1. Inclusive Classroom Practices: Valuing Diversity in the Educational Setting What this means for Returning Teachers By Wendy Neilson

2. The Joy of my Life Child first... disability the secondary factor

3.  Introductions  Turn to your neighbour and share with them about any people you know with disability  Feedback

4. Child first... disability the secondary factor What is a disability? In groups …. –Discuss your understanding of what this word means to you Write your own definition of this term……… Feed back –It is a very hard word to explain –It is a word that is full of political implications

5. Why use definitions? Definitions can “…divide our chaotic world into meaningful chunks and categories, but also for insights into the nature of the ‘powers- that-be’ who make and then use definitions to build, maintain and advance their own position in society” Gregory,1997,p.487 Child first... disability the secondary factor

6. The WHO definition explains disability as….  “ any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being.”  Impairment is part of this definition and means “lacking part or all of a limb, or having a defective limb, organ or mechanism of the body”

7. A Prefered Definition of Disability “the disadvantage or restriction of activity caused by a contemporary social organisation which takes no or little account of people who have physical, (intellectual, sensory,emotional) impairments and thus excludes them from the mainstream of social activities. (Oliver, 1990)

8. Child first... disability the secondary factor The social model… Sees disability from a different perspective –“Disability is in society, not in me” Disability is the outcome of: –social arrangements which restrict the activities of people with impairments by placing social barriers in their way Disability then becomes a form of SOCIAL OPPRESSION –…like sexism, racism, homophobia etc Values the lives of disabled people and enhances their full participation in society including the classroom Acknowledges that the government and the community have the responsibility to address the disadvantages The social model has a strong disability rights focus

9. Child first... disability the secondary factor How does the social model make a difference? Disabled people have begun to interpret and value their own experiences Disabled people organize their own political movements It has become a central concept for disability studies and debate In NZ it has been one of the strongest influences in the development of the Disability Strategy. Some aspects of disability are impossible to solve by social manipulation Disabled people were/are socially excluded in every realm of social life and denied basic civil rights Exclusion can be detected in subtle, benign or benevolent forms –*health and welfare services *voluntary organisations –*caring professions *well meaning friends *charities The social construct of disability is one of the most important ways forward for disabled people

10. Child first... disability the secondary factor Many people with disabilities Are still not treated as equals Today we are going to look at some of these issues And relate that to your role as teachers

11. Child first... disability the secondary factor We only live once...so Disabled people must have the same opportunity to go and live a fulfilling life They must have the opportunity to reach their full potential To have fun and fulfil their dreams To get a fair and equal education What happens in the classroom has a very big impact on that!

12. Child first... disability the secondary factor How many people in this picture?

13. Child first... disability the secondary factor Disability Dimensions: 1 in 5 New Zealanders 20% have a disability The most common disabilities are physical Sensory are the next most common…sight and hearing 43% of adults with disability 61% have more than one disability Two thirds of adults with disabilities over 15 have physical disabilities The population is ageing with higher rates of disability as people age Half of all people aged 55 and over have a disability By 65 years there are more women with disabilities Men have higher rates of disability, as a result of accident, than women Disease and illness are the most common cause of disability among adults

14. Child first... disability the secondary factor Attitudes are the biggest barrier!

15. Child first... disability the secondary factor Attitudes: influencing perspectives The medical discourse The charity discourse The lay discourse and –Those 3 ways are not very positive The rights discourse –Is very empowering –It needs to become the dominant way

16. Child first... disability the secondary factor The Medical Discourse Sees people with disabilities  Through a clinical concern for the body  As sick and needing to be made better  As a helper..with the person with a disability as Client Patient Victim

17. Child first... disability the secondary factor The Charity Discourse Sees people with disabilities  From an institutional and organisational focus  With a humanitarian and benevolent attitude  As expecting to be grateful  With no recognition for the need or right to privacy or choice

18. Child first... disability the secondary factor The Lay Discourse Sees people with disabilities  As inferior, dependant, weak, isolated  As asexual, childlike  As shunned and rejected  That impairment must be awful  That life is not worth living

19. Child first... disability the secondary factor

20. The Rights Discourse … the social model  Demands equality of citizenship from a personal and political perspective  Fights against discrimination, exclusion and oppression  Demands that individuals have independence, make their own decisions  Have opportunities the same as everyone  Insists that they will define their needs for themselves  Recognises that the diversity of people with disabilities and that they need to be accepted, not punished

21. Child first... disability the secondary factor The New Zealand Disability Strategy Consultation throughout NZ in 2000 Launched April 2001 15 objectives Recognised many barriers ‘ More often than not, barriers are made out of people ’ s ignorance towards something different. ’ -consultation comment

22. Child first... disability the secondary factor Some of the Barriers When I ’ m a child ….. -For disabled children, it is hard to get the best start to their life ahead. Children ’ s needs can put big demands, including financial pressure, on their families and whanau. When I ’ m a youth ….. -Disabled people are much less likely to have educational qualifications than non-disabled people.

23. Child first... disability the secondary factor Objectives 1 & 2 Objective 1: Encourage and educate for a non-disabling society Encourage the emergence of a non-disabling society that respects and highly values the lives of disabled people and supports inclusive communities. Objective 2: Ensure rights for disabled people Uphold and promote the rights of disabled people.

24. Child first... disability the secondary factor Objective 3 Provide the best education for disabled people Improve education so that all children, youth and adult learners will have equal opportunities to learn and develop in their local, regular educational centres.

25. What returning teachers should know about INCLUSION The importance of your attitude Inclusion happens when Every child in the class meets their full potential –Physical & intellectual impairments, G & T, sensory, ethnic differences, learning & behavioural challenges, victims of abuse etc Special Ed Policy (1989) Funding –SEG funding –ORRS funding IEPs Collaboration model RTLB Teacher aides Don’t forget PE! Child first... disability the secondary factor

26. A Great Teacher is informed, organised, patient, adaptable, relaxed and has a great sense of humour Gives me help only when I need it Doesn’t mind changes in the classroom to suit my needs Knows my disability limits me, but still challenges me to do my best Knows me as an individual Allows me to take time out when I need it Is interested to learn about my disability Accepts me for who I am on the inside Has good contact with my parents Treats me like everyone else in the classroom Understands my disability but doesn’t bring attention to it when it’s not needed EDUCATION today(2007)Issue 3, Term 2 p.19

27. Child first... disability the secondary factor 2006-8 Big years for the disability sector 2006 NZ Sign adopted as an official language in NZ Nov: closure of Kimberley....last large residential institution Dec: UNO Convention on rights of people adopted 2007 March: NZ signed the United Nations Convention on the Rights of People with Disability in New York...but not ratified 2008 New Zealand presented with the international Roosevelt award for work achieved with the NZ disability community Sept: Convention ratified by NZ Govt.

28. Language and Labelling Language has evolved over the years. Some words are unacceptable due to the shift in thinking around disabilities. Words such as handicapped, crippled, spastic, wheelchair-bound, victim, suffering, or dependent – should not be used. Be factual if you need to talk about the impairment.  Say….. Person with a disability, disabled person rather than ‘the disabled’ ‘Using’ a wheelchair rather than being confined to one ‘Having’ a condition rather than suffering from or being a victim The point is………. Any child with a disability should be seen as a person first and their disability should be a secondary factor Child first... disability the secondary factor

29. Common misconceptions Child first... disability the secondary factor Don’t assume if a child has a physical impairment that they have an intellectual one as well, or vice versa. Don’t assume if a child has a visual impairment that they are hearing impaired as well. Don’t assume that if a person has a mental illness that they will be more violent or have worse behaviour than the general population.

30. Child first... disability the secondary factor What This Means People with disability need to be recognised and valued in our schools Disability is diverse and complex –Some have more obvious disability than others –We need to value these individual differences Children with disability have a lot to offer their school They need to be given the opportunity to do this Teachers at all levels have the ability to influence attitudes of everyone

31. Child first... disability the secondary factor Remember Having a disability is part of everyday life and not something to be dramatised, ignored or pitied. Value the potential in everyone………… http://www.glumbert.com/media/brokedancing

32. Child first... disability the secondary factor The last word…...