Disabilities And Education Quotes

I grew up with a disabled dad in a too-small house with not much money in a starting-to-fail neighborhood, and I also grew up surrounded by love and music in a diverse city in a country where an education can take you far. I had nothing or I had everything. It depends on which way you want to tell it.

I am conscious of a soul-sense that lifts me above the narrow, cramping circumstances of my life. My physical limitations are forgotten- my world lies upward, the length and the breadth and the sweep of the heavens are mine!

all abilities are paid for with disabilities. perfect health may entail the heavy toll of bovine stupidity. insight into one area involves blind spots in another. i could not have done what i have done as a writer had i been a gifted mathematician or physicist. honesty wrung out of him by pain, he cried out with a loud voice.

A strange mood has seized the almost-educated young. They're on the march, angry at times, but mostly needful, longing for authority's blessing, its validation of their chosen identities. The decline of the West in new guise perhaps. Or the exaltation and liberation of the self. A social-media site famously proposes seventy-one gender options – neutrois, two spirit, bigender…any colour you like, Mr Ford. Biology is not destiny after all, and there's cause for celebration. A shrimp is neither limiting nor stable. I declare my undeniable feeling for who I am. If I turn out to be white, I may identify as black. And vice versa. I may announce myself as disabled, or disabled in context. If my identity is that of a believer, I'm easily wounded, my flesh torn to bleeding by any questioning of my faith. Offended, I enter a state of grace. Should inconvenient opinions hover near me like fallen angels or evil djinn (a mile being too near), I'll be in need of the special campus safe room equipped with Play-Doh and looped footage of gambolling puppies. Ah, the intellectual life! I may need advance warning if upsetting books or ideas threaten my very being by coming too close, breathing on my face, my brain, like unwholesome drugs.

If we can't start by seeing an autistic child as inherently capable, interesting, and valuable, no amount of education or therapy we layer on top is going to matter.

Understanding our children’s frustrations with dyslexia and giving them the tools to blossom will give them the confidence to reach their true potential. We can help our children channel their interests and talents and ignite the passion within.

Many masked Autistics are sent to gifted education as children, instead of being referred to disability services.[18] Our apparent high intelligence puts us in a double bind: we are expected to accomplish great things to justify our oddness, and because we possess an enviable, socially prized quality, it’s assumed we need less help than other people, not more.

health, social life, job, house, partners, finances; leisure use, leisure amount; working time, education, income, children; food, water, shelter, clothing, sex, health care; mobility; physical safety, social safety, job security, savings account, insurance, disability protection, family leave, vacation; place tenure, a commons; access to wilderness, mountains, ocean; peace, political stability, political input, political satisfaction; air, water, esteem; status, recognition; home, community, neighbors, civil society, sports, the arts; longevity treatments, gender choice; the opportunity to become more what you are that's all you need

Treatment for people with disabilities and mental illness in prewar America reveals a profoundly ignorant medical establishment and educational community.

The Grand Mistake in Education - To think that what's right for you is right for everyone. IT AIN'T. The Fly in this Ointment!http://youtu.be/6HpXUaQGY8I via @youtube

Now, Woolf calls her fictional bastion of male privilege Oxbridge, so I'll call mine Yarvard. Even though she cannot attend Yarvard because she is a woman, Judith cheerfully applies for admission at, let's call it, Smithcliff, a prestigious women's college. She is denied admission on the grounds that the dorms and classrooms can't accommodate wheelchairs, that her speech pattern would interfere with her elocution lessons, and that her presence would upset the other students. There is also the suggestion that she is not good marriage material for the men at the elite college to which Smithcliff is a bride-supplying "sister school." The letter inquires as to why she hasn't been institutionalized. When she goes to the administration building to protest the decision, she can't get up the flight of marble steps on the Greek Revival building. This edifice was designed to evoke a connection to the Classical world, which practiced infanticide of disabled newborns.

most important characteristics of exceptional learners are their abilities, not their disabilities.

P8- mere existence of school discourages and disables the poor from taking control of their own learning.

Mr. Winston and I had already discussed: How what I'd done was vile and on par with kicking disabled kittens. That I was on the path to becoming a criminal and likely would spend the rest of my life in jail giving myself homemade tattoos with a needle and Bic pen. That the statue was a work of art, and would I dare to ear the arm off the Mona Lisa? He didn't think so. That I was a disappointment to him, my family, my boyfriend, my fellow students, and likely all of Western civilization.

The unfortunate ignorance of a populace has led to individuals believing that if a person is considered disabled then they must also lack certain mental functions. This stereotypical perception pervades our culture and society and only in recent times has seen improvement with the push forward for mental health education. This is something I have seen time and again and it frustrates me that it can cause some people to give up without even trying.

Outside of school, though, we were often defined by our disabilities. We were “handicapped”—a bit like a species. Often when people have a disability, it’s the disability that other people see rather than all the other abilities that coexist with their particular difficulty. It’s why we talk about people being “disabled” rather than “having a disability.” One of the reasons that people are branded by their disability is that the dominant conception of ability is so narrow. But the limitations of this conception affect everyone in education, not just those with “special needs.” These days, anyone whose real strengths lie outside the restricted field of academic work can find being at school a dispiriting experience and emerge from it wondering if they have any significant aptitudes at all.

Let us educate the younger generation to be shy in and out of season: to edge behind the furniture: to say spasmodic and ill-digested things: to twist their feet round the protective feet of sofas and armchairs: to feel that their hands belong to someone else--that they are objects, which they long to put down on some table away from themselves. For shyness is the protective fluid within which our personalities are able to develop into natural shapes. Without this fluid the character becomes merely standardized or imitative: it is within the tender velvet sheath of shyness that the full flower of idiosyncrasy is nurtured: it is from this sheath alone that it can eventually unfold itself, coloured and undamaged. Let the shy understand, therefore, that their disability is not only an inconvenience, but also a privilege. Let them regard their shyness as a gift rather than as an affliction. Let them consider how intolerable are those of their contemporaries who are not also shy.

We are in the process of disabling our most distinctive achievement - our educational system - in the name of making the country more like itself.

Each one of us is different, but one thing that is true; Each one of us is wonderfully made, and so, my dear, are you!

Intellectual Property must be accessible to facilitate full and equal enjoyment of innovation and creativity by all.

Know your own child’s behaviors and look deeper to find their meaning. Be the expert for your child. Discover the wonderful.

The views on technology we get from listening to disabled people often look very different from those of people educated in the medical and "helping" professions.

...accept what you've already learned: that your disability will come and go and you'll never control it completely. Educate yourself about it, become an expert manager, and use treatment whenever you think it's necessary and without regard to your yearnings to be normal. Fight the shame that comes with being ill by sharing as much with others as you think is appropriate according to your own standards of privacy, not the culture's stigma.

David and Goliath is a book about what happens when ordinary people confront giants. By “giants,” I mean powerful opponents of all kinds—from armies and mighty warriors to disability, misfortune, and oppression. Each chapter tells the story of a different person—famous or unknown, ordinary or brilliant—who has faced an outsize challenge and been forced to respond. Should I play by the rules or follow my own instincts? Shall I persevere or give up? Should I strike back or forgive? Through these stories, I want to explore two ideas. The first is that much of what we consider valuable in our world arises out of these kinds of lopsided conflicts, because the act of facing overwhelming odds produces greatness and beauty. And second, that we consistently get these kinds of conflicts wrong. We misread them. We misinterpret them. Giants are not what we think they are. The same qualities that appear to give them strength are often the sources of great weakness. And the fact of being an underdog can change people in ways that we often fail to appreciate: it can open doors and create opportunities and educate and enlighten and make possible what might otherwise have seemed unthinkable.

I am not sure whether you could call this abuse, but when I was (long ago) abroad in the world of dry men, I saw parents, usually upscale and educated and talented and functional and white, patient and loving and supportive and concerned and involved in their children’s lives, profilgate with compliments and diplomatic with constructive criticism, loquacious in their pronouncements of unconditional love for and approval of their children, conforming to every last jot-tittle in any conceivably definition of a good parent, I saw parent after unimpeachable parent who raised kids who were (a) emotionally retarded or (b) lethally self-indulgent or (c) chronically depressed or (d) borderline psychotic or (e) consumed with narcissistic self-loathing or (f) neurotically driven/addicted or (g) variously psychosomatically Disabled or (h) some conjunctive permutation of (a) … (g). Why is this. Why do many parents who seem relentlessly bent on producing children who feel they are good persons deserving of love produce children who grow to feel they are hideous persons not deserving of love who just happen to have lucked into having parents so marvelous that the parents love them even though they are hideous? Is it a sign of abuse if a mother produces a child who believes not that he is innately beautiful and lovable and deserving of magnificent maternal treatment but somehow that he is a hideous unlovable child who has somehow lucked in to having a really magnificent mother? Probably not. But could such a mother then really be all that magnificent, if that’s the child’s view of himself? ...I think, Mrs. Starkly, that I am speaking of Mrs. Avril M.-T. Incandenza, although the woman is so multileveled and indictment-proof that it is difficult to feel comfortable with any sort of univocal accusation of anything. Something just was not right, is the only way to put it. Something creepy, even on the culturally stellar surface.

The more the world commits to programs for poverty and education, the greater the gap for those with intellectual disabilities. That’s because money goes where results are quick and quantifiable, which is not likely for people with intellectual disabilities.

Activism has its own overcoming myth. You enter some activist space, Tumblr, a campus group, your neighborhood cultural center. You’re expected to make mistakes, but to eventually never mess up anyone’s pronoun, ever, to never accidentally use the wrong vocabulary, regardless of how educated you are, self-educated or formally. You’re expected to be on this linear progression of no longer making mistakes once you are politically conscious, radical, or involved enough. And if you do make a mistake (and things that are actually toxic or oppressive end up being conflated very easily with valid disagreements), it’s evidence there’s something deeply wrong with your character regardless of how you handle it, whether you try to be accountable, or whether you work to not repeat that harm again.

You enter some activist space, Tumblr, a campus group, your neighborhood cultural center. You’re expected to make mistakes, but to eventually never mess up anyone’s pronoun, ever, to never accidentally use the wrong vocabulary, regardless of how educated you are, self-educated or formally.

There's no hope for these boys and girls, the headmaster soberly explained in the interview. This is not education, this is storage. Maybe Sonja (disabled) understood how it felt to be described as such. The vacant position only attracted one applicant, and she go thtose boys and girls to read Shakespeare.

Limits on people's capacities to conduct activities that are essential to everyday life are imposed by structural and systemic barriers. These barriers are part of a social system that regards some bodies as "normal" and some as "other", rather than considering a broad range of bodies and possibilities, for example when designing a building or piece of furniture. This relegates people with disabilities to the status of lesser citizens because of their lack of access. Disability is a byproduct of a society which is organized around only certain bodies which are defined as "normal", in laws, education, institutions, and in popular culture.

Those who say that children must not be frightened may mean two things. They may mean (1) that we must not do anything likely to give the child those haunting, disabling, pathological fears against which ordinary courage is helpless: in fact, phobias. His mind must, if possible, be kept clear of things he can’t bear to think of. Or they may mean (2) that we must try to keep out of his mind the knowledge that he is born into a world of death, violence, wounds, adventure, heroism and cowardice, good and evil. If they mean the first I agree with them: but not if they mean the second. The second would indeed be to give children a false impression and feed them on escapism in the bad sense. There is something ludicrous in the idea of so educating a generation which is born to the…atomic bomb. Since it is so likely that they will meet cruel enemies, let them at least have heard of brave knights and heroic courage. Otherwise you are making their destiny not brighter but darker.

I see now how this must have come across to my mother, who was then in the ninth year of a job she’d taken primarily so she could help finance my college education, after years of not having a job so that she’d be free to sew my school clothes, cook my meals, and do laundry for my dad, who for the sake of our family spent eight hours a day watching gauges on a boiler at the filtration plant. My mom, who’d just driven an hour to fetch me from the airport, who was letting me live rent-free in the upstairs of her house, and who would have to get herself up at dawn the next morning in order to help my disabled dad get ready for work, was hardly ready to indulge my angst about fulfillment.

The most important outcome of education is that students have a good quality of life and are productive members of society. Employment is the critical component for a successful quality of life for people with disabilities. Good jobs and/or careers that offer meaningful work, good pay and benefits, and social inclusion provide the key for successful outcomes. Page 3.

Those who say that children must not be frightened may mean two things. They may mean (1) that we must not do anything likely to give the child those haunting, disabling, pathological fears against which ordinary courage is helpless: in fact, phobias. His mind must, if possible, be kept clear of things he can’t bear to think of. Or they may mean (2) that we must try to keep out of his mind the knowledge that he is born into a world of death, violence, wounds, adventure, heroism and cowardice, good and evil. If they mean the first I agree with them: but not if they mean the second. The second would indeed be to give children a false impression and feed them on escapism in the bad sense. There is something ludicrous in the idea of so educating a generation which is born to the Ogpu and the atomic bomb. Since it is so likely that they will meet cruel enemies, let them at least have heard of brave knights and heroic courage. Otherwise you are making their destiny not brighter but darker. Nor do most of us find that violence and bloodshed, in a story, produce any haunting dread in the minds of children. As far as that goes, I side impenitently with the human race against the modern reformer. Let there be wicked kings and beheadings, battles and dungeons, giants and dragons, and let villains be soundly killed at the end of the book. Nothing will persuade me that this causes an ordinary child any kind or degree of fear beyond what it wants, and needs, to feel. For, of course, it wants to be a little frightened.

The passion for such children contains no ego motive of anticipated reciprocity; one is choosing against, in the poet Richard Wilbur's phrase, 'loving things for reasons'. You find beauty and hope in the existence, rather than the achievements, of such a child. Most parenthood entails some struggle to change, educate and improve one's children; people with multiple severe disabilities may not become anything else, and there is a compelling purity in parental engagement not with what might or should or will be, but with, simply, what is.

One could argue that people can only teach what they know. Or, looking at it from a different perspective, at some point we all lack knowledge about something until we choose or are forced to learn. Anyone committed to collective liberation must acknowledge ignorance and take up the work of comprehensive political education. For example, I have been out of my depth on disability justice and climate change, to name two topics, and so I follow the lead of people who are more knowledgeable. But this doesn’t let me off the hook: I still need to seek out knowledge on my own about these issues.

When I confronted my own racism for the first time, and acknowledged my privilege, I was further empowered to discover my self. Confronting one aspect of self meant unravelling a whole constellation of other parts too. As I was following one thread, it led me to the next. Eventually, embracing my sexuality stood shoulder to shoulder with my political views on the rights of peoples of colour, trans rights, climate change, animal cruelty, disability, women’s rights and voices, treatment of arts, education, youth and the elderly. Standing up in my bisexuality meant confronting all parts of humanity in my self.

As a kid my mom loved to read and was good at it. But when schools were integrated and she went to high school, they put her in remedial English because she wasn’t reading at the level of the white students her age. They. Thought. She. Had. A. Learning. Disability (except I’m sure they didn’t say it that politically correctly). In reality, my mom did not have a learning disability. What she had was a syndrome called “Years of being educated at Black public schools that didn’t have the greater resources of white public schools because of racism-it is.” Heard of that syndrome? Turns out this country still has it.

More often than not, the people around me weren’t simply deciding to give up. They were living in a culture of dependency that had been passed down from birth. My mother and grandmother gave in to the culture. And they expected me to figure out the best way to live on that same track, to game the system and not even try to escape. My friend Ben agrees. 'Most of the time, what you see in the housing projects are generations of families,' he says. 'People accustomed to this lifestyle. It becomes comfortable, so they don’t move away, and even their children stay and raise kids in the same environment.' In neighborhoods like the ones where Ben and I grew up, there is no perceived incentive to advance. After all, the checks for housing and the food stamps and assistance arrive every month. This is why the system must be reformed. Welfare should exist only for a certain period of time, unless you’re disabled and can’t physically work. It should not last for a generation or more. There are millions of jobs open, without enough people to fill them or, rather, without enough people who have the necessary skills and training. This is where the government should come in, providing incentives for real-world training and educating recipients about a life beyond government dependence.

We cannot pick and choose whom among the oppressed it is convenient to support. We must stand with all the oppressed or none of the oppressed. This is a global fight for life against corporate tyranny. We will win only when we see the struggle of working people in Greece, Spain, and Egypt as our own struggle. This will mean a huge reordering of our world, one that turns away from the primacy of profit to full employment and unionized workplaces, inexpensive and modernized mass transit, especially in impoverished communities, universal single-payer health care and a banning of for-profit health care corporations. The minimum wage must be at least $15 an hour and a weekly income of $500 provided to the unemployed, the disabled, stay-at-home parents, the elderly, and those unable to work. Anti-union laws, like the Taft-Hartley Act, and trade agreements such as NAFTA, will be abolished. All Americans will be granted a pension in old age. A parent will receive two years of paid maternity leave, as well as shorter work weeks with no loss in pay and benefits. The Patriot Act and Section 1021 of the National Defense Authorization Act, which permits the military to be used to crush domestic unrest, as well as government spying on citizens, will end. Mass incarceration will be dismantled. Global warming will become a national and global emergency. We will divert our energy and resources to saving the planet through public investment in renewable energy and end our reliance on fossil fuels. Public utilities, including the railroads, energy companies, the arms industry, and banks, will be nationalized. Government funding for the arts, education, and public broadcasting will create places where creativity, self-expression, and voices of dissent can be heard and seen. We will terminate our nuclear weapons programs and build a nuclear-free world. We will demilitarize our police, meaning that police will no longer carry weapons when they patrol our streets but instead, as in Great Britain, rely on specialized armed units that have to be authorized case by case to use lethal force. There will be training and rehabilitation programs for the poor and those in our prisons, along with the abolition of the death penalty. We will grant full citizenship to undocumented workers. There will be a moratorium on foreclosures and bank repossessions. Education will be free from day care to university. All student debt will be forgiven. Mental health care, especially for those now caged in our prisons, will be available. Our empire will be dismantled. Our soldiers and marines will come home.

The second part of the folk theory holds that racism is entirely a matter of individual beliefs, intentions, and actions. In the folk theory, a racist is a person who believes that people of color are biologically inferior to Whites, so that White privilege is deserved and must be defended. Racism is what this kind of White supremacist thinks and does. The folk theory holds that such people are anachronisms, who are ignorant, vicious, and remote from the mainstream. Their ignorance can be cured by education. Their viciousness can be addressed by helping them to enjoy new advantages, so that they can gain self-esteem and will not have to look down on others. Since education and general well-being are increasing, racism should soon disappear entirely, except as a sign of mental derangement or disability. One of the most difficult exercises that this book recommends is to move away from thinking of racism as entirely a matter of individual beliefs and psychological states. White Americans generally agree that things happen in the world because individuals, with beliefs, emotions, and intentions, cause them to happen. They consider this understanding to be the most obvious kind of common sense. Yet not everyone approaches the world from this perspective, and it is very interesting to try to think about racism from outside the framework that it imposes. Critical theorists do not deny that individual beliefs figure in racism. But we prefer to emphasize its collective, cultural dimensions, and to avoid singling out individuals and trying to decide whether they are racists or not. Furthermore, critical theorists insist that ordinary people who do not share White supremacist beliefs can still talk and behave in ways that advance the projects of White racism. I will try to show, in chapters to come, how

I grew up with a sibling who has a disability, and I witnessed firsthand the struggles they endured and still go through. I've heard both able-bodied and disabled people alike tell disabled people that they're fine the way they are and don't need to change. I agree with this completely---but the reality is unless you've lived with it day to day, or observed someone living with a disability every day, you can't possibly understand how hard it is to embrace that mindset. Much of our world---from our transport systems to our social and health care systems, is not set up in a way for individuals with disabilities to thrive. This lack of accessibility can lead to emotional distress, reduced educational and work opportunities, and increased isolation, among other things. Today, people are more sensitive compared to the lack of inclusion, equality, and autonomy that occurred in the era The Circus Train is set, but I think many people still may not consider accessibility issues, so I wanted to offer insight through Lena's experiences.

Instead of concentrating on how we can include the “other,” too often in American Christianity the focus becomes on when, how, and finding the right justifications for excluding the “other.” When I truly begin to appreciate the inclusive nature of Jesus, my heart laments at all the exclusiveness I see and experience. I think of my female friends; women of wisdom, peace, discernment, and character who should be emulated by the rest of us. When I listen and learn from these women, I realize what an amazing leaders they would be in church—but many never will be leaders in that way because they are lacking one thing: male genitals. Wise and godly women have been excluded, not because of a lack of gifting, education, or ability, but because they were born with the wrong private parts. I also think of a man who attended my former church who has an intellectual disability. He was friendly, faithful, and could always be counted on for a good laugh because he had absolutely no filter— yelling out at least six times during each sermon. One time in church my daughter quietly leaned over to tell me she had to go to the bathroom—and, in true form so that everyone heard, he shouted out, “Hey! Pipe it down back there!” It was hilarious. However, our friend has been asked to leave several churches because of his “disruptiveness.” Instead of being loved and embraced for who he is, he has been repeatedly excluded from the people of God because of a disability. We find plenty of other reasons to exclude people. We exclude because people have been divorced, exclude them for not signing on to our 18-page statements of faith, exclude them because of their mode of baptism, exclude them because of their sexual orientation, exclude them for rejecting predestination…we have become a religious culture focused on exclusion of the “other,” instead of following the example of Jesus that focuses on finding ways for the radical inclusion of the “other.” Every day I drive by churches that proudly have “All Are Welcome” plastered across their signs; however, I rarely believe it—and I don’t think others believe it either. Far too often, instead of church being something that exists for the “other,” church becomes something that exists for the “like us” and the “willing to become like us.” And so, Christianity in America is dying.

A strange mood has seized the almost-educated young. They’re on the march, angry at times, but mostly needful, longing for authority’s blessing, its validation of their chosen identities. The decline of the West in new guise perhaps. Or the exaltation and liberation of the self. A social-media site famously proposes seventy-one gender options—neutrois, two spirit, bigender…any colour you like, Mr. Ford. Biology is not destiny after all, and there’s cause for celebration. A shrimp is neither limiting nor stable. I declare my undeniable feeling for who I am. If I turn out to be white, I may identify as black. And vice versa. I may announce myself as disabled, or disabled in context. If my identity is that of a believer, I’m easily wounded, my flesh torn to bleeding by any questioning of my faith. Offended, I enter a state of grace. Should inconvenient opinions hover near me like fallen angels or evil djinn (a mile being too near), I’ll be in need of the special campus safe room equipped with Play-Doh and looped footage of gambolling puppies. Ah, the intellectual life! I may need advance warning if upsetting books or ideas threaten my very being by coming too close, breathing on my face, my brain, like unwholesome dogs.

I think that's quite true. and in fact the people who understand this the best are those who are carrying out the control and domination in the more free societies. like the U.S. and England, where popular struggles have have won a lot of freedoms over the years and the state has limited capacity to coerce. It is very striking that it's precisely in those societies that elite groups—the business world, state managers and so on—recognized early on that they are going to have to develop massive methods of control of attitude and opinion, because you cannot control people by force anymore and therefore you have to modify their consciousness so that they don't perceive that they are living under conditions of alienation, oppression, subordination and so on. In fact, that's what probably a couple trillion dollars are spent on each year in the U.S., very self-consciously, from the framing of television advertisements for two-year olds to what you are taught in graduate school economics programs. It's designed to create a consciousness of subordination and it's also intended specifically and pretty consciously to suppress normal human emotions. Normal human emotions are sympathy and solidarity, not just for people but for stranded dolphins. It's just a normal reaction for people. If you go back to the classical political economists, people like Adam Smith, this was just taken for granted as the core of human nature and society. One of the main concentrations of advertising and education is to drive that out of your mind. And it's very conscious. In fact, it's conscious in social policy right in front of our eyes today. Take the effort to destroy Social Security. Well, what's the point of that? There's a lot of scam about financial problems, which is all total nonsense. And, of course, they want Wall Street to make a killing. Underlying it all is something much deeper. Social Security is based on a human emotion and it's a natural human emotion which has to be driven out of people minds, namely the emotion that you care about other people. You care. It's a social and community responsibility to care whether a disabled widow across town has enough food to eat, or whether a kid across the street can go to school. You have to get that out of people's heads. You have to make them say, "Look, you are a personal, rational wealth maximizer. If that disabled widow didn't prepare for her own future, it's her problem not your problem. It's not your fault she doesn't have enough to eat so why should you care?

Each of the three recognized categories—care, service, and education—would encompass a wide range of activities, with different levels of compensation for full- and part-time participation. Care work could include parenting of young children, attending to an aging parent, assisting a friend or family member dealing with illness, or helping someone with mental or physical disabilities live life to the fullest. This category would create a veritable army of people—loved ones, friends, or even strangers—who could assist those in need, offering them what my entrepreneur friend’s touchscreen device for the elderly never could: human warmth. Service work would be similarly broadly defined, encompassing much of the current work of nonprofit groups as well as the kinds of volunteers I saw in Taiwan. Tasks could include performing environmental remediation, leading afterschool programs, guiding tours at national parks, or collecting oral histories from elders in our communities. Participants in these programs would register with an established group and commit to a certain number of hours of service work to meet the requirements of the stipend. Finally, education could range from professional training for the jobs of the AI age to taking classes that could transform a hobby into a career. Some recipients of the stipend will use that financial freedom to pursue a degree in machine learning and use it to find a high-paying job.

Thanks to the popular policies of our Party and the Government of our Republic, all our people are provided by the state and society with all the practical conditions they need for adequate food, clothing and housing and enjoy an equally happy life. They are supplied by the state with provisions virtually free of charge and receive the benefits of free education, free medical care and all the conditions they need for adequate food, clothing and housing. Moreover, as a result of the abolition of taxation, this word has disappeared from their vocabulary. In our country the state takes responsible care of the old and disabled people and children who have no means of support. In our country preferential, social treatment is accorded to merited people, including veterans who have been disabled in the fight for the noble cause of the fatherland and the people, and the Party and the state take warm care of them. Our people receive many benefits from the Party and the state. The popular policies of our Party and the Government of the Republic are eloquent proof of the advantages of our socialist system which is centred upon the popular masses. The “welfare policies” pursued in capitalist countries are fundamentally different from the popular policies of a socialist society. They are aimed at disguising the class contradictions in that society and at pacifying the resistance of the working masses. Even if the “welfare policies” are enforced, this is done only in name and cannot improve the life of the working people.

When a high IQ-test score is accompanied by subpar performance in some other domain, this is thought "surprising," and a new disability category is coined to name the surprise. So, similarly, the diagnostic criterion for mathematics disorder (sometimes termed dyscalculia) in DSM IV is that "Mathematical ability that falls substantially below that expected for the individual's chronological age, measured intelligence, and age-appropriate education" (p. 50)- The logic of discrepancy-based classification based on IQ-test performance has created a clear precedent whereby we are almost obligated to create a new disability category when an important skill domain is found to be somewhat dissociated from intelligence. It is just this logic that I exploited in creating a new category of disability- dysrationalia.T he proposed definition of the disability was as follows: Dysrationalia is the inability to think and behave rationally despite adequate intelligence. It is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in belief formation, in the assessment of belief consistency, and/or in the determination of action to achieve one's goals. Although dysrationalia may occur concomitantly with other handicapping conditions (e.g., sensory impairment), dysrationalia is not the result of those conditions. The key diagnostic criterion for dysrationalia is a level of rationality, as demonstrated in thinking and behavior, that is significantly below the level of the individual's intellectual capacity (as determined by an individually administered IQ test).

...until someone dares to start telling the story differently...I grew up with a disabled dad in a too-small house with not much money in a starting-to-fail neighborhood, and I also grew up surrounded by love and music in a diverse city in a country where an education can take you far. I had nothing or I had everything. It depends on which way you want to tell it.

I admire you for talking about your grandson’s autism so openly,” Bartek’s grandmother was told recently. Why the admiration? Should we be hiding it? And if so, then why? I think it’s because many, so-called ‘normal’ people are not mature or educated enough to deal with disability. Hiding disability makes sense only if the disabled person expects that his or her disability will cause an adverse reaction in society.

Do you know what one school supplier suggests that “special-education teachers” do for students who struggle with dyslexia, ADD, or other learning disabilities? They want the teachers to hypnotize the child to help them reach the higher levels of potential within themselves. They actually say in the catalog that spirit guides will assist the child, and the teacher should help the child get to know his or her guide. Of course, the teachers don’t inform the parents that their children will be exposed to demonic forces. The parents naively assume their children are receiving advanced reading lessons.

The major function of social work is concerned with helping people perform their normal life tasks by providing information and knowledge, social support, social skills, and social opportunities; it is also concerned with helping people deal with interference and abuse from other individuals and groups, with physical and mental disabilities, and with overburdening responsibilities they have for others. Most important, social work’s objective is to strengthen the community’s capacities to solve problems through development of groups and organizations, community education, and community systems of governance and control over systems of social care. The concern of psychotherapy is with helping people to deal with feelings, perceptions, and emotions that prevent them from performing their normal life tasks because of impairment or insufficient development of emotional and cognitive functions that are intimately related to the self. Social workers help people make use of and develop community and social resources to build connections with others and reduce alienation and isolation; psychotherapists help people to alter, reconstruct, and improve the self.

Ted helped pass major social and civil rights legislation. His efforts include the Education for All Handicapped Children Act (1975), the Americans with Disabilities Act (ADA) and the Child Care Act (both passed in 1990), and the Ryan White AIDS Care Act of 1990; he increased funding for the National Institutes of Health and many more educational, housing, medical, and support-services programs. The ADA specifically prohibited discrimination on the basis of disability, forcing the inclusion of millions of people with disabilities in education, housing, employment, sports, and more. Hatch said that even though he and Kennedy differed much on policy and philosophy, he “never doubted for a minute [Ted’s] commitment to help the elderly, the ill, and those Americans who have been on the outside looking in for far too long.

Shriver brothers Robert and Mark have also found ways to support the family commitment to the disabled. With the musician Bono, Robert helped found DATA (Debt, AIDS, Trade in Africa), which advocates for the eradication of poverty through education, debt reduction, development assistance, and campaigning for access to treatment for AIDS and malaria in Africa; and Mark serves as senior vice president of U.S. programs for Save the Children. Eunice’s only daughter, Maria Shriver, sits on the boards of Special Olympics and Best Buddies, and

Alternatively, diagnosed autistics, self-diagnosed people, people in the process of getting a diagnosis, people seeking a diagnosis, wannabees, or misdiagnosed individuals will sometimes call themselves low-functioning when they aren't. What they may be instead is lazy, and they may use their diagnosis or their alleged diagnosis to obtain special privileges throughout life, such as:   ◦         An IEP (Individualized Educational Program) in school ◦         Subsidized housing ◦         Work accommodations they would otherwise not be entitled to have ◦         Disability benefits ◦         Tax breaks ◦         Reduced admission costs at public and private functions and venues   When it is discovered by people in the online and offline autism community that some people are not as functional as they say they are, or are more functional than they say they are, arguing and fighting can break out, and this results in factions forming. The more a faction's members have in common with one another, the stronger the bond between the faction's members. In

Lots of women who have children work. Being a mother isn’t a disability. You're an educated man, you know I'm right.

I spent a lot of time with the disabled extras we had in the film, and they taught me a lot. I already knew from Mike Shaw how difficult life in a wheelchair could be. You just need to push someone around for a day and you realize how hard it is, and how little things make a huge difference. Things like kneeling down to talk to wheelchair users at their eye level. No one’s educated about it, are they? And because they aren’t, it creates a barrier. How hard would it be to replace one, just one, trigonometry class for a lesson run by a disabled person, explaining what would make their lives easier? Because everyone would do it. Even the toughest kids would do it. And it would make a huge difference to society.

found you on the CRISP website. I was looking for someone at UCSF with an R01 doing research in kidney disease,” I said. CRISP, now called the NIH RePORTER, was the National Institutes of Health’s searchable database of all federally funded biomedical research projects. I knew that the NIH’s R01 grant mechanism, which was awarded to researchers who no longer needed a research mentor, allowed the researcher to apply for smaller research grants to support someone from backgrounds underrepresented in medicine—Blacks, Hispanics, or Native Americans, individuals with a physical or mental disability, or those who grew up in poverty—at every level of education, from a high school student to a college student, a medical student, resident, or fellow.

Wikipedia: Pygmalion effect The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. … … According to the Pygmalion effect, the targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations. The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's performance will result in better follower performance. … The educational psychologist Robert L. Thorndike described the poor quality of the Pygmalion study. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression toward the mean, not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the effect of a prior expectancy induction was reduced to virtually zero.

As Jin Haritaworn implores, “I wish to propose that we further expand our abolitionist imagination by asking how hate is ascribed in tandem with not only crime but also pathology, in ways that defend and expand not only the prison but also psychiatry and other institutions of ‘care’ and reform. In particular, I argue that hate always already emanates from racialised bodies and ‘minds’ in ways that call for their assimilation and segregation in the form of treatment, education, policing, confinement and deportation.

Such intersectional analysis in the field of education, for example, repeatedly demonstrates the overrepresentation of students of color in special education and their labeling in “soft” disability categories such as emotionally disturbed, attention-deficit and hyperactivity disorders, and historically also “mental retardation” and now intellectual disability.89 As critical educators Dean Adams and Erica Meiners suggest, classification as special education masks segregation and pathologizes students of color.

As Bagnall and Eyal contend, the difference in the perception of the two forms of deinstitutionalization was due to different framings of social worth, in which those labeled with I/DD were seen as “forever children” and in need of guardianship, protection, and education, while those with labels of mental illness were constructed as “autonomous citizens.”71 Because mental illness was perceived as an illness and postwar sentiments believed in cure, people with psych labels were seen as self-reliant individuals who were only temporarily in need of assistance.

moral panics around the figure of the mentally ill as dangerous, especially through a racialized and gendered prism: as a lone bad apple, the mentally ill is a white man; as inherently depraved due to group association or background, the terrorist is sick and nonnormative, and also male—what Puar characterized as inherently queer.75 In contrast, the image of the “mentally retarded” is of the eternally innocent, in need of understanding, compassion, education, and specialized treatment.

Pat McDonald uses a wheelchair and plans to play on a tour with the Professional Golfers Association of America. Disability should not be used as an excuse to tell someone they cannot do something.

Martin Luther King’s most inspirational words were I have a dream. It is crucial not to let your disability stop you from fulfilling your dreams.

The American writer and teacher Helen Keller was born in 1921. She represents an extraordinary achievement in educational history for teaching students with disabilities, despite her advanced education. She inspires me as an activist; she has achieved her goals throughout her career and refused to back down; this woman has influenced my life; simply being yourself can be empowering.

There should never be a time when you are quick to judge someone with a disability. According to Reeve, a hero is someone who perseveres despite overwhelming obstacles. (Christopher)

Be eager to follow the lead of disabled people who are willing to do the heavy emotional labor of educating nondisabled about our access needs.

We need to look at history, we need to look at sociology, we need to zoom all the way out from a narrow look at ELT itself and think deeply about Blackness, about dis/ability, about capitalism and settler colonialism and the faulty structures upon which our society is built.

Critical theories addressing issues of race (critical race theory), gender (feminism), gender identity and sexual expression (queer theory), and disability (critical disability theory) are aimed at identifying interpersonal, social, cultural, and political mechanisms that support inequality, marginalization, or exclusion in order to change them. Critical race theory (CRT) in particular is making its way into social work education (Abrams and Moio 2009; Ortiz and Jani 2010). Ortiz and Jani emphasize that the assumptions behind CRT are that race is a social construction that has profound effects on all aspects of life. Kendi (2019) asserts that the concept of race was developed specifically to justify race-based oppression.

Educational institutions that foster a culture of accessibility not only empower persons with disabilities to graduate and earn a livelihood, but also play a crucial role in enlightening other students about the significance of accessibility.

By prioritizing accessibility, educational institutions can do more than facilitating students with disabilities in achieving their academic and career goals; they can also play a role in spreading awareness and culture among all students.

Facilitating a culture of accessibility in education is not just about helping students with disabilities succeed; it's about shaping an informed student body that recognizes the value of accessibility in every aspect of life.

Educational Institutions that build and maintain an accessible environment do more than enable persons with disabilities to thrive academically and professionally; they also instill a sense of responsibility and awareness about accessibility in their entire community.

The role of educational institutions in promoting accessibility extends beyond education of students with disabilities; it creates a ripple effect of awareness and understanding of accessibility among the general public.

More recently, autism has been seen by some as a neurological difference and not necessarily a disorder at all. According to the Autistic Self Advocacy Network (ASAN 2022, About Autism section): Autism is a developmental disability [which is a natural part of human diversity] that affects how we experience the world around us. Autistic people are an important part of the world. Autism is a normal part of life, and makes us who we are… Autistic people are born autistic and we will be autistic our whole lives… There is no one way to be autistic. Some autistic people can speak, and some autistic people need to communicate in other ways. Some autistic people also have intellectual disabilities and some autistic people don’t. Some autistic people need a lot of help in their day-to-day lives, and some autistic people only need a little help. All of these people are autistic, because there is no right or wrong way to be autistic. All of us experience autism differently, but we all contribute to the world in meaningful ways. We all deserve understanding and acceptance.

There is no simple way to determine when and where to get help. Many factors come into play, including the child’s age, family’s financial status, insurance, knowledge of resources, religious affiliation, availability of services in community, and so on. Parents may seek outside assistance for their adopted child when other factors such as a divorce, job loss, or other stresses compound the family needs. Parents are generally in the best position to determine when to get help, but advice from relatives, family physicians, teachers, and others in a position to know the family should be carefully considered. Services for children with special needs are provided by a variety of professionals. A physician—pediatrician or the family practitioner—is usually the place to begin. Families may be referred to a neurologist for a thorough assessment and diagnosis of neurological functioning (related to cognitive or learning disabilities, seizure disorders or other central nervous system problems). For specific communication difficulties, families may consult with a speech and language therapist, while a physical therapist would develop a treatment plan to enhance motor development. A rehabilitation technologist or an occupational therapist prescribes adaptive aids or activities of daily living. Early childhood educators specializing in working with children with special needs may be called a variety of titles, including Head Start teachers, early childhood special education teacher, or early childhood specialist.

In the United States, toddlers and preschoolers who might have a physical, sensory, cognitive, or emotional disability are guaranteed the right to a professional assessment and educational services under the Individuals with Disabilities Education Act (IDEA).

The Question of How? When you are writing goals, or even thinking about achieving big things in life, the question that will come to your mind is “how?” You may think, “I don’t have enough education or money, and my health isn’t good enough. How will I ever be able to achieve these goals?” These thoughts alone can discourage you from going any further. However, take this simple example: Imagine you are standing in front of your refrigerator and would like to open the door. What do you do? Do you think about how to do it? Do you worry about whether or not your muscles will respond and help you open the door? Unless you, unfortunately, have a physical disability, you are able to open the refrigerator door, having full faith that you can do it. Just as you may not be aware of the complexities of the way your body works to allow you to you to open that refrigerator door without thought, so the Universe has provided you with everything in abundance, and a continuous flow of prosperity can come your way. Only when you accept that it is possible, you can and will live the life that you dream about.

It’s still running today. If you examined the years since 1800 in twenty-year increments, and charted every way that human welfare can be expressed in numbers—not just annual per capita GDP, which climbed to more than $6,000 by 2000, but mortality at birth (in fact, mortality at any age); calories consumed; prevalence of infectious disease; average height of adults; percentage of lifetime spent disabled; percentage of population living in poverty; number of rooms per person; percentage of population enrolled in primary, secondary, and postsecondary education; illiteracy; and annual hours of leisure time—the chart will show every measure better at the end of the period than it was at the beginning. And the phenomenon isn’t restricted to Europe and North America; the same improvements have occurred in every region of the world. A baby born in France in 1800 could expect to live thirty years—twenty-five years less than a baby born in the Republic of the Congo in 2000. The nineteenth-century French infant4 would be at significantly greater risk of starvation, infectious disease, and violence, and even if he or she were to survive into adulthood, would be far less likely to learn how to read.

People with disabilities should not be considered unadvataged because they can high self esteem as others to fulfill their potential. People should be aware that a disability is something that some people can be born with and it is not a choice for them. Therefore, they should be treated with respect and should not be discriminated because this kind of behavior can socially isolate them from being part of the rest of their community.

People with disabilities should not be considered as unadvataged because they can have high self esteem as others to fulfill their potential. People should be aware that a disability is something that some people can be born with and it is not a choice for them. Therefore, they should be treated with respect and should not be discriminated because this kind of behavior can socially isolate them from being part of the rest of their community.

The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language” (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). This

Disability . . .is actually a historical concept that developed relative to work, employment, and education. Historical and social factors underpin how disability is defined and how people are grouped.

There is no one disabled future. But in mine, there is guaranteed income, housing, access, food, water, and education for all—or money has been abolished. I get paid to write from my bed. The births of disabled, Autistic, Mad, Neurodivergent, Deaf, and sick kids are celebrated, and there are memorials and healing and reparation sites on every psych ward, institution, nursing home, youth lockup, and “autistic treatment center” where our people have been locked up and abused. Anyone who needs care gets it, with respect and autonomy, not abuse. Caregivers are paid well for the work we do and are often disabled ourselves. Disabled folks are the ones teaching medical school students about our bodies. Schools have been taken apart and remade so that there’s not one idea of “smart” and “stupid,” but many ways of learning. There is a disability justice section in every bookstore and a million examples of sick and disabled and Deaf and autistic and Mad folks thriving. I have a really sick lipstick-red spiral ramp curving around my house. Because it’s beautiful. Because I want it. Because I get to live free. -LEAH

as adults, she explained, our minds don’t simply take in the world as it is so much as they make educated guesses about it. Relying on these guesses, which are based on past experience, saves the mind time and energy, as when, say, it’s trying to figure out what that fractal pattern of green dots in its visual field might be. (The leaves on a tree, probably.) LSD appears to disable such conventionalized, shorthand modes of perception and, by doing so, restores a childlike immediacy, and sense of wonder, to our experience of reality, as if we were seeing everything for the first time. (Leaves!)

Armed human beings, officially trained in efficient methods of administering death and violence, should not be dispatched in response to a Black woman experiencing an episode related to a psychiatric disability. She may not only not receive help, but her behavior may well be used as a pretext to kill her. Safety and security require education, housing, jobs, art, music, and recreation.

The push to abolish psychiatry can seem very privileged when some, especially racialized people, gender nonconforming people, poor people, and their intersected oppressions, don’t have access to any meaningful form of mental health care, including psychiatric diagnosis that provides access to other state services (in such avenues as education, employment accommodation, SSDI).

Equity Rules - While this novel portrays an unusual slice of life, the main characters are profiled in detail. Their discussions include individual vulnerability, dating and relationships, medical situations, current jobs and future careers, religion and the afterlife, and volunteering at a youth shelter. The underlying theme of this book is that each person is ultimately equal in the eyes of God, regardless of race, color, sex, national origin, religious beliefs, medical condition/disability, economic/social status and educational achievements. Equality Rules.

Poor countries in the developing world paid first, but the rest of us are paying now, as those policies and the suffering they impose come home to roost via right-wing economics that savages unions, education systems, the environment, and programs for the poor, disabled, and elderly in the name of privatization, free markets, and tax cuts.

What do I mean by “locked in time”? I mean, first of all, that we characteristically view mobile phenomena in immobile terms. We see processes like love and education as established circumstances rather than as complex temporal organisms whose lives depend on regular nourishment and renewal. Conversely, we tend to accept our own fear, weakness and ignorance as chronic disabilities rather than facing them, as we should, with the awareness that they are temporary and surmountable. Like still cameras, our minds consistently convert motion into stasis. In our language about time we resort to rocklike absolutisms – creation, completion, means, end, permanence, annihilation – terms whose static and extreme implications make them poor approximations of history and experience… We have little use at all for that most subtle and suggestive of words, renewal.

This is a shift from the seemingly axiomatic statement about “overrepresentation,” of children of color in special education or of people of color in prisons, to understanding this debilitation and forces of what I call racial criminal pathologization as a core of institutions that uphold settler racial “democracies.” Puar shows that disability under capitalism and empire is not overrepresented, as if this is an unfortunate side effect of these regimes. Rather, it is the core function of the system as is—to incapacitate, punish, contain.

much longer-lasting adverse effect of the pandemic: the fact that Americans who were in utero during the pandemic had, over the course of their lives, reduced educational attainment, higher rates of physical disability, and lower income relative to those who went through fetal development immediately before or after.119 Those born at the crests of the three waves also had higher lifetime risk from respiratory and cardiovascular diseases.120 Similar impacts on fetal development have also been found for other countries, including Brazil, Italy, Norway, Sweden,121 Switzerland, and Taiwan.122 There is also some evidence that the Spanish flu eroded social trust in the countries most adversely affected.123

Many Russians throw their KBs around non-competitively, just for health. Vasiliy Kubanov, from a village in the Kirovograd area, underwent a very complex digestive tract surgery at twenty-nine years of age. He was in such rough shape that the Soviet government, not famous for being too nice to anyone, offered to put him on disability. Vasiliy refused, started exercising with dumbbells and finally kettlebells, and even earned his national ranking four years after his surgery! So powerful was the girevoy sport’s effect on Kubanov’s life that he ended up getting the job of a physical education instructor at his collective farm.

there is no getting away from the fact that if you are a white, non-disabled, educated, heterosexual, middle-aged, middle- or upper-class male adhering to a version of Christianity or atheism that fits within the confines of a secular liberal democracy, then you are part of a minority that is not deemed as ‘other’ on some level by Western society, sparing you from the most obvious levels of discrimination.

American Express employees were told in mandatory trainings to create an “identity map” by writing their “race, sexual orientation, body type, religion, disability status, age, gender identity, citizenship” in circles surrounding the words “Who am I?” 71 Verizon employees were taught about intersectionality, microaggressions, and institutional racism, and asked to write a reflection on questions like “What is my cultural identity?” with “race/ ethnicity, gender/ gender identity, religion, education, profession, sexual orientation” beneath. 72 CVS Health hourly employees were sent to a mandatory training where keynote speaker Ibram X. Kendi explained that “to be born in [The United States] is to literally have racist ideas rain on our head consistently and constantly … We're just walking through society completely soaked in racist ideas believing we're dry.” 73 Employees were asked to fill out a “Reflect on Privilege” checklist and told they should “commit to holding yourself and colleagues accountable to consistently celebrate diversity and take swift action against non-inclusive behaviors.” 74

We’re not going to let a hypocritical society give us a token education and then bury us,” I told one reporter. When it came time for my segment on Today, I went on completely revved up. Poor Bob Hermann. He wasn’t necessarily against me, but I went after him like a dog with a bone. It was, I felt, no longer about me. It was about all the people. Yes, I did want to be a teacher, but in my mind, it was about all the stories I’d heard about someone’s brother or sister, or their father, their mother, their cousin, or they themselves—and how they had this problem or that problem and no one was listening and things weren’t happening. A dam had broken. After all this time, all the years of being ignored and dismissed, I felt like we had an opportunity to call attention and start to make it right. We could do something.

But it wouldn’t happen—the government would not take any responsibility—unless we made it impossible for them to ignore us. The idea of bringing a lawsuit against the Board of Ed was daunting, and I had no clue how to do it. I didn’t even know where to start. I definitely didn’t know any lawyers. The people I knew were butchers and cops, teachers and firefighters. How did one go about finding a lawyer? How could I possibly find one who would see the Board of Education’s decision as an issue of civil rights? If the ACLU didn’t get it, what hope did I have of finding a mainstream lawyer who got it? We decided we needed publicity. A disabled guy I knew from school was a journalism major and stringer for the New York Times. I called him and told him about the Board of Education’s decision. The next day a reporter named Andrew Malcolm called to interview me. A week later, the article, “Woman in Wheel Chair Sues to Become Teacher,” came out. It was 1970, and I was twenty-two years old.

Studentprogress.org is a multifaceted educational platform providing self-paced learning modules for educators and administrators, focusing on high-quality programming for students with disabilities. It features detailed resources for student progress monitoring, including tools and technical assistance, particularly for elementary grades. Additionally, the site offers extensive test preparation material, including reviews of various prep courses, test dates, study strategies, and general test guides.

Eugenics was a popular pseudoscience at this time in the U.S., and Bell was a big advocate. The belief was used to justify the forcible sterilization of disabled people, a program that Hitler admired and is said to have learned from. Bell was against forced sterilization himself, but instead believed getting rid of sign language was the key to eradicating deafness. Without sign, deaf people would integrate into the general population rather than marry one another, thereby producing fewer deaf babies. Besides his ethics, Bell’s actual science was wrong—most deafness isn’t directly hereditary—but his ideas remain prevalent in deaf education circles today.