for and with persons with disabilities'. UN Flagship Report on Disability and Development 2018. Advanced unedited version. New York: United Nations.

Universal Declaration on Human Rights . 1948

Wodon, Q.; Male, C.; Montenegro, C.; Nayihouba, A. 2018. The challenge of inclusive education in Sub-Saharan Africa. Washington, DC: World Bank.

World Bank. 2019. Every learner matters: Unpacking the learning crisis for children with disabilities . Washington, DC: World Bank.

Related information

• Global education monitoring report, 2020: Inclusion and education: all means all
• IIEP, planning for inclusive education
• UNESCO: Inclusion in education
• Inclusive education

Center for Teaching

Teaching students with disabilities, there is a newer version of this teaching guide., visit creating accessible learning environments for the most recent guide on the topic., students of all abilities and backgrounds want classrooms that are inclusive and convey respect. for those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration..

Terminology | Types of Disabilities | Access to Resources | Confidentiality and Disclosure | Inclusive Design | Learn More | References

Terminology

In order to create an inclusive classroom where all students are respected, it is important to use language that prioritizes the student over his or her disability. Disability labels can be stigmatizing and perpetuate false stereotypes where students who are disabled are not as capable as their peers.  In general, it is appropriate to reference the disability only when it is pertinent to the situation. For instance, it is better to say “The student, who has a disability” rather than “The disabled student” because it places the importance on the student, rather than on the fact that the student has a disability.

For more information on terminology, see the guide provided by the National Center on Disability and Journalism: http://ncdj.org/style-guide/

Types of Disabilities

Disabilities can be temporary (such as a broken arm), relapsing and remitting, or long-term. Types of disabilities may include:

• Hearing loss
• Low vision or blindness
• Learning disabilities, such as Attention-Deficit Hyperactivity Disorder, dyslexia, or dyscalculia
• Mobility disabilities
• Chronic health disorders, such as epilepsy, Crohn’s disease, arthritis, cancer, diabetes, migraine headaches, or multiple sclerosis
• Psychological or psychiatric disabilities, such as mood, anxiety and depressive disorders, or Post-Traumatic Stress Disorder (PTSD)
• Asperger’s disorder and other Autism spectrum disorders
• Traumatic Brain Injury

Students may have disabilities that are more or less apparent. For instance, you may not know that a student has epilepsy or a chronic pain disorder unless she chooses to disclose or an incident arises. These “hidden” disorders can be hard for students to disclose because many people assume they are healthy because “they look fine.” In some cases, the student may make a seemingly strange request or action that is disability-related. For example, if you ask the students to rearrange the desks, a student may not help because he has a torn ligament or a relapsing and remitting condition like Multiple Sclerosis. Or, a student may ask to record lectures because she has dyslexia and it takes longer to transcribe the lectures.

Access to Resources

When students enter the university setting, they are responsible for requesting accommodations through the appropriate office. This may be the first time the student will have had to advocate for himself. For first year students, this may be a different process than what they experienced in high school with an Individualized Education Program (IEP) or Section 504 plan. The U.S. Department of Education has a pamphlet discussing rights and responsibilities for students entering postsecondary education: http://purl.access.gpo.gov/GPO/LPS74685

Every university has its own process for filing paperwork and the type of paperwork needed. At Vanderbilt, students must request accommodations through the Equal Opportunity, Affirmative Action, and Disability Services Department (EAD) [ http://www.vanderbilt.edu/ead/ ]. As part of the required paperwork, the student must present documentation from an appropriate medical professional indicating the diagnosis of the current disability and, among other things, the types of accommodations requested. All medical information provided is kept confidential. Only the approved accommodation arrangements are discussed with faculty and administrators on an as-needed basis.

It is important to note that this process takes time and certain accommodations, like an interpreter, must be made within a certain time period.

Confidentiality, Stigma, and Disclosure

A student’s disclosure of a disability is always voluntary. However, students with disabilities may feel nervous to disclose sensitive medical information to an instructor. Often, students must combat negative stereotypes about their disabilities held by others and even themselves. For instance, a recent study by May & Stone (2010) on disability stereotypes found that undergraduates with and without learning disabilities rated individuals with learning disabilities as being less able to learn or of lower ability than students without those disabilities. In fact, students with learning disabilities are no less able than any other student; they simply receive, process, store, and/or respond to information differently (National Center for Learning Disabilities).

Similarly students with physical disabilities face damaging and incorrect stereotypes, such as that those who use a wheelchair must also have a mental disability. (Scorgie, K., Kildal, L., & Wilgosh, L., 2010) Additionally, those students with “hidden disabilities” like epilepsy or chronic pain frequently describe awkward situations in which others minimize their disability with phrases like “Well, you look fine.” (Scorgie, K., Kildal, L., & Wilgosh, L., 2010)

In Barbara Davis’s Tools for Teaching , she explains that it is important for instructors to “become aware of any biases and stereotypes [they] may have absorbed….Your attitudes and values not only influence the attitudes and values of your students, but they can affect the way you teach, particularly your assumptions about students…which can lead to unequal learning outcomes for those in your classes.” (Davis, 2010, p. 58) As a way to combat these issues, she advises that instructors treat each student as an individual and recognize the complexity of diversity.

• A statement in your syllabus inviting students with disabilities to meet with you privately is a good step in starting a conversation with those students who need accommodations and feel comfortable approaching you about their needs. Let the student know times s/he can meet you to discuss the accommodations and how soon the student should do so. Here are two sample statements:

The Department of Spanish and Portuguese is committed to making educational opportunities available to all students. In order for its faculty members to properly address the needs of students who have disabilities, it is necessary that those students approach their instructors as soon as the semester starts, preferably on the first day of class. They should bring an official letter from the Opportunity Development Center (2-4705) explaining their specific needs so that their instructors are aware of them early on and can make the appropriate arrangements. If you have a learning or physical disability, or if you learn best utilizing a particular method, please discuss with me how I can best accommodate your learning needs. I am committed to creating an effective learning environment for all learning styles. However, I can only do this successfully if you discuss your needs with me in advance of the quizzes, papers, and notebooks. I will maintain the confidentiality of your learning needs. If appropriate, you should contact the Equal Opportunity, Affirmative Action, and Disability Services Department to get more information on accommodating disabilities.

• Provide an easily understood and detailed course syllabus. Make the syllabus, texts, and other materials available before registration.
• If materials are on-line, consider colors, fonts, and formats that are easily viewed by students with low vision or a form of color blindness.
• Clearly spell out expectations before the course begins (e.g., grading, material to be covered, due dates).
• Make sure that all students can access your office or arrange to meet in a location that is more accessible.
• On the first day of class, you can distribute a brief Getting to Know You questionnaire that ends with the question ‘Is there anything you’d like me to know about you?’ This invites students to privately self-disclose important challenges that may not meet the EAD accommodations requirements or that may be uncomfortable for the student to talk to you about in person upon first meeting you.
• Don’t assume what students can or cannot do with regards to participating in classroom activities. Think of multiple ways students may be able to participate without feeling excluded. The next section on “Teaching for Inclusion” has some ideas for alternative participation.

Teaching for Inclusion: Inclusive Design

One of the common concerns instructors have about accommodations is whether they will change the nature of the course they are teaching. However, accommodations are designed to give all students equal access to learning in the classroom. When planning your course, consider the following questions (from Scott, 1998):

What is the purpose of the course? What methods of instruction are absolutely necessary? Why? What outcomes are absolutely required of all students? Why? What methods of assessing student outcomes are absolutely necessary? Why? What are acceptable levels of performance on these student outcome measures

Answering these questions can help you define essential requirements for you and your students. For instance, participation in lab settings is critical for many biology classes; however, is traditional class lecture the only means of delivering instruction in a humanities or social science course? Additionally, is an in-class written essay exam the only means of evaluating a student who has limited use of her hands? Could an in-person or taped oral exam accomplish the same goal? (Scott, 1998; Bourke, Strehorn, & Silver, 2000)

When teaching a student with any disability, it is important to remember that many of the principles for inclusive design could be considered beneficial to any student. The idea of “Universal Design” is a method of designing course materials, content, and instruction to benefit all learners. Instead of adapting or retrofitting a course to a specific audience, Universal Design emphasizes environments that are accessible to everyone regardless of ability. By focusing on these design principles when crafting a syllabus, you may find that most of your course easily accommodates all students. (Hodge & Preston-Sabin, 1997)

Many of Universal Design’s methods emphasize a deliberate type of teaching that clearly lays out the course’s goals for the semester and for the particular class period. For instance, a syllabus with clear course objectives, assignment details, and deadlines helps students plan their schedules accordingly. Additionally, providing an outline of the day’s topic at the beginning of a class period and summarizing key points at the end can help students understand the logic of your organization and give them more time to record the information.

Similarly, some instructional material may be difficult for students with certain disabilities. For instance, when showing a video in class you need to consider your audience. Students with visual disabilities may have difficulty seeing non-verbalized actions; while those with disorders like photosensitive epilepsy may experience seizures with flashing lights or images; and those students with hearing loss may not be able to hear the accompanying audio. Using closed-captioning, providing electronic transcripts, describing on-screen action, allowing students to check the video out on their own, and outlining the role the video plays in the day’s lesson helps reduce the access barrier for students with disabilities and allows them the ability to be an active member of the class. Additionally, it allows other students the opportunity to engage with the material in multiple ways as needed. (Burgstahler & Cory, 2010; Scott, McGuire & Shaw, 2003; Silver, Bourke & Strehorn, 1998)

For more information on Universal Design or making your class more inclusive at Vanderbilt, the Center for Teaching offers workshops and one-on-one consultations. Additionally, the EAD office can help students and instructors address any questions or concerns they may have (322-4705).

The Association for Higher Education and Disability (AHEAD) has a list of resources for implementing universal design principles in the classroom: www.ahead.org/resources/ud

Rochester Institute of Technology (RIT), home to the National Technical Institute for the Deaf (NTID), has an extensive guide on considerations and suggested classroom practices for teaching students with disabilities: http://www.rit.edu/studentaffairs/disabilityservices/info.php

The United Spinal Association has a publication on Tips for Interacting with People with Disabilities: http://www.unitedspinal.org/disability-etiquette/

References:

Bourke, A. B., Strehorn, K. C., & Silver, P. (2000). Faculty Members’ Provision of Instructional Accommodations to Students with LD. Journal of Learning Disabilities, 33 (1), 26-32.

Burgstahler, S., & Cory, R. (2010). Universal design in higher education: From principles to practice . Cambridge, Mass: Harvard Education Press.

Davis, B. G. (1993). Tools for teaching . San Francisco: Jossey-Bass Publishers.

Hodge, B. M., & Preston-Sabin, J. (1997). Accommodations–or just good teaching?: Strategies for teaching college students with disabilities . Westport, Conn: Praeger.

May, A. L., & Stone, C. A. (2010). Stereotypes of individuals with learning disabilities: views of college students with and without learning disabilities. Journal of Learning Disabilities, 43 (6), 483-499. doi: 10.1177/0022219409355483

National Center for Learning Disabilities. http://www.ncld.org/

Scorgie, K., Kildal, L., & Wilgosh, L. (2010). Post-Secondary Students with Disabilities: Issues Related to Empowerment and Self-Determination. Developmental Disabilities Bulletin, 38 (2010), 133-145.

Scott, S. S. (1998). Accommodating College Students with Learning Disabilities: How Much Is Enough?. Innovative Higher Education, 22 (2), 85-99.

Scott, S., Mcguire, J., & Shaw, S. (2003). Universal Design for Instruction. Remedial and Special Education, 24 (6), 369-379.

Silver, P., Bourke, A., & Strehorn, K. C. (1998). Universal Instruction Design in Higher Education: An Approach for Inclusion. Equity & Excellence in Education, 31 (2), 47-51.

United States. (2002). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities . Washington, D.C: U.S. Dept. of Education, Office for Civil Rights. Retrieved from http://purl.access.gpo.gov/GPO/LPS74685

Walters, S. (2010). Toward an Accessible Pedagogy: Dis/ability, Multimodality, and Universal Design in the Technical Communication Classroom. Technical Communication Quarterly , 19 (4), 427-454. doi:10.1080/10572252.2010.502090

Wolf, L. E., Brown, J. T., Bork, G. R. K., Volkmar, F. R., & Klin, A. (2009). Students with Asperger syndrome: A guide for college personnel . Shawnee Mission, Kan: Autism Asperger Pub. Co.

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

• The Student Experience
• Financial Aid
• Degree Finder
• Undergraduate Arts & Sciences
• Departments and Programs
• Research, Scholarship & Creativity
• Centers & Institutes
• Geisel School of Medicine
• Guarini School of Graduate & Advanced Studies
• Thayer School of Engineering
• Tuck School of Business

Campus Life

• Diversity & Inclusion
• Athletics & Recreation
• Student Groups & Activities
• Residential Life
• [email protected] Contact & Department Info Mail
• About the Writing Center
• Hours & Location
• Appointments
• Undergraduate Sessions
• Graduate Sessions
• What To Expect at a Session
• Student Guides

Guide for Students with Disabilities

• Sources and Citations Guide
• For Faculty
• Class Support
• Faculty Guidelines
• Work With Us
• Apply To Tutor
• Advice for Tutors
• Advice to Writing Assistants
• Diagnosing Problems: Ways of Reading Student Papers
• Responding to Problems: A Facilitative Approach
• Teaching Writing as a Process

Search form

Schedule a Session

Student accessibility services.

Because every student is different, advising students with impairments in matters of writing requires innovation. As with all writers, what works for one student will not necessarily work for another. Accordingly, we cannot, via the web, offer a "plan" (or even a group of plans) that will transform students into competent writers. What we can offer is some anecdotal advice, gathered over the years from students who have used these strategies to become clearer, more efficient writers.

Making the Writing Process Concrete

First, we should acknowledge that students with impairments benefit from the strategies that we offer throughout this site.  Good practice is good practice.  And so perhaps the most important step in taking control of your writing process is to make that process as concrete as you possibly can. The writing process typically involves several steps: coming up with a topic, developing a thesis, organizing your thoughts, writing and rewriting, refining your sentences, and correcting your grammar. You should never try to rush this process. Don't skip steps; don't try to write "straight from your head."

Instead, make the process concrete. Write everything down. When you are  coming up with a topic  for your paper,  brainstorm  by making a list of every idea that comes into your head. Once you have a list, look at your ideas and try to  sketch  them, using arrows or colored markers to cluster your ideas so that you can easily see which seem to go together. You might want to go even further and annotate each of your clusters. In other words, write a sentence or two that suggests how these ideas relate to one another.

If making lists doesn't work for you, try  freewriting . And if freewriting feels too random, try to write a more focused  discovery draft . You may, in fact, want to write more than one. Tip: the more writing you do when you are planning the paper, the more you'll have to work with when you start to write.

Once you've come up with your topic, you'll want to develop a  working thesis sentence . Learning-disabled students might profit by writing a thesis sentence that has an explicit essay map. This map will direct you through the major points of your paper and can prevent you from getting lost in tangential ideas. (For more information about developing the thesis statement, see  Developing Your Ideas and Finding Your Thesis .)

Use your essay map to suggest a  structure  for your paper. Make a detailed  outline  to help you to develop your idea logically. Tip: Outlines should be fluid. As your ideas evolve, so do your outlines. Try to keep your outline current with your evolving ideas.

One final way of making the writing process more concrete is to keep notes about where and when you are having trouble with a paper. For example, if you are having trouble keeping your second point separate from your third point, make a note of that. Later, when you are revising your paper, check your process notes and make sure that you've addressed the problems that arose while you were writing.

Useful Tips

See a peer tutor early in the writing process. .

• Consider working with the support of a peer tutor early on in a writing process. Tutors can help you develop or test ideas, create a focused plan for completing your work, and understand the requirements of your writing assignments. Drop by the  Writing Center  on the first floor of Berry Library or book an appointment in advance. Students interested in establishing an ongoing relationship with a tutor should e-mail the director, Margot Kotler .

Use a recorder or text-to-speech tool to harness your oral language abilities 

• Some of us talk quite clearly about our ideas but get stuck the moment we face our computer screen. If this sounds familiar, try talking through your idea on a recording. When you play back the recording, you might find that the ideas and even the structure for your ideas really are "all there." Transcribe parts of what you've recorded (or let an app do that), and work with your draft from there. While your context might demand that you revise the style of your sentences after you've spoken them into existence, this strategy helps many of us find the words or ideas that seem elusive when we sit in front of a keyboard.  

Use visual coding to map ideas in a draft.

• If you've drafted a paper that seems a bit muddled, get some colored highlighters (or use a different visual-coding tool). Try to trace the evolution of each idea through your paper. Assign each point of your argument a color, and then go through the entire paper and color each sentence according to which idea it belongs to. You may find that you began a paragraph talking about point A, shifted suddenly to point B, went on to point C, back to B, and so on. Colored coding can help you to see possibilities for re-grouping content to create more continuity. If color-coding doesn't work for you, try printing your project and cutting it up with scissors or creating a new digital copy to drag and drop sentences into new headings. 

Compose your essay in sections and join them later. 

• When we struggle to keep a whole writing project in our mind all at once, it can be helpful to focus on one point at a time. Write section titles in your document (you may want to delete them at the end) to help you focus on the goals of each section separately. Or, if having a more concrete spatial representation of your project is helpful, print or hand write sections on slips of paper, spread them on the floor (or on a ping pong table), and arrange them in an order that works. Colored note cards may be useful to group different elements of your argument - for example, pink notecards represent the history of the problem, blue notecards represent scholarly views you mean to reject, etc.

Read your paper out loud, or have another person read it to you. 

• For most of us, reading language silently and hearing language aloud are quite different experiences. Hearing our own writing read aloud can help us slow down and notice things our eyes skip over when we read silently. Some of us also find it easier to inhabit the perspective of an audience when we hear another person (or bot!) read our writing back to us, which can help us identify phrases and sentences that may be too complex or imprecise. If you already work with spoken language during drafting because you use a screen reader, you might get a similar benefit by having a new voice read the text to you at a slower pace. If you work only with visual content because you don't hear, you might get a similar benefit by printing your prose in a larger font and reading it on physical paper. Whatever helps to reduce distractions, slow down, and focus on words and sentences. 
• We all have tremendous language resources: vocabulary and language structures that we have acquired over the course of our lives. When writing gets complicated - because we are writing about a new subject, in a new style, or to a new audience - it can sometimes be harder to call on those old language resources because we are working so hard to focus on all the new challenges. Reading aloud can help us set aside concerns about meaning for a moment and focus on the language we are using and the structure of our sentences. Try it near the end of a writing process, when you feel your ideas are settled. 

• Skip to main content
• Keyboard shortcuts for audio player

Book Reviews

In 2 essay collections, writers with disabilities tell their own stories.

Ilana Masad

Buy Featured Book

Your purchase helps support NPR programming. How?

• Independent Bookstores

More than 1 in 5 people living in the U.S. has a disability, making it the largest minority group in the country.

Despite the civil rights law that makes it illegal to discriminate against a person based on disability status — Americans with Disabilities Act passed in 1990 — only 40 percent of disabled adults in what the Brookings Institute calls "prime working age," that is 25-54, are employed. That percentage is almost doubled for non-disabled adults of the same age. But even beyond the workforce — which tends to be the prime category according to which we define useful citizenship in the U.S. — the fact is that people with disabilities (or who are disabled — the language is, for some, interchangeable, while others have strong rhetorical and political preferences), experience a whole host of societal stigmas that range from pity to disbelief to mockery to infantilization to fetishization to forced sterilization and more.

But disabled people have always existed, and in two recent essay anthologies, writers with disabilities prove that it is the reactions, attitudes, and systems of our society which are harmful, far more than anything their own bodies throw at them.

About Us: Essays from the Disability Series of the New York Times, edited by Peter Catapano and Rosemarie Garland-Thomson, collects around 60 essays from the column, which began in 2016, and divides them into eight self-explanatory sections: Justice, Belonging, Working, Navigating, Coping, Love, Family, and Joy. The title, which comes from the 1990s disability rights activist slogan "Nothing about us without us," explains the book's purpose: to give those with disabilities the platform and space to write about their own experiences rather than be written about.

While uniformly brief, the essays vary widely in terms of tone and topic. Some pieces examine particular historical horrors in which disability was equated with inhumanity, like the "The Nazis' First Victims Were the Disabled" by Kenny Fries (the title says it all) or "Where All Bodies Are Exquisite" by Riva Lehrer, in which Lehrer, who was born with spina bifida in 1958, "just as surgeons found a way to close the spina bifida lesion," visits the Mutter Museum in Philadelphia. There, she writes:

"I am confronted with a large case full of specimen jars. Each jar contains a late-term fetus, and all of the fetuses have the same disability: Their spinal column failed to fuse all the way around their spinal cord, leaving holes (called lesions) in their spine. [...] I stand in front of these tiny humans and try not to pass out. I have never seen what I looked like on the day I was born."

Later, she adds, "I could easily have ended up as a teaching specimen in a jar. But luck gave me a surgeon."

Other essays express the joys to be found in experiences unfamiliar to non-disabled people, such as the pair of essays by Molly McCully Brown and Susannah Nevison in which the two writers and friends describe the comfort and intimacy between them because of shared — if different — experiences; Brown writes at the end of her piece:

"We're talking about our bodies, and then not about our bodies, about her dog, and my classes, and the zip line we'd like to string between us [... a]nd then we're talking about our bodies again, that sense of being both separate and not separate from the skin we're in. And it hits me all at once that none of this is in translation, none of this is explaining. "

From the cover of Resistance and Hope: Essays by Disabled People, edited by Alice Wong Disability Visibility Project hide caption

From the cover of Resistance and Hope: Essays by Disabled People, edited by Alice Wong

While there's something of value in each of these essays, partially because they don't toe to a single party line but rather explore the nuances of various disabilities, there's an unfortunate dearth of writers with intellectual disabilities in this collection. I also noticed that certain sections focused more on people who've acquired a disability during their lifetime and thus went through a process of mourning, coming to terms with, or overcoming their new conditions. While it's true — and emphasized more than once — that many of us, as we age, will become disabled, the process of normalization must begin far earlier if we're to become a society that doesn't discriminate against or segregate people with disabilities.

One of the contributors to About Us, disability activist and writer Alice Wong, edited and published another anthology just last year, Resistance and Hope: Essays by Disabled People , through the Disability Visibility Project which publishes and supports disability media and is partnered with StoryCorps. The e-book, which is available in various accessible formats, features 17 physically and/or intellectually disabled writers considering the ways in which resistance and hope intersect. And they do — and must, many of these writers argue — intersect, for without a hope for a better future, there would be no point to such resistance. Attorney and disability justice activist Shain M. Neumeir writes:

"Those us who've chosen a life of advocacy and activism aren't hiding from the world in a bubble as the alt-right and many others accuse us of doing. Anything but. Instead, we've chosen to go back into the fires that forged us, again and again, to pull the rest of us out, and to eventually put the fires out altogether."

You don't go back into a burning building unless you hope to find someone inside that is still alive.

The anthology covers a range of topics: There are clear and necessary explainers — like disability justice advocate and organizer Lydia X. Z. Brown's "Rebel — Don't Be Palatable: Resisting Co-optation and Fighting for the World We Want" — about what disability justice means, how we work towards it, and where such movements must resist both the pressures of systemic attacks (such as the threatened cuts to coverage expanded by the Affordable Care Act) and internal gatekeeping and horizontal oppression (such as a community member being silenced due to an unpopular or uninformed opinion). There are essays that involve the work of teaching towards a better future, such as community lawyer Talila A. Lewis's "the birth of resistance: courageous dreams, powerful nobodies & revolutionary madness" which opens with a creative classroom writing prompt: "The year is 2050. There are no prisons. What does justice look like?" And there are, too, personal meditations on what resistance looks like for people who don't always have the mobility or ability to march in the streets or confront their lawmakers in person, as Ojibwe writer Mari Kurisato explains:

"My resistance comes from who I am as a Native and as an LGBTQIA woman. Instinctively, the first step is reaching out and making connections across social media and MMO [massively multiplayer online] games, the only places where my social anxiety lets me interact with people on any meaningful level."

The authors of these essays mostly have a clear activist bent, and are working, lauded, active people; they are gracious, vivid parts of society. Editor Alice Wong demonstrates her own commitments in the diversity of these writers' lived experiences: they are people of color and Native folk, they encompass the LGBTQIA+ spectrum, they come from different class backgrounds, and their disabilities range widely. They are also incredibly hopeful: Their commitment to disability justice comes despite many being multiply marginalized. Artist and poet Noemi Martinez, who is queer, chronically ill, and a first generation American, writes that "Not all communities are behind me and my varied identities, but I defend, fight, and work for the rights of the members of all my communities." It cannot be easy to fight for those who oppress parts of you, and yet this is part of Martinez's commitment.

While people with disabilities have long been subjected to serve as "inspirations" for the non-disabled, this anthology's purpose is not to succumb to this gaze, even though its authors' drive, creativity, and true commitment to justice and reform is apparent. Instead, these essays are meant to spur disabled and non-disabled people alike into action, to remind us that even if we can't see the end result, it is the fight for equality and better conditions for us all that is worth it. As activist and MFA student Aleksei Valentin writes:

"Inspiration doesn't come first. Even hope doesn't come first. Action comes first. As we act, as we speak, as we resist, we find our inspiration, our hope, that which helps us inspire others and keep moving forward, no matter the setbacks and no matter the defeats."

Ilana Masad is an Israeli American fiction writer, critic and founder/host of the podcast The Other Stories . Her debut novel, All My Mother's Lovers, is forthcoming from Dutton in 2020.

You are using an outdated browser. Upgrade your browser today or install Google Chrome Frame to better experience this site.

• Professional learning

Teach. Learn. Grow.

Teach. learn. grow. the education blog.

Dos and don’ts for talking about students with disabilities

It was my first year teaching, and I was getting my classroom ready for school when my new principal dropped off my name tag. “Please wear this every day,” he said. “And good luck this year!”

I looked down at the tag he had placed on my desk. It read Special Education Teacher, with my name below. I gasped. “Oh, no, no, no! I cannot wear this!” I picked up the name tag and ran after him. I explained that I needed a new one, that “special education” needed to change because it’s a loaded, vague term that can do more harm than good. He didn’t understand.

I never did wear my name tag that year. It never got changed either.

Why the term “special education” falls short—and what to say instead

Kids have been taught that it’s not a good thing to be in “special education,” that they’re somehow less than, inferior to their peers. “Special” has come to mean “not good enough” for many of them, and they’re not alone; the negative connotation of the word “special” has been growing for years.

A disability is a mismatch between a person and their environment.

It isn’t exactly clear when “special needs” or “special education” became popular. It may have been as far back as the 1960s when the Special Olympics began. Or it may have happened when the term “handicapped” started getting eliminated from legal language with changes to laws such as Public Law 94-142, the Education for All Handicapped Children Act of 1975, which changed to Individuals with Disabilities Education Act (IDEA) in 1990.

Language used to describe people with disabilities has continued to evolve this century, too. In October of 2010, President Obama signed legislation requiring the federal government to replace the term “mental retardation” with “intellectual disability.” The measure is known as Rosa’s Law and is named after Rosa Marcellino, a Maryland girl with Down syndrome who championed the change.

Updates in language at the federal level are critical for justice for people with disabilities. Language changes—and the reasons behind them—can take a long time to trickle down, however, and changing the connotation of a term can be especially challenging. A 2016 study by Morton Ann Gernsbacher et al. proves this point. In their article “‘Special needs’ is an ineffective euphemism,” they document their research of the term “special needs” and explain that “persons are viewed more negatively when described as having special needs than when described as having a disability.” They also say that “ special needs  conjures up more associations with developmental disabilities (such as intellectual disability) whereas  disability  is associated with a more inclusive set of disabilities.” An association with developmental disabilities shouldn’t be a problem in and of itself, but data shows bias against people with developmental disabilities is grossly prevalent .

I agree with Gernsbacher et al. that “special needs” is ineffective. It is imprecise. A disability is a mismatch between a person and their environment, so the term “disability” is not just much more accurate, but it also helps us understand how to reach a student better. “Disability” helps us see that a student and their environment simply aren’t compatible, and once we know that, it’s easier to focus on a productive approach: how to alter the environment. That is what accessibility is all about. Accessibility is the correction of that mismatch.

Be kind, get curious, and focus on the facts

Words matter, and it is important to use respectful language when communicating about people with disabilities. Just because two people have the same disability does not mean they will feel the same way about their disability or how their disability should be described. Here are some things to strive for as you consider the language you use when talking about students with disabilities.

How to show kindness

For many people, the term “special needs” feels offensive. As someone with a learning disability who went through school in “special education” and on an individualized education plan (IEP), I prefer and believe in owning the term “disability.” Therefore, when I describe my disability, I use the terms “learning disability” and “dyslexia.” Maybe someone else with dyslexia prefers different language, however. Disabilities cross cultures, genders, age, race, and beliefs, so the language can never be one-size-fits-all. Preferences will vary.

[L]isten to how your students identify and would like to be addressed.

Conventions will change, too. When I started my career in academics, for example, I was taught to always use person-first language . This approach conveys that a person is not defined by their disability. However, as I quickly learned in my more real-world application of accessibility, the use of person-first language is debated within the disability community. Some people prefer the use of “identity-first language.” Identity-first language, as defined in “Ask a self-advocate: The pros and cons of person-first and identity-first language,” “leads with a person’s diagnosis, such as being a disabled person.” I have also learned that person-first language was originally promoted mainly by the non-disabled community. As well-intentioned as this may have been, we were not given ownership of ourselves, our disability, and how we describe ourselves. Ownership is important. So is agency.

If you’re a teacher, I encourage you to listen to how your students identify and would like to be addressed. While some may be too young to express this information, know that most disabled persons, myself included, do not want to be referred to as having “special needs,” and they definitely don’t want it announced that they are in “special education.” I never felt I learned differently from my classmates, and I certainly didn’t feel “special” (nor did I want to).

Please know that it’s ok to say “disability” or “disabled,” but even better is asking the person you’re referring to what they prefer. Honoring someone’s personal preference is a simple way to show a great deal of kindness. Before I speak at an event where I’ll be discussing disabilities and accessibility, I often identify the language I will use and why. That makes it easier for people to understand not just my personal preferences, but the fact that everyone will have their own personal preferences. Not sure what someone prefers? Cue the curiosity.

Ways to be curious

If a person feels comfortable with you and they disclose their disability to you, ask them how they prefer you to refer to their disability (or, potentially, not refer to it). Do they prefer person-first or identify-first language?

Another way to get curious, which takes the burden off the disabled person, is to read materials by people with disabilities, like the self-advocacy article I mentioned earlier. Find out what you don’t know, and if you’re reading a personal narrative, notice the way the author references themselves in their writing. Not every person with a disability will want to talk about their disability. It has taken me a long time to talk openly about my disability because of painful past experiences; for a long time, I was very selective about whom I shared my story with. Disabilities are deeply personal and deserve respect, no matter the type. Using the internet to your advantage so you can learn more will help you educate yourself without pushing a friend, colleague, or student to say more than they feel comfortable with.

Why facts matter

As humans, we want to do the right thing and sometimes our well-intended choice to use terms such as “physically or mentally challenged,” “exceptional,” “learning difference,” or “special needs” comes across as condescending and offensive. Why? Because these terms seem to be tiptoeing around what is a daily reality for some of us. So name the disability: Blind. Deaf. Learning disabled. Or use generic terms that don’t try so hard to flatter, like “physical or cognitive disability.” There’s nothing wrong with people with disabilities, and trying to mask reality with flowery language can make it seem like there is.

Language for describing people without disabilities can be just as challenging. For example, “able bodied” is sometimes used to describe people without a disability, but for some in the disability community, this implies we lack use of our bodies. The preferred terms and phrases are “not disabled,” “non-disabled,” “does not have a disability,” or “people without disabilities.” Avoid terms such as “normal,” too, that imply people with disabilities are strange or abnormal. We’re not. With 26% of adults in the US living with a disability , we’re hardly unusual.

Allies are amazing

I understand language is difficult at times. Trust me. I’m dyslexic. But even just trying to do the right thing can go a long way. If you mess up, that’s okay. Learn and move forward. We’re all just human, and we all want to feel seen, heard, and respected.

Recommended for you

5 tips for practicing foundational skills

4 ways instructional coaches can help teachers select a focus for instructional coaching

5 ways an instructional coach can build credibility when coaching leaders

Helping students grow

Students continue to rebound from pandemic school closures. NWEA® and Learning Heroes experts talk about how best to support them here on our blog, Teach. Learn. Grow.

See the post

Put the science of reading into action

The science of reading is not a buzzword. It’s the converging evidence of what matters and what works in literacy instruction. We can help you make it part of your practice.

Get the guide

Support teachers with PL

High-quality professional learning can help teachers feel invested—and supported—in their work.

Read the article

STAY CURRENT by subscribing to our newsletter

You are now signed up to receive our newsletter containing the latest news, blogs, and resources from nwea..

Featured Topics

Featured series.

A series of random questions answered by Harvard experts.

Explore the Gazette

Read the latest.

Co-chairs of task forces share updates on community engagement

For all the other Willie Jacks

Herbert Chanoch Kelman, 94

Anticipate, accommodate, empower.

Nadine Gaab, Michael Ashley Stein, Andrew Clark, Arthur Kleinman.

Photos by Jon Chase/Harvard Staff Photographer; photo illustration by Judy Blomquist/Harvard Staff

Nikki Rojas

Harvard Staff Writer

How to ensure students with disabilities have an equal chance to succeed?

Second in a four-part series on non-apparent disabilities.

Nearly one in four Americans has a disability, according to the CDC . Many disabilities — such as chronic pain, learning disabilities, diabetes, and depression — are “non-apparent,” or not immediately obvious to others, presenting their own set of challenges.

So how can professors design their classes to give all students an equal chance to succeed?

The Law School’s Michael Ashley Stein — who has taught classes such as “Disability, Human Rights, and Development” at Harvard Law School and “Disability Law and Policy” at Harvard Kennedy School — finds it useful to draw connections across affinity groups.

“People of color might point out racism and women and others might point out sexism. To me, all those prejudices and civil- and human-rights-violating type actions are grouped under ableism,” said the visiting professor and co-founder and executive director at the Law School’s Project on Disability . “It’s important when teaching disability to create those linkages, and to create the kind of affinity and solidarity that reaches across groups.”

A tool favored by Andrew Clark , senior lecturer on music and director of choral activities at Harvard, is the Universal Design for Learning framework geared to different types of learners. It gives students options to demonstrate what they’ve learned.

“I have in the last 10 years been in many settings with students where they’ve talked openly about depression or anxiety, whereas 40 years ago, they would not have talked about it.” Arthur Kleinman

Clark began teaching “Music and Disability” in the Faculty of Arts and Sciences in 2016. He was inspired by his early years working at a music camp for individuals with disability and chronic illness and a desire to learn more about the intersection between music and disability studies. Students examine musicians or specific works with disability narratives and consider “how disability justice is enacted and embodied.”

“There’s a difference between accommodation and anticipation,” Clark said. “If we can design our classes — as well as extracurricular activities and student life — to anticipate every person rather than to accommodate everyone, that’s true inclusion. That’s making students feel empowered rather than accommodated.”

Nadine Gaab , associate professor at the Harvard Graduate School of Education, who has centered her work on non-apparent disabilities for more than 20 years, uses the messaging platform Slack to offer students multiple ways to communicate, incorporates scholars with disabilities in her syllabus, and has flexible participation and assignment submission policies.

This spring, Gaab is teaching “Children with Learning and Developmental Differences.” Students learn about the challenges faced by children with conditions such as dyslexia , dyscalculia, and dysgraphia, as well as the teachers, administrators, and medical teams working with them.

“We identify a number of different barriers that prevent us from delivering optimal care for children with invisible and visible disabilities,” Gaab said. “We then identify solutions in educational and community settings that could work in response to those challenges.”

Students apply what they’ve learned to real-world community spaces by identifying accessibility problems and proposing solutions — some of which have already been implemented, Gaab noted.

Mental health, particularly among students, is of interest to psychiatrist Arthur Kleinman . The Esther and Sidney Rabb Professor of Anthropology in the FAS, professor of medical anthropology in global health and social medicine, and professor of psychiatry at Harvard Medical School has been teaching for more than 40 years and has noticed marked changes in how students approach mental health issues.

“People are much more open about this,” said Kleinman, who noted that he used to discourage students from disclosing mental health issues because of stigma.

“I have in the last 10 years been in many settings with students where they’ve talked openly about depression or anxiety, whereas 40 years ago, they would not have talked about it. The responses they get today are also very different. They’re very supportive.”

While the professors say the stigma around non-apparent disabilities and mental health are lessening, they also agreed that more can be done to create more inclusive learning and research environments — at Harvard and beyond.

“It’s an extra cognitive load,” explained Gaab. “It’s extra-hard work to fit into a system that’s designed for the average learner. It’s really important to make sure that students recognize that in themselves, and faculty are aware, that it’s not that students are lazy or even ‘stupid.’ They’re really trying hard.”

Share this article

• University Disability Resources serves as the central resource for disability-related information, procedures, and services for the Harvard community.
• Students who wish to request accommodations should contact their School’s Local Disability Coordinator.
• The 24/7 mental health support line for students is 617-495-2042. Deaf or hard-of-hearing students can dial 711 to reach a Telecommunications Relay Service in their local area.
• Harvard Law School Project on Disability

Also in this series

Navigating Harvard with a non-apparent disability

4 students with conditions ranging from diabetes to narcolepsy describe daily challenges that may not be obvious to their classmates and professors

Why AI fairness conversations must include disabled people

Tech offers promise to help yet too often perpetuates ableism, say researchers. It doesn’t have to be this way.

Getting ahead of dyslexia

Harvard lab’s research suggests at-risk kids can be identified before they ever struggle in school

You might like

Leaders of efforts to combat antisemitism and anti-Muslim and anti-Arab bias describe what they’ve heard so far from members of the Harvard community

‘Reservation Dogs’ star Paulina Alexis offers behind-the-scenes glimpse of hit show, details value of Native representation

Memorial Minute — Faculty of Arts and Sciences

Yes, it’s exciting. Just don’t look at the sun.

Lab, telescope specialist details Harvard eclipse-viewing party, offers safety tips

Forget ‘doomers.’ Warming can be stopped, top climate scientist says

Michael Mann points to prehistoric catastrophes, modern environmental victories

Good genes are nice, but joy is better

Harvard study, almost 80 years old, has proved that embracing community helps us live longer, and be happier

Essay on Disabled Person

Students are often asked to write an essay on Disabled Person in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Disabled Person

Understanding disability.

Disability refers to any condition that limits a person’s physical or mental abilities. These conditions can be present from birth or occur during a person’s lifetime. Disabilities can affect a person’s mobility, senses, or cognitive abilities.

Types of Disabilities

There are many types of disabilities, such as physical, sensory, cognitive, and mental health disabilities. Physical disabilities affect a person’s movement. Sensory disabilities can affect sight, hearing, or other senses. Cognitive disabilities can affect learning, while mental health disabilities can affect emotions and behaviors.

Living with Disability

Being disabled does not mean a person can’t live a fulfilling life. With the right support, disabled people can perform many tasks and activities. They may use aids like wheelchairs, hearing aids, or special software to assist them.

Respecting People with Disabilities

It’s important to respect and understand people with disabilities. We should not define them by their disability, but see them as unique individuals. By treating them with kindness and empathy, we can help create a more inclusive society.

In conclusion, disability is a part of our diverse world. We should strive to understand and respect people with disabilities, and work towards a society that is inclusive and supportive for all.

250 Words Essay on Disabled Person

A disabled person is someone who has a physical or mental condition that limits their movements, senses, or activities. Their condition might be from birth, due to an accident, or as a result of illness. It’s important to remember that even though they may do things differently, they have the same feelings and desires as anyone else.

There are many types of disabilities. Some people might have trouble moving their body, like those with paralysis. Others might have difficulty learning, remembering, or concentrating, which is often the case with people who have conditions like ADHD or Autism. Some people might not be able to see or hear, or they could have trouble speaking or understanding language.

Challenges Faced

Disabled people often face many challenges. They might find it hard to do things that others take for granted, like walking, reading, or writing. They might also face unfair treatment or discrimination because others do not understand their disability. This can make life difficult and frustrating.

Support and Respect

It’s important to support and respect disabled people. They should be treated with kindness and understanding, just like everyone else. They can do many things if given the right tools and support. For example, a person in a wheelchair can play sports with a specially designed chair. A person who can’t see can read books using Braille.

In conclusion, a disabled person is not defined by their disability. They have unique skills, talents, and abilities. We should treat them with respect and help them overcome their challenges. Remember, everyone is different and that’s what makes us all special.

500 Words Essay on Disabled Person

Understanding disabilities.

A disabled person is someone who has a physical or mental condition that limits their movements, senses, or activities. Disabilities can be present from birth, or they can develop due to an accident or illness. It’s important to know that being disabled doesn’t mean a person is less capable or valuable. They have the same rights and deserve the same respect as everyone else.

There are many types of disabilities. Some people might have trouble moving their bodies, which is called a physical disability. Examples include people who use wheelchairs or those with conditions like cerebral palsy.

There are also mental or intellectual disabilities. These affect a person’s ability to learn or understand things. Conditions like Down syndrome or autism are examples of this.

Sensory disabilities affect a person’s senses, like sight or hearing. People who are blind, deaf, or have low vision or hearing fall into this category.

Finally, some people have invisible disabilities. These are conditions that aren’t obvious to others, like heart disease or mental health conditions.

Challenges Faced by Disabled Persons

Disabled people often face extra challenges in their daily lives. These can include physical barriers, like buildings without ramps or elevators. They may also face social barriers, like negative attitudes or stereotypes.

For example, a person in a wheelchair might not be able to enter a building if there’s no ramp. Or, a person with an invisible disability might face misunderstanding or judgement from others who don’t understand their condition.

Support for Disabled Persons

There are many ways society can support disabled people. This includes laws to protect their rights, like the Americans with Disabilities Act in the United States. This law makes it illegal to discriminate against disabled people in areas like jobs, schools, and public places.

There are also many organizations that provide support and resources for disabled people. These can include special education programs, job training, and help with daily tasks.

Respect and Inclusion

It’s important to treat disabled people with respect and include them in all parts of life. This means not making fun of them or treating them differently just because they have a disability. It also means making sure they have the same opportunities as everyone else.

Inclusion is when everyone, regardless of their abilities, is included in activities and society. This can mean making buildings accessible, providing support in schools, or ensuring equal job opportunities.

In conclusion, understanding and supporting disabled persons is a crucial part of creating a fair and inclusive society. We should all strive to understand the challenges they face and work to create a world where everyone has equal opportunities. Remember, a disability does not define a person, their abilities, and contributions do.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Dignity Of Human Life
• Essay on Dignity And Respect
• Essay on Digitization And Its Benefits

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

In some classrooms in Senegal, deaf and hard-of-hearing students now study alongside everyone else

PIKINE, Senegal — Mouhamed Sall stepped to the chalkboard with a glance and quick question in sign language to an assistant. Then he solved the exercise to the silent approval of his classmates, who waved their hands in a display of appreciation.

Sall and three other students are part of a new approach in a small number of schools in Senegal that seat those who are deaf and hard of hearing with the rest of the class.

Some classmates at the sun-washed Apix Guinaw Rails Sud school in a suburb of the capital, Dakar, have embraced the chance to learn sign language in the months since Sall arrived. The class is lively and cheeky: “No teachers allowed in this room,” graffiti scrawled above the chalkboard says.

“I have no problem communicating with some colleagues I went to primary school with,” Sall said as his mother spoke. “The new colleagues don’t know sign language but we still play together.”

“We’ve been friends, so it was easy to learn sign language,” said classmate Salane Senghor, who also knew Sall in primary school. New classmates were curious, looking to the assistant to find out what he was saying.

The United Nations children’s agency says about 60% of children with disabilities in Senegal are not going to school. But the government lacks comprehensive data on the issue and counts only children who are formally registered as having a disability.

“We’re looking for progress from the government to ensure every child, regardless of ability, has the opportunity to learn,” said Sara Poehlman with UNICEF Senegal.

Senegal lacks a national strategy for inclusive education, but it is developing one. Recent political instability in the West African nation has hindered progress.

The challenges are compounded by a stigma that some in Senegal associate with disabilities. Some parents hide their children and prevent them from participating in society.

But attitudes are changing. In 2021, Senegal’s football team for deaf and hard of hearing players won the first African football championship for such teams and played in the world championship, to the congratulations of Senegal’s president. During the recent election, the National Association for the Promotion of the Deaf in Senegal and the International Foundation for Electoral Systems organized a workshop to teach hard-of-hearing voters over 100 election-related terms in sign language.

Now there’s more visibility in classrooms.

The organization Humanity and Inclusion last year began partnering with Senegal’s education ministry for mixed classes in four public secondary schools with inclusive education practices. Apix is one of them. Humanity and Inclusion funds the hiring of assistants who can communicate in sign language.

“We see that all children are on an equal footing, and that’s why we make an inclusive class or school by harmonizing with the hearing pupils,” said Papa Amadou, one assistant.

Sall is receiving education free of charge, a big advantage in a part of the world where school fees can be a constant source of stress for parents.

Until now, Senegal has had mostly specialized schools for children with disabilities, but they are often private and expensive.

Sall’s mother, Khadija Koundio, at first paid about $17 every month for him to attend an activity center for children with learning challenges in their neighborhood. Then he was able to enter primary school with the support of a similar Humanity and Inclusion program created several years ago in a small number of schools for younger students.

Omar Diop, head supervisor at Apix, praised the new secondary school program but said challenges continue.

“It’s their first year for the teachers, so that poses a problem because the children come with a much higher level of sign language,” Diop said.

Mamadou Konte, the Apix school director, emphasized the need for more teacher training. “We’ve seen success at our school, but this model needs to be replicated nationwide,” Konte added.

Challenges remain for students and families, too. Koundio, president of the parents’ association for the school’s deaf and hard-of-hearing students, said some of her son’s classmates live farther away and struggle with the cost of commuting.

Poehlman with UNICEF highlighted government initiatives like the Carte de l’Égalité, which provides financial assistance to families so children can access specialized schools, but she stressed the importance of programs implemented in public schools.

Jandira Monteiro with Humanity and Inclusion urged collaboration between Senegal’s ministries of health and education to ensure holistic support for children with disabilities.

Sall said he feels accepted by his peers. The teachers at Apix commend him on his intelligence and his artistic talents in crafting bright models of houses and traditional boats called pirogues.

His mother wants him to pursue his passions, including art.

“One day, when I’m gone, he’ll have enough to support himself,” she said.

Ndeye Sene Mbengue in Dakar, Senegal, contributed to this report.

The Associated Press receives financial support for global health and development coverage in Africa from the Bill & Melinda Gates Foundation Trust. The AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

I reviewed my Yale admissions file to see what the Ivy League school really thought about my application. What I learned surprised me.

• I reviewed my Yale admissions file to see what the Ivy League school thought about my application. 
• Most of my scores weren't that impressive, but they really liked my genuine attitude and excitement.
• Reviewing my application reminded me how far I have come as a student. 

"Brian spoke so fast it was electrifying."

This was the first quote from my Yale interviewer. She wrote those words in my admissions file, a document I finally got my hands on three years after being accepted into Yale University .

I remember that interview like it was yesterday. It was a Zoom call — my application cycle happened at the crux of pandemic remote learning — and I was wearing my father's old, oversize dress shirt. The interviewer was lovely. Some of my answers to her questions probably didn't make sense, and she was right. I definitely forgot to breathe in between my sentences.

But viewing my admissions file years later gave me a peek into what my interviewer was actually thinking that day, and I learned what really got me into Yale.

I reviewed my application as a junior with the registrar

Every student in the US can review their college admissions file under the Family Educational Rights and Privacy Act. I emailed my university registrar, and within 45 days, a member of their support staff reached back out to schedule a virtual meeting. Picture-taking and recording were not allowed, so I jotted notes by hand.

There was very little verbal interaction between me and the staff member. She screen-shared my admissions file and let me read in silence. Something told me she understood the emotional weight of this moment for students, and I appreciated that. It is intimidating for any teenager to package their identity into a 650-word common application essay and a questionnaire — but it is arguably even more so to witness retrospectively how everything was judged.

I got a behind-the-scenes look into Yale admissions when they read my application

Each aspect of my application was rated out of nine points. My readers gave me a six for my extracurriculars and for my first teacher recommendation. They gave me a seven for my second teacher recommendation and my counselor's recommendation. I received an "outstanding" for my interview and a 2++ for my overall rating. The overall rating is given on a scale from 1 to 4, with 1 being the highest, and pluses were a good sign.

Related stories

In all, my ratings weren't exactly bad, but they weren't extraordinary either. The numbers on the pages stared back at me — cold, formulaic, and transactional. It felt strange to be reduced to a system of numbers, knowing that something as qualitative as extracurricular activities could still be broken down and scored.

Beyond the ratings, however, what truly stood out were the comments left by the admissions officers . Many of the comments were on my character, my essays, and the possible contributions I would make as a student.

"I teared up reading Essay 1," one reader wrote of my common application essay. Another said of the same essay: "His Chinese New Years are untraditional in that they remind him of his family's financial struggles."

I got emotional. All the memories of writing that essay came flooding back. I remembered how difficult it was to start it. I knew there was no easy way for someone to understand me without first knowing my background. I wanted to prove that I deserved a seat at the table where legacy students and the wealthy continue to outnumber their first-generation, low-income peers like myself.

I kept reading and found more comments from admissions officers that moved me: "He treats his mom well;" "He seems to have a truly good heart;" "One of the most intelligent, sincere, jovial students ever met;" "I have no doubt that Brian would push his peers at Yale to stand up for what's right;" and "I come away with compelling impressions that the student would contribute significantly to the undergrad community."

I searched for a negative comment. There were none.

I didn't deserve this, I muttered under my breath. Here I was, a junior in college, no longer a 4.0 student , my post-grad plans murky, balancing two part-time jobs and hoping to make it out of midterms alive. It felt good knowing that someone had rooted for me to be here.

The process reminded me how far I have come

Coming from an underserved household where no one had gone to college, I had always looked at the Ivy League application process skeptically.

Without the resources to enroll in SAT test prep and the financial safety net to pursue unpaid leadership positions and resume-boosting activities at school, I had doubted the "holistic" admissions process many colleges boast. My critiques about Yale remain numerous.

But at least in their comments, the admissions committee gave me grace in that they reviewed my application in light of my circumstances. I might never know exactly what happened in that reading room. Still, a couple of lessons ring true, based on my own viewing experience and my conversations with others who had done the same: Good character and potential are the key; I didn't need to be perfect.

And finally, I — not anyone else — needed to give me the fighting chance of applying in the first place.

"GPA is outstanding, especially in context," an admissions officer said. "This is a home run."

• Main content

Disabled Student’s Behavior and School Regulations Essay (Critical Writing)

Causes of sparticus shanker’s behavior and its relationship to his disability.

Sparticus Shanker is eligible for special education because he has ODD and ADHD. It is possible to say that his behavior, i.e., exchange of the prescribed medication and marijuana for the X-box, is influenced by his disorder to a large extent.

ODD is a form of disruptive behavior disorders. The behavior of people with this condition is commonly associated with the consequences that “violate the rights of others and/or that bring the individual into significant conflict with societal norms or authority figures” (Boat & Wu, 2015, para. 1). The major ODD symptoms are frequent anger and irritable mood, difficulties in controlling their temper, defiant behavior, disobedience, and so on (Riley, Ahmed, & Locke, 2016). The study findings indicate that children with the disorder experience “greater school failure and more suspensions and expulsions” (Boat & Wu, 2015, para. 4). The inability to comply with the commonly accepted behavioral norms impedes the success of diagnosed individuals. Moreover, it is observed that with the increasing age, those people are prone to be in greater conflict with the legal system (Boat & Wu, 2015). The event with the drug exchange in school may be considered as a premise to greater social and legal infractions.

As it is mentioned in the group update review, the student’s impairment was unmedicated and untreated. Based on this, the symptoms of ODD can be marked in the boy’s behavior. The research evidence provided in the previous paragraph suggests that Sparticus’s attempts to sell drugs may be provoked by the morbid psychological impetuses. His actions may be regarded as the active refusal to comply with the social norms and the school’s authority. In this way, we may say that the student’s behavior has direct and substantial relationships with his disorder.

It is possible to assume that Sparticus Shanker’s behavior is not a direct result of the District’s failure to implement the IEP. The IEP team had conducted a functional behavioral assessment and designed the educational and behavioral intervention plan for the student. Since the primary goal of the developed program was the increase in the student’s compliance with school expectations, it can be regarded as an effective preventive measure. However, the boy’s conduct may signal that some alterations to the plan are needed. As stated in 20 U.S. Code, Chapter 33, Subchapter II, para. 1415 (D) (ii), if the behavior of a student with a disability violates school regulations and is considered the manifestation of the disease, the IEP Team should “review the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary, to address the behavior” (p. 691). In case, the IEP is efficiently administered, there would be a chance for the student to cease the challenging and risk-taking behaviors. Overall, at the current point, it is wrong to say that the absence of the IEP resulted in such behavior – Sparticus would act similarly with or without the program because his motivations are largely defined by the disorder.

Sparticus Shanker’s behavior as the result of the District’s failure to implement the IEP

Violations of school regulations may lead to student’s dismissal from a current schooling facility and imposition of severe penalties. This is done for the sake of other students’ safety. The rules related to the placement of students with disabilities to interim alternative settings are provided by the IDEA, 34 CFR para. 300.519-300.529. According to the regulatory provisions, the change of placement is a valid result of the cases involving weapons, drugs, and controlled substances because they increase the risks of injuries and provoke a serious threat to safety.

Since Sparticus is suspected in drug distribution and substance use, the school personnel may place him in an interim alternative setting at the same terms as for any student without a disability. The justification for the placement will be as follows: the student “knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency” (USC 1415 (G) (ii), p. 691).

Every student has a right to a safe school environment conducive to learning. Moreover, as provided by the zero-tolerance policy adopted in the US public schools, every offense, however minor, is punishable equally severe. The given idea served as the foundation for the establishment of interim alternative educational settings. In the given context, Sparticus Shanker’s behavior certainly puts the health and learning process of others at risk of disruption. The student’s placement to an interim alternative setting allows finding a balance between his right for appropriate education and the rights of other students to safety. The important condition for the removal of students with disabilities from their current settings is that the placement of an alternative setting should not be more than forty-five calendar days. It means that the school personnel may remove Sparticus for a shorter period unless it does not exceed the suggested time frame.

Boat, T. F., & Wu, J. T. (2015). Mental disorders and disabilities among low-income children . Washington, DC: National Academies Press.

Riley, M., Ahmed, S., & Locke, A. (2016). Common questions about oppositional defiant disorder. American Family Physician , 93 (7), 586-591.

U.S. Code, Title 20 – Education, Chapter 33 – Education of Individuals with Disabilities.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2020, August 14). Disabled Student's Behavior and School Regulations. https://ivypanda.com/essays/disabled-students-behavior-and-school-regulations/

"Disabled Student's Behavior and School Regulations." IvyPanda , 14 Aug. 2020, ivypanda.com/essays/disabled-students-behavior-and-school-regulations/.

IvyPanda . (2020) 'Disabled Student's Behavior and School Regulations'. 14 August.

IvyPanda . 2020. "Disabled Student's Behavior and School Regulations." August 14, 2020. https://ivypanda.com/essays/disabled-students-behavior-and-school-regulations/.

1. IvyPanda . "Disabled Student's Behavior and School Regulations." August 14, 2020. https://ivypanda.com/essays/disabled-students-behavior-and-school-regulations/.

Bibliography

IvyPanda . "Disabled Student's Behavior and School Regulations." August 14, 2020. https://ivypanda.com/essays/disabled-students-behavior-and-school-regulations/.

• J. P. Morgan and Linda Chavez in American History
• IEP Analysis
• Orthopedic and Musculoskeletal Disorders IEP
• Individualized Education Programs and No Child Left Behind
• IDEA, IEPs, IFSPs,and 504 Plans: Professional Development
• Individualized Education Plan and Its Participants
• Interim Reporting: Benefits and Drawbacks
• Components of the original IDEA
• Educational Conceptions: Inclusive Education
• The Individuals with Disability Education Act
• Teaching for Diversity and Learning Structures
• Keys to Effective Change in Education
• School Sexual Abuse and Unethical Leadership
• Bullying at Australian School: Causes and Solution
• Education in "Shame of the Nation" by J. Kozol

JAVASCRIPT IS DISABLED. Please enable JavaScript on your browser to best view this site.

• Akron Obituaries
• Atwood Obituaries
• Burket Obituaries
• Claypool Obituaries
• Cromwell Obituaries
• Etna Green Obituaries
• Leesburg Obituaries
• Ligonier Obituaries
• Mentone Obituaries
• Milford Obituaries
• North Webster Obituaries
• Pierceton Obituaries
• Sidney Obituaries
• Silver Lake Obituaries
• Syracuse Obituaries
• Warsaw Obituaries
• Winona Lake Obituaries
• Nappanee Obituaries
• New Paris Obituaries
• Fulton County
• Bourbon Obituaries
• North Manchester Obituaries
• South Whitley Obituaries
• Tippecanoe Valley Schools
• Warsaw Community Schools
• Wawasee Community Schools
• Whitko Community Schools
• Leesburg News
• Milford News
• North Webster News
• Syracuse News
• Warsaw News
• Winona Lake News
• Public Records
• Entertainment

InkFreeNews.com

The most "liked" up-to-the-minute news in kosciusko county, indiana.

• Letters to the Editor
• Weekly Poll
• Public Notices

Students From Fort Wayne, Portage, Warsaw Top Kosciusko Chamber’s Civics Bee

The Kosciusko Chamber of Commerce hosted a civics bee for sixth through eighth grade students on Tuesday, April 9, at the Warsaw Community High School Performing Arts Center. Shown are winner Arthur Satter, second place finisher Fiona Steuer and third place finisher Medha Aluru with judges for the competition. In the front row from left are Aluru, Steuer and Satter. In the back row are Chad Hummel, Dr. Mark Norris, Tiffany Fields, Marlene Betances and Doug Hanes.

Text and Photos By Leah Sander InkFreeNews

WARSAW — Students from Fort Wayne, Portage and Warsaw have finished in the top of the Kosciusko Chamber of Commerce’s first-ever civics bee.

Arthur Satter, Fiona Steuer and Medha Aluru placed in first, second and third respectively in the bee held Tuesday, April 9, at the Warsaw Community High School Performing Arts Center.

The Kosciusko Chamber of Commerce was one of six chambers across Indiana given grant money by the U.S. Chamber of Commerce Foundation to host a local bee.

Students in sixth, seventh and eighth grades from across northern Indiana submitted 500-word civics essays to qualify for the Kosciusko Chamber’s competition.

Eight students moved on to the bee and had to answer timed two rounds of multiple-choice civics questions such as “What do you call the candidate who holds an office at the time of election?” and “Where would you find the following text in the U.S. Constitution: ‘No bill of attainder or ex post facto law should be passed’?” before the last round.

The five students who got the most questions right had to quickly summarize the main points from civics-themed essays they had written before a panel of five judges in the last round, who then posed several questions to the students on their writing.

Judges were: Grace College history professor Dr. Mark Norris, Tiffany Fields with Zimmer Biomet, Marlene Betances with EnPak LLC, Chad Hummel with Silveus Insurance Group and Doug Hanes with 1st Source Bank.

Satter received $500 for winning the competition. He’s a sixth grader from Memorial Park Middle School in Fort Wayne and the son of Laurie and Lucas Satter.

His essay topic regarded class presidents serving as representatives to the city council.

Steuer received $250 for second. The Willow Creek Middle School eighth grader is the daughter of Davin and Anna Steuer.

Her essay was on advocating for equal pay for men and women.

Aluru got $125 for third. She’s the daughter of Mahender and Anitha Aluru and an Edgewood Middle School eighth grader.

Her essay was on preventing kids from vaping.

Satter, Steuer and Aluru next will compete at the state bee in August for a chance to go to the national bee in Washington, D.C.

Kosciusko Chamber of Commerce President and CEO Rob Parker said he hoped to host another bee next year.

“I think raising the awareness of civics in our society is very important, and hopefully we’ll bring in new leaders to help sustain and to grow society,” he said. “This is the first step for the chamber to really promote that, and we really want to do it again next year.”

Featured Local Savings

Comments are closed.

• Share full article

Advertisement

Supported by

Guest Essay

Elite College Admissions Have Turned Students Into Brands

By Sarah Bernstein

Ms. Bernstein is a playwright, a writing coach and an essayist in Brooklyn.

“I just can’t think of anything,” my student said.

After 10 years of teaching college essay writing, I was familiar with this reply. For some reason, when you’re asked to recount an important experience from your life, it is common to forget everything that has ever happened to you. It’s a long-form version of the anxiety that takes hold at a corporate retreat when you’re invited to say “one interesting thing about yourself,” and you suddenly believe that you are the most boring person in the entire world. Once during a version of this icebreaker, a man volunteered that he had only one kidney, and I remember feeling incredibly jealous of him.

I tried to jog this student’s memory. What about his love of music? Or his experience learning English? Or that time on a summer camping trip when he and his friends had nearly drowned? “I don’t know,” he said with a sigh. “That all seems kind of cliché.”

Applying to college has always been about standing out. When I teach college essay workshops and coach applicants one on one, I see my role as helping students to capture their voice and their way of processing the world, things that are, by definition, unique to each individual. Still, many of my students (and their parents) worry that as getting into college becomes increasingly competitive, this won’t be enough to set them apart.

Their anxiety is understandable. On Thursday, in a tradition known as “Ivy Day,” all eight Ivy League schools released their regular admission decisions. Top colleges often issue statements about how impressive (and competitive) their applicant pools were this cycle. The intention is to flatter accepted students and assuage rejected ones, but for those who have not yet applied to college, these statements reinforce the fear that there is an ever-expanding cohort of applicants with straight A’s and perfect SATs and harrowing camping trip stories all competing with one another for a vanishingly small number of spots.

This scarcity has led to a boom in the college consulting industry, now estimated to be a $2.9 billion business. In recent years, many of these advisers and companies have begun to promote the idea of personal branding — a way for teenagers to distinguish themselves by becoming as clear and memorable as a good tagline.

While this approach often leads to a strong application, students who brand themselves too early or too definitively risk missing out on the kind of exploration that will prepare them for adult life.

Like a corporate brand, the personal brand is meant to distill everything you stand for (honesty, integrity, high quality, low prices) into a cohesive identity that can be grasped at a glance. On its website, a college prep and advising company called Dallas Admissions explains the benefits of branding this way: “Each person is complex, yet admissions officers only have a small amount of time to spend learning about each prospective student. The smart student boils down key aspects of himself or herself into their personal ‘brand’ and sells that to the college admissions officer.”

Identifying the key aspects of yourself may seem like a lifelong project, but unfortunately, college applicants don’t have that kind of time. Online, there are dozens of lesson plans and seminars promising to walk students through the process of branding themselves in five to 10 easy steps. The majority begin with questions I would have found panic-inducing as a teenager, such as, “What is the story you want people to tell about you when you’re not in the room?”

Where I hoped others would describe me as “normal” or, in my wildest dreams, “cool,” today’s teenagers are expected to leave this exercise with labels like, Committed Athlete and Compassionate Leader or Environmentally Conscious Musician. Once students have a draft of their ideal self, they’re offered instructions for manifesting it (or at least, the appearance of it) in person and online. These range from common-sense tips (not posting illegal activity on social media) to more drastic recommendations (getting different friends).

It’s not just that these courses cut corners on self-discovery; it’s that they get the process backward. A personal brand is effective only if you can support it with action, so instead of finding their passion and values through experience, students are encouraged to select a passion as early as possible and then rack up the experience to substantiate it. Many college consultants suggest beginning to align your activities with your college ambitions by ninth grade, while the National Institute of Certified College Planners recommends students “talk with parents, guardians, and/or an academic adviser to create a clear plan for your education and career-related goals” in junior high.

The idea of a group of middle schoolers soberly mapping out their careers is both comical and depressing, but when I read student essays today, I can see that this advice is getting through. Over the past few years, I have been struck by how many high school seniors already have defined career goals as well as a C.V. of relevant extracurriculars to go with them. This widens the gap between wealthy students and those who lack the resources to secure a fancy research gig or start their own small business. (A shocking number of college applicants claim to have started a small business.) It also puts pressure on all students to define themselves at a moment when they are anxious to fit in and yet changing all the time.

In the world of branding, a word that appears again and again is “consistency.” If you are Charmin, that makes sense. People opening a roll of toilet paper do not want to be surprised. If you are a teenage human being, however, that is an unreasonable expectation. Changing one’s interests, opinions and presentation is a natural part of adolescence and an instructive one. I find that my students with scattershot résumés are often the most confident. They’re not afraid to push back against suggestions that ring false and will insist on revising their essay until it actually “feels like me.” On the other hand, many of my most accomplished students are so quick to accept feedback that I am wary of offering it, lest I become one more adult trying to shape them into an admission-worthy ideal.

I understand that for parents, prioritizing exploration can feel like a risky bet. Self-insight is hard to quantify and to communicate in a college application. When it comes to building a life, however, this kind of knowledge has more value than any accolade, and it cannot be generated through a brainstorming exercise in a six-step personal branding course online. To equip kids for the world, we need to provide them not just with opportunities for achievement, but with opportunities to fail, to learn, to wander and to change their minds.

In some ways, the college essay is a microcosm of modern adolescence. Depending on how you look at it, it’s either a forum for self-discovery or a high-stakes test you need to ace. I try to assure my students that it is the former. I tell them that it’s a chance to take stock of everything you’ve experienced and learned over the past 18 years and everything you have to offer as a result.

That can be a profound process. But to embark on it, students have to believe that colleges really want to see the person behind the brand. And they have to have the chance to know who that person is.

Sarah Bernstein is a playwright, a writing coach and an essayist.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Gen Z wants student loan forgiveness without any accountability. It doesn't work that way.

Blanket cancellation does nothing to combat the problem of the student loan crisis. it would only serve as a further incentive for students to attend colleges they can’t afford..

My generation has a political problem. We gravitate toward quick fixes for massive problems that plague our country. The generation raised on instant gratification, to little surprise, is looking for the same in politics and government.

On no other issue is this more apparent than the student loan crisis. Rather than targeting the root of the problem of federally subsidized student loans, President Joe Biden has instead pushed forward the Band-Aid fix of blanket student debt cancellation in order to score a cheap political win with America's youth. 

On the 2020 campaign trail, candidate Biden championed his plan to "immediately cancel a minimum of $10,000 of student debt per person." That empty promise appears to have worked the first time around, as he captured 65% of the Gen Z vote , compared with Trump’s 31%.

So is it any surprise that Biden's promise to eliminate student debt went on to be one of his administration's major policy moves? That might be why 77% of voters ages 18-29 said student debt relief was a motivating factor for their turnout in the midterm elections.

Gen Z's support for Biden's student debt plan is maddening

On the issue of student loans, Gen Z broadly favors blanket debt cancellation similar to Biden’s proposed plan. Almost 60% of those born in 1997 or later support the plan that has since been struck down by the Supreme Court , compared with just 46% of all voters in swing states.

Maddeningly enough, that same Bloomberg News/Morning Consult survey reveals Gen Z is far less literate on the details of the plan than other generations, with 42% reporting they had heard “not much” or “not at all” of the plan, compared with just 30% of all other voters in swing states.

Why I'm not voting: I'm not voting for Trump or Biden. You want my vote? Choose better candidates.

I struggle to come up with a term to describe my generation on this issue besides “entitled.” Not only are we broadly in favor of other people paying off our debts, a majority of whom do not hold a bachelor's degree or higher, we don’t even have the decency to be more aware of the issue than generations that are more likely to have already paid off their loans.

A sobering truth for young Americans needs to be heard. You do not have the right to demand other people pay off your poor financial decisions. 

Gen Z should push Congress to find a long-term solution

Biden’s plan was not only unwise but also unconstitutional at its core, as highlighted by the Supreme Court when it struck down the plan last June . While I think this course of action is unwise and immoral, Gen Z has a better chance of accomplishing debt relief through Congress, which is responsible for the power of the purse.

Gen Z isn't going away: Don't believe the narrative that Gen Z will vote Biden. My generation is up for grabs.

Blanket cancellation does nothing to combat the problem of the student loan crisis. In fact, it would only serve as a further incentive for students to attend colleges they can’t afford, obtaining degrees that give them little chance of allowing them to pay off the debt they accrued in the process.

Congressional efforts are much better geared toward legislation curtailing the federal student lending programs that have gotten us into this mess in the first place.

The problem is federal involvement in student loans

Our government’s involvement in the student debt crisis is clearly unacceptable. Federal lending programs now offer aid to the vast majority of students.

A 2017 study from the Federal Reserve indicates that for every dollar of federal student loans an institution receives, it's able to raise the cost of attendance by 60 cents. 

In a time when 37% of graduates report being unable to afford their monthly loan repayment , a short-term fix like cancellation will do nothing to prevent future generations from suffering the same fate. Young voters should look to other methods to sway their vote for actual change on the issue, not false promises attempting to bribe them. 

Gen Z should concentrate our efforts on voting for candidates who promise actual change on the issue, or better yet, take personal responsibility for financial decisions. Understanding your financial decision in attending college, rather than blaming politicians for not stealing other people’s money to pay your debt, is a much better use of your time and will lead to better results for your future. 

Dace Potas is an Opinion fellow for USA TODAY. A graduate from DePaul University with a degree in political science, he's also president of  the Lone Conservative , the largest conservative student-run publication in the country .