Students With Disabilities Quotes

Master those books you have. Read them thoroughly. Bathe in them until they saturate you. Read and reread them…digest them. Let them go into your very self. Peruse a good book several times and make notes and analyses of it. A student will find that his mental constitution is more affected by one book thoroughly mastered than by twenty books he has merely skimmed. Little learning and much pride comes from hasty reading. Some men are disabled from thinking by their putting meditation away for the sake of much reading. In reading let your motto be ‘much not many.

It seems to me that people who don’t learn as easily as others suffer from a kind of learning disability—there is something different about the way they comprehend unfamiliar material—but I fail to see how this disability is improved by psychiatric consultation. What seems to be lacking is a technical ability that those of us called ‘good students’ are born with. Someone should concretely study these skills and teach them. What does a shrink have to do with the process?

I thought about this for days, just as I thought of the special-ed teacher I met in Pittsburgh. "You know," I said, "I hear those words and automatically think Handicapped, or, Learning disabled. But aren't a lot of your students just assholes?" "You got it," she said. Then she told me about a kid - last day of class - who wrote on the blackboard, "Mrs. J____ is a cock master." I was impressed because I'd never heard that term before. She was impressed because the boy had spelled it correctly.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

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.

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.

People won’t see you as just another woman any more, but as a white woman who hangs with brownies, and you’ll lose a bit of your privilege, you should still check it, though, have you heard the expression, check your privilege, babe? Courtney replied that seeing as Yazz is the daughter of a professor and a very well-known theatre director, she’s hardly underprivileged herself, whereas she, Courtney, comes from a really poor community where it’s normal to be working in a factory at sixteen and have your first child as a single mother at seventeen, and that her father’s farm is effectively owned by the bank Yes but I’m black, Courts, which makes me more oppressed than anyone who isn’t, except Waris who is the most oppressed of all of them (although don’t tell her that) In five categories, black, Muslim, female, poor, hijab bed She’s the only one Yazz can’t tell to check her privilege Courtney replied that Roxane Gay warned against the idea of playing ‘privilege Olympics’ and wrote in Bad Feminist that privilege is relative and contextual, and I agree, Yazz, I mean, where does it all end? Is Obama less privileged than a white hillbilly growing up in a trailer park with a junkie single mother and a jailbird father? Is a severely disabled person more privileged than a Syrian asylum-seeker who’s been tortured? Roxane argues that we have to find a new discourse for discussing inequality Yazz doesn’t know what to say, when did Court read Roxane Gay - who’s amaaaazing? Was this a student outwitting the master moment? #whitegirltrumpsblackgirl

Several years ago, researchers at the University of Minnesota identified 568 men and women over the age of seventy who were living independently but were at high risk of becoming disabled because of chronic health problems, recent illness, or cognitive changes. With their permission, the researchers randomly assigned half of them to see a team of geriatric nurses and doctors—a team dedicated to the art and science of managing old age. The others were asked to see their usual physician, who was notified of their high-risk status. Within eighteen months, 10 percent of the patients in both groups had died. But the patients who had seen a geriatrics team were a quarter less likely to become disabled and half as likely to develop depression. They were 40 percent less likely to require home health services. These were stunning results. If scientists came up with a device—call it an automatic defrailer—that wouldn’t extend your life but would slash the likelihood you’d end up in a nursing home or miserable with depression, we’d be clamoring for it. We wouldn’t care if doctors had to open up your chest and plug the thing into your heart. We’d have pink-ribbon campaigns to get one for every person over seventy-five. Congress would be holding hearings demanding to know why forty-year-olds couldn’t get them installed. Medical students would be jockeying to become defrailulation specialists, and Wall Street would be bidding up company stock prices. Instead, it was just geriatrics. The geriatric teams weren’t doing lung biopsies or back surgery or insertion of automatic defrailers. What they did was to simplify medications. They saw that arthritis was controlled. They made sure toenails were trimmed and meals were square. They looked for worrisome signs of isolation and had a social worker check that the patient’s home was safe. How do we reward this kind of work? Chad Boult, the geriatrician who was the lead investigator of the University of Minnesota study, can tell you. A few months after he published the results, demonstrating how much better people’s lives were with specialized geriatric care, the university closed the division of geriatrics.

teaching the students I did before the accident helped me understand that a disability isn't necessarily a bad thing. It can be handled

I suspect that every teacher hears the same complaints, but that, being seldom a practicing author, he tends to dismiss them as out of his field, or to see in them evidence that the troubled student has not the true vocation. Yet it is these very pupils who are most obviously gifted who suffer from these disabilities, and the more sensitively organized they are the higher the hazard seems to them. Your embryo journalist or hack writer seldom asks for help of any sort; he is off after agents and editors while his more serious brother-in-arms is suffering the torments of the damned because of his insufficiencies. Yet instruction in writing is oftenest aimed at the oblivious tradesman of fiction, and the troubles of the artist are dismissed or overlooked.

To be Kaspar Hauser is to long, at every moment of your dubious existence, with every fiber of your questionable being, not to be Kaspar Hauser. It’s to long to leave yourself completely behind, to vanish from your own sight. Does this surprise you? It is of course what you have taught me to desire. And I am a diligent student. With your help I have furnished myself inside and out. My thoughts are yours. These words are yours. Even my black and bitter tears are yours, for I shed them at the thought of the life I never had, which is to say, your life, ladies and gentlemen of Nuremberg. My deepest wish is not to be an exception. My deepest wish is not to be a curiosity, an object of wonder. It is to be unremarkable. To become you—to sink into you—to merge with you until you cannot tell me from yourselves; to be uninteresting; to be nothing at all; to experience the ecstasy of mediocrity—is it so much to ask? You who have helped me to advance so far, won’t you lead me to the promised land, the tranquil land of the ordinary, the banal, the boring? Not to be Kaspar Hauser, not to be the enigma of Europe, not to be the wild boy in the tower, the man without a childhood, the young man without a youth, the monster born in the middle of his life, but to be you, to be you, to be nothing but you! This is my vision of paradise. And although the very existence of such a vision reveals nothing so much as my distance, which widens into an abyss even as I try to fling myself across, still I am not without hope.

Late arrival, make-up tests, and accessible seating are all standard disability accommodations central to a student's ability to learn. These are not optional, nor should they be denied on the basis of cost, convenience, or ignorance.

We believe that as teachers, our job is not to establish a student’s ‘potential’, but to move them onwards from wherever they may be. In other words, the focus should be on the quality of our instruction, not on students’ ‘ability’ or ‘disability’.

We believed we were supposed to "cope" as best we could. As we talked, we realized the disability itself was not that big a deal for us. We had all learned to accept our physical limitations. What made life difficult was not the disability, but the lack of services and support, the lack of accessibility, the unfair and stereotypical ways in which we were treated, the pity doled out for us all our lives. Often, after a meeting, I wrote my thoughts down in a notebook. "It's not my fault that I'm disabled, yet I've been made to feel that it is," I wrote. "My polio never made me unhappy; people made me unhappy. Ever since I was a little girl, people have always made me feel I was no good because I was disabled. From Sicilian women and the nuns to the doctors who couldn't fix me, to my fellow students and prospective employers... and even my own parents." As I wrote, my tears fell and stained the pages - tears of anger, of relief and of new hope.

Don't hate white people. They can't help it. They have a learning disability. They need your compassion. They need accommodations. They are like preschoolers--their understanding of race is so basic. They can't be faulted for being uncomfortable with somebody who has what amounts to a graduate degree in race--that is, us. It's not fair for preschoolers to be placed in the same classroom with graduate students and be forced to compete. Pity them, Maria. Take their hands and explain very slowly and very carefully to them the truth of what you know, but with kindness in your heart. Have compassion for them, because not everybody starts on an equal playing field.

Like most of the English faculty, she had dealt with suicidal and homicidal students, students with eating disorders who fainted in class, students with depression, cancer, learning disabilities, dead or dying parents, autism, schizophrenia, gender identity issues, romantic heartbreak, and various syndromes involving the inability to sit quietly and read.

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.

How could sixty-two million people vote for someone they heard on tape bragging about repeated sexual assault? How could he attack women, immigrants, Muslims, Mexican Americans, prisoners of war, and people with disabilities—and, as a businessman, be accused of scamming countless small businesses, contractors, students, and seniors—and still be elected to the most important and powerful job in the world?

But no matter how carefully we schedule our days, master our emotions, and try to wring our best life now from our better selves, we cannot solve the problem of finitude. We will always want more. We need more. We are carrying the weight of caregiving and addiction, chronic pain and uncertain diagnosis, struggling teenagers and kids with learning disabilities, mental illness and abusive relationships. A grandmother has been sheltering without a visitor for months, and a friend's business closed its doors. Doctors, nurses, and frontline workers are acting as levees, feeling each surge of the disease crash against them. My former students, now serving as pastors and chaplains, are in hospitals giving last rites in hazmat suits. They volunteer to be the last person to hold his hand. To smooth her hair. The truth if the pandemic is the truth of all suffering: that it is unjustly distributed. Who bears the brunt? The homeless and the prisoners. The elderly and the children. The sick and the uninsured. Immigrants and people needing social services. People of color and LGBTQ people. The burdens of ordinary evils— descriminations, brutality, predatory lending, illegal evictions, and medical exploitation— roll back on the vulnerable like a heavy stone. All of us struggle against the constraints places on our bodies, our commitments, our ambitions, and our resources, even as we're saddled with inflated expectations of invincibility. This is the strange cruelty of suffering in America, its insistence that everything is still possible.

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.

…He needed to find some little poor kids to playfully spray with a hose, while he was helping out at a charity carwash for the handicapped or something.  Maybe rent a wet dog for the afternoon, and get it to shake its head in slow motion, while he laughed like some douchebag asshole and tried to lightheartedly block the soapy droplets with his hands or one of the little wheelchair kids or something.  Women loved that shit if movies were to be believed.  They ate it up. Sadly, he had no idea how to go about doing any of that though.  None of the pet shops had been open to the idea of him using their puppies as a prop in a seduction fantasy, and all of the schools for the disabled he called had refused to give him an hourly rate on renting their students.

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.

We believed we were supposed to 'cope' as best we could. As we talked, we realized the disability itself was not that big a deal for us. We had all learned to accept our physical limitations. What made life difficult was not the disability, but the lack of services and support, the lack of accessibility, the unfair and stereotypical ways in which we were treated, the pity doled out for us all our lives. Often, after a meeting, I wrote my thoughts down in a notebook. 'It's not my fault that I'm disabled, yet I've been made to feel that it is,' I wrote. 'My polio never made me unhappy; people made me unhappy. Ever since I was a little girl, people have always made me feel I was no good because I was disabled. From Sicilian women and the nuns to the doctors who couldn't fix me, to my fellow students and prospective employers... and even my own parents.' As I wrote, my tears fell and stained the pages - tears of anger, of relief and of new hope.

One day I asked what connection Prince Andrei, Natasha, and the bumbling Pierre could possibly have to their very different lives? There was, as at Newport, a moment of silence. Then three students simultaneously said the same thing: “They make us feel less lonely.” Thucydides wouldn’t have put it in that way, but I suspect this is what he meant when he encouraged his readers to seek “knowledge of the past as an aid to the understanding of the future, which in the course of human things must resemble if it does not reflect it.” For without some sense of the past the future can be only loneliness: amnesia is a solitary affliction. But to know the past only in static terms—as moments frozen in time and space—would be almost as disabling, because we’re the progeny of progressions across time and space that shift from small scales to big ones and back again. We know these through narratives, whether historical or fictional or a combination of both. Thucydides and Tolstoy are, therefore, closer than you might think, and we’re fortunate to be able to attend their seminars whenever we like.

Washington University found that adding a single extra gene dramatically boosted a mouse’s memory and ability. These “smart mice” could navigate mazes faster, remember events better, and outperform other mice in a wide variety of tests. They were dubbed “Doogie mice,” after the precocious character on the TV show Doogie Howser, M.D. Dr. Tsien began by analyzing the gene NR2B, which acts like a switch controlling the brain’s ability to associate one event with another. (Scientists know this because when the gene is silenced or rendered inactive, mice lose this ability.) All learning depends on NR2B, because it controls the communication between memory cells of the hippocampus. First Dr. Tsien created a strain of mice that lacked NR2B, and they showed impaired memory and learning disabilities. Then he created a strain of mice that had more copies of NR2B than normal, and found that the new mice had superior mental capabilities. Placed in a shallow pan of water and forced to swim, normal mice would swim randomly about. They had forgotten from just a few days before that there was a hidden underwater platform. The smart mice, however, went straight to the hidden platform on the first try. Since then, researchers have been able to confirm these results in other labs and create even smarter strains of mice. In 2009, Dr. Tsien published a paper announcing yet another strain of smart mice, dubbed “Hobbie-J” (named after a character in Chinese cartoons). Hobbie-J was able to remember novel facts (such as the location of toys) three times longer than the genetically modified strain of mouse previously thought to be the smartest. “This adds to the notion that NR2B is a universal switch for memory formation,” remarked Dr. Tsien. “It’s like taking Michael Jordon and making him a super Michael Jordan,” said graduate student Deheng Wang. There are limits, however, even to this new mice strain. When these mice were given a choice to take a left or right turn to get a chocolate reward, Hobbie-J was able to remember the correct path for much longer than the normal mice, but after five minutes he, too, forgot. “We can never turn it into a mathematician. They are rats, after all,” says Dr. Tsien. It should also be pointed out that some of the strains of smart mice were exceptionally timid compared to normal mice. Some suspect that, if your memory becomes too great, you also remember all the failures and hurts as well, perhaps making you hesitant. So there is also a potential downside to remembering too much.

told my people that I wanted only the best, whatever it took, wherever they came from, whatever it cost. We assembled thirty people, the brightest cybersecurity minds we have. A few are on loan, pursuant to strict confidentiality agreements, from the private sector—software companies, telecommunications giants, cybersecurity firms, military contractors. Two are former hackers themselves, one of them currently serving a thirteen-year sentence in a federal penitentiary. Most are from various agencies of the federal government—Homeland Security, CIA, FBI, NSA. Half our team is devoted to threat mitigation—how to limit the damage to our systems and infrastructure after the virus hits. But right now, I’m concerned with the other half, the threat-response team that Devin and Casey are running. They’re devoted to stopping the virus, something they’ve been unable to do for the last two weeks. “Good morning, Mr. President,” says Devin Wittmer. He comes from NSA. After graduating from Berkeley, he started designing cyberdefense software for clients like Apple before the NSA recruited him away. He has developed federal cybersecurity assessment tools to help industries and governments understand their preparedness against cyberattacks. When the major health-care systems in France were hit with a ransomware virus three years ago, we lent them Devin, who was able to locate and disable it. Nobody in America, I’ve been assured, is better at finding holes in cyberdefense systems or at plugging them. “Mr. President,” says Casey Alvarez. Casey is the daughter of Mexican immigrants who settled in Arizona to start a family and built up a fleet of grocery stores in the Southwest along the way. Casey showed no interest in the business, taking quickly to computers and wanting to join law enforcement. When she was a grad student at Penn, she got turned down for a position at the Department of Justice. So Casey got on her computer and managed to do what state and federal authorities had been unable to do for years—she hacked into an underground child-pornography website and disclosed the identities of all the website’s patrons, basically gift-wrapping a federal prosecution for Justice and shutting down an operation that was believed to be the largest purveyor of kiddie porn in the country. DOJ hired her on the spot, and she stayed there until she went to work for the CIA. She’s been most recently deployed in the Middle East with US Central Command, where she intercepts, decodes, and disrupts cybercommunications among terrorist groups. I’ve been assured that these two are, by far, the best we have. And they are about to meet the person who, so far, has been better. There is a hint of reverence in their expressions as I introduce them to Augie. The Sons of Jihad is the all-star team of cyberterrorists, mythical figures in that world. But I sense some competitive fire, too, which will be a good thing.

accommodated. For example, even when universities have access policies, it is often still left to students with disabilities to find out about those policies, to ask about access arrangements at each and every event. 7 The very effort required to find out about access can end up making events inaccessible.

The Florida School for the Deaf and Blind fits right in among St. Augustine’s stately bearded oaks and rock coral walls, looking more like a college campus than anything else. It’s the largest facility of its kind in the world. Because stomping on cement hurts, deaf students cup one hand against the wall and bark a short hoh to get each other’s attention from a distance. The sound echoes up and down the halls and kids stop to see if it’s them being hailed. Deaf couples stretch the boy’s T-shirt forward, dip their faces into the neck, and sign inside for privacy. Their faces almost touch. Fabric ripples with hidden movements. Watching them, my inner adolescent feels a twinge of jealousy.

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.

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.

While bilingual is understood as a valuable asset or goal for middle-class and upper-class students, for working-class and poor students it is framed as a disability that must be overcome

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.

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.

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.

I find it hilarious when someone says "science has proven this" and "science did not prove that". As a teacher, I was always proving my students wrong whenever they said those things. But I can't do the same with the many stupid from the western world who are obsessed with the appearances of the physical world. They shout louder when someone proves them wrong, like a little child would if confronted with a lie. People know nothing about science. The real scientists hate people like me, because I ask questions they never considered. You see, science evolves at the exact same level as consciousness, and if your consciousness is not evolved enough, you will think that you can make gold out of iron or that maggots appear spontaneously out of rotten meat. The great philosopher Aristotle believed that life can arise from nonliving matter. There was an equal level of stupidity and absurdity to his rationalizations, albeit often wise. Until a few centuries ago, it was scientifically proven that the earth was not round but was the center of the universe. It was also scientifically proven that if you are cut and bleed when sick, that will make you feel better, unless, of course, you die. Today, everyone tells me that learning disabilities have no cure and that intelligence can't be increased, even though I have always proven those beliefs to be false. Does anyone care? No! Because science is never scientific but a rationalization at the exact same level of consciousness of a people. If consciousness evolves nearly everything that you are being told now will be proven to be false, and scientists are afraid of that, which is why they stop any among them from being an heretic and prove the religious science of today to be wrong. Now, that requires quite a high level of consciousness, to not be emotionally affected by the fact that you have been fooled by everyone on almost everything you consider to be true, and worse - restart again!

Teachers sometimes view students with disabilities who act out because of their disorder as oppositional and defiant. Teachers who understand the cycle of fear, avoidance, stress, and escape (FASE) understand what “saving FASE” means. Teachers learn not to react to the behavior but to the underlying cause of the behavior. Teachers who understand FASE recognize that all human behavior sends a message. By looking for the message and reframing the behavior as a way of communicating, teachers can see the oppositional behaviors, frequent trips to the nurse, being unprepared for class, and frequent absences as attempts to avoid the shame of underperforming in the classroom (Schultz, 2011, pp. 137-142). For teachers to have success with managing their classrooms, it is imperative for them to understand that the students are not unmotivated or oppositional, but are sending a message about their need for help.

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.

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.

Your five-year-old son wanders around his kindergarten classroom distracting other kids. The teacher complains: he can’t sit through her scintillating lessons on the two sounds made by the letter e. When the teacher invites all the kids to sit with her on the rug for a song, he stares out the window, watching a squirrel dance along a branch. She’d like you to take him to be evaluated. And so you do. It’s a good school, and you want the teacher and the administration to like you. You take him to a pediatrician, who tells you it sounds like ADHD. You feel relief. At least you finally know what’s wrong. Commence the interventions, which will transform your son into the attentive student the teacher wants him to be. But obtaining a diagnosis for your kid is not a neutral act. It’s not nothing for a kid to grow up believing there’s something wrong with his brain. Even mental health professionals are more likely to interpret ordinary patient behavior as pathological if they are briefed on the patient’s diagnosis.[15] “A diagnosis is saying that a person does not only have a problem, but is sick,” Dr. Linden said. “One of the side effects that we see is that people learn how difficult their situation is. They didn’t think that before. It’s demoralization.” Nor does our noble societal quest to destigmatize mental illness inoculate an adolescent against the determinism that befalls him—the awareness of a limitation—once the diagnosis is made. Even if Mom has dressed it in happy talk, he gets the gist. He’s been pronounced learning disabled by an occupational therapist and neurodivergent by a neuropsychologist. He no longer has the option to stop being lazy. His sense of efficacy, diminished. A doctor’s official pronouncement means he cannot improve his circumstances on his own. Only science can fix him.[16] Identifying a significant problem is often the right thing to do. Friends who suffered with dyslexia for years have told me that discovering the name for their problem (and the corollary: that no, they weren’t stupid) delivered cascading relief. But I’ve also talked to parents who went diagnosis shopping—in one case, for a perfectly normal preschooler who wouldn’t listen to his mother. Sometimes, the boy would lash out or hit her. It took him forever to put on his shoes. Several neuropsychologists conducted evaluations and decided he was “within normal range.” But the parents kept searching, believing there must be some name for the child’s recalcitrance. They never suspected that, by purchasing a diagnosis, they might also be saddling their son with a new, negative understanding of himself. Bad

why would we want to freeze the system and disable our students by getting them perfectly ready for yesterday, when we know they will have to move headlong into a very different tomorrow? Every one of those students needs to be ready for life outside the trenches.

WHO IS YOUR TEACHER? Everyone you come across is your Teacher, ..Family members, as they teach you sacrifice and unconditional love; ...Friends, as they teach you how to share joy and sorrow; ...Young kids, as they teach you patience, and “to live for the day”; ...Beggars, as they teach you generosity and compassion; ... L-learner drivers, as they teach you patience; ....Pick-pockets, as they teach you to manage emotions, letting go, forgive and forget; and .... Those who are with disability and those with dementia; as they teach you empathy and (lots of) patience. So you see, there is no lack of good Teachers, it’s just that we are bad Students, We learn but we never practise.

Unsurprisingly, given the eagerness of professors and students of identity studies to claim as many labels for themselves as possible, some individuals have sought to expand the definition of disability to include … well, themselves. At the "Wrong/ed Bodies" session at the Cultural Studies conference, Angela Lea Nemecek complained that when she breastfed in her office at the University of Virginia, she was made to feel as if she had a disability. In short, her breastfeeding was "constructed in the workplace" as a disability. Therefore, she reasoned, breastfeeding is a disability and should be protected under the Americans with Disability Act.

You know, there are certain disabilities that make social skills a problem. Autism is one of them. Erik needs to be taught how to make eye contact, and what to say in a conversation with other teachers or students.

Teaching the students I did before the accident helped me understand that a disability isn't necessarily a bad thing. I can be handled." PG> 14

Dedication Although she is no longer with us, I would like to thank Mrs. Fuller, my high school English teacher. Believe it or not, I have a variety of learning disabilities which makes it difficult for me to spell words correctly or consistently. This issue got me placed, briefly, in the Special Learning track at school. It was Mrs. Fuller who noticed that I was carrying Lord of the Rings around with me one day and asked why I was carrying a book for someone else. Obviously someone as disabled as me could not possibly be reading it herself. Ha! When I demonstrated I was able to READ even if I couldn't write she had me bounced back to the regular classes. Even though the rules of English Lit. required her to mark me down for each and every grammatical error and spelling mistake she would write, in some amazement I remember, how impressed she was with the breadth and comprehensive nature of my imagination. Many years later I still remember her telling me to put the story down on paper somehow. The publishers will hire someone to fix the little things. It was the story that counted. So, Hi to Mrs Fuller and all her ilk. Thank you from a C+ student.

Online learning can be a lifeline to those who have obstacles, such as geographical distances or physical disabilities."               - Paul Levinson, author, "The Soft Edge

Something is wrong. How could sixty-two million people vote for someone they heard on tape bragging about repeated sexual assault? How could he attack women, immigrants, Muslims, Mexican Americans, prisoners of war, and people with disabilities—and, as a businessman, be accused of scamming countless small businesses, contractors, students, and seniors—and still be elected to the most important and powerful job in the world? How can we as a nation allow untold thousands of

How could sixty-two million people vote for someone they heard on tape bragging about repeated sexual assault? How could he attack women, immigrants, Muslims, Mexican Americans, prisoners of war, and people with disabilities—and, as a businessman, be accused of scamming countless small businesses, contractors, students, and seniors—and still be elected to the most important and powerful job in the world? How can we as a nation allow untold thousands of Americans to be disenfranchised by voter suppression laws?

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

He claimed to employ different tactics for different ships, but the basic strategy was crude in its simplicity. In attack groups spread amongst several small and speedy skiffs, Boyah and his men approached their target on all sides, swarming like a water-borne wolf pack. They brandished their weapons in an attempt to frighten the ship's crew into stopping, and even fired into the air. If these scare tactics did not work, and if the target ship was capable of outperforming their outboard motors, the chase ended there. But if they managed to pull even with their target, they tossed hooked rope ladders onto the decks and boarded the ship. Instances of the crew fighting back were rare, and rarely effective, and the whole process, from spotting to capturing, took at most thirty minutes. Boyah guessed that only 20 per cent to 30 per cent of attempted hijackings met with success, for which he blamed speedy prey, technical problems, and foreign naval or domestic intervention. The captured ship was then steered to a friendly port – in Boyah's case, Eyl – where guards and interpreters were brought from the shore to look after the hostages during the ransom negotiation. Once the ransom was secured – often routed through banks in London and Dubai and parachuted like a special-delivery care package directly onto the deck of the ship – it was split amongst all the concerned parties. Half the money went to the attackers, the men who actually captured the ship. A third went to the operation’s investors: those who fronted the money for the ships, fuel, tracking equipment, and weapons. The remaining sixth went to everyone else: the guards ferried from shore to watch over the hostage crew, the suppliers of food and water, the translators (occasionally high school students on their summer break), and even the poor and disabled in the local community, who received some as charity. Such largesse, Boyah told me, had made his merry band into Robin Hood figures amongst the residents of Eyl.

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

Benjamin Franklin famously observed that “an ounce of prevention is worth a pound of cure.” Dozens of experiments have shown that early interventions can help students facing disadvantages and learning disabilities make leaps in math and reading.

American Disabilities Act – ADA i. A federal law that prevents discrimination of disabled persons from receiving care from healthcare providers.

Many students get mislabeled as students with disabilities when what they really need is ongoing support while their brains go through the normal maturation process.

Shortly afterward, Cook faced another unexpected personal challenge: he was diagnosed with multiple sclerosis. The disease threatened to disable his brain and impair his spinal cord. He later learned that it had been a misdiagnosis, but the health scare inspired him to raise money for MS research and contributed to a period of introspection. Around that time, he found himself asking: What is my life’s purpose? “It began to dawn on me then that the purpose of life wasn’t to love your job,” he told a group of Oxford students two decades later. “It was to serve humanity in some broad way, and the outcome of doing that would mean that you would love your job. I began to realize I wasn’t in a place to do that.

Why are you so excited to have me as a student?” I asked. “I’m just like every other student, right?” “Well, of course we’re excited about all of our students. But we’ve never had a differently abled student as academically gifted as you.” “Harris hates that term, differently abled,” my mom said. “Don’t you think it sounds patronizing?

Students with disabilities, as soon as their disability is recognized by school officials, are placed on a separate track. They are immediately labeled by authorized (credentialed) professionals (who never themselves have experienced these labels) as LD, ED, EMH, and so on. The meaning and definition of the labels differ, but they all signify inferiority on their face. Furthermore, these students are constantly told what they can (potentially/expect to) do and what they cannot do from the very date of their labeling. This happens as a natural matter of course in the classroom. All activists I interviewed who had a disability in grade school or high school told similar kinds of horror stories—detention and retention, threats and insults, physical and emotional abuse.

It is possible to identify numerous ways that students with disabilities are controlled and taught their place: (1) labeling; (2) symbols (e.g., white lab coats, “Handicapped Room” signs); (3) structure (pull-out programs, segregated classrooms, “special” schools, inaccessible areas); (4) curricula especially designed for students with disabilities (behavior modification for emotionally disturbed kids, training skills without knowledge instruction for significantly mentally retarded students and students with autistic behavior) or having significant implications for these students; (5) testing and evaluation biased toward the functional needs of the dominant culture (Stanford-Binet and Wexler tests); (6) body language and disposition of school culture (teachers almost never look into the eyes of students with disabilities and practice even greater patterns of superiority and paternalism than they do with other students); and (7) discipline (physical restraints, isolation/time-out rooms with locked doors, use of Haldol and other sedatives).11

A Learning Disability/Disorder is a neurological condition that makes it difficult for the student to receive, process, and use certain information. Dyslexia, Dyscalculia, Dyspraxia, and Dysphasia are some of the common types of learning disabilities/disorders.

After the initial, unavoidably chaotic lockdown period in the spring of 2020, we should have paid more attention to the toll of online learning: the terrible equity impacts on lower-income families who didn’t have the tech; the way it left out many students with developmental disabilities who needed in-person supports; the way it made it impossible for single parents to work outside the home and often inside it, with devastating effects for mothers in particular; the mental health impacts that social isolation was having on countless young people. The solution was not to fling open school doors where the virus was still surging and before vaccines had been rolled out. But where were the more spacious discussions about how to reimagine public schools so that they could be safer despite the virus—with smaller classrooms, more teachers and teacher’s aides, better ventilation, and more outdoor learning? We knew early on that teens and young adults were facing a mental health crisis amid the lockdowns—so why didn’t we invest in outdoor conservation and recreation programs that could have pried them away from their screens, put them in communities of other young people, generated meaningful work for our ailing planet, and lifted their spirits all at the same time?

Underachievement is neither a disease nor a disability. It is just a description of the gap between what the student can do and what he actually does.

Dyslexia in Children: Causes and Symptoms Each child learns and develops at his own pace and reading is no different from any other skill. According to Dr Monika Chhajed, MBBS, Fellowship Paediatric Neurology and Epilepsy, DCH, DNB, Consultant- Paediatric Neurologist, it is common for children to find reading challenging at some point or another. If, however, learning to read becomes a struggle, they may have a learning disorder or dyslexia. If you notice that your child is finding it difficult to read, consult the best paediatric neurologist in Chandigarh at the earliest. What is Dyslexia? Dyslexia is associated with trouble learning to read. It affects the child’s ability to recognize and manipulate the sounds in language. Dr Monika Chhajed tells us that children with dyslexia go through a difficult time decoding new works or even breaking them into chunks to sound out. This leads to difficulty with reading, writing, and spelling. A lot of people believe that dyslexia reflects a child’s intelligence. It is, however, not true. Dyslexia can be thought of as a gap between a student’s ability and achievement. Some children with dyslexia even cope with their peers. Their strength, however, begins to reduce after the third grade or so. What Causes Dyslexia? Dyslexia is caused by individual differences in the parts of the brain that enable reading. It often runs in families. Dyslexia is also linked to certain genes that affect how the brain processes reading and language. If you have a family history of dyslexia or learning disabilities, visit the best paediatric neurologist in Chandigarh for consultation.

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.

deaf president now Most of you have probably seen the phrase, but what do you know about the “Deaf President Now” movement? Despite being the first Deaf university in the world, Gallaudet had never had a Deaf president before, and in March 1988 that was finally about to change. The Board of Trustees was slated to choose the next president from a list of three finalist candidates, two Deaf, one hearing. In the lead-up to the board meeting, students and faculty had been campaigning and rallying in support of a Deaf president. THE CANDIDATES DR. ELIZABETH ZINSER, hearing, Vice-Chancellor of Academic Affairs at University of North Carolina DR. HARVEY CORSON, Deaf, Superintendent of the Louisiana School for the Deaf DR. I. KING JORDAN, Deaf, Dean of College of Arts and Sciences at Gallaudet On March 6th, the board selected Zinser. No announcement was made. Students found out only after visiting the school’s PR office to extract the information. Students marched to the Mayflower hotel to confront the Board. Chair Jane Spilman defended the selection to the crowd, reportedly saying, “deaf people can’t function in the hearing world.” WHAT HAPPENED NEXT? MARCH 7TH: Students hot-wire buses to barricade campus gates, only allowing certain people on campus. Students meet with Board, no concessions made. Protesters march to the Capitol. MARCH 8TH: Students burn effigies, form a 16-member council of students, faculty, and staff to organize the movement. THE FOUR DEMANDS: Zinser’s resignation and the selection of a Deaf president Resignation of Jane Spilman A 51% Deaf majority on the Board of Trustees No reprisals against protesters WHAT HAPPENED NEXT? MARCH 9TH: Movement grows, gains widespread national support. Protest is featured on ABC’s Nightline. MARCH 10TH: Jordan, who’d previously conceded to Zinser’s appointment, joins the protests, saying “the four demands are justified.” Protests receive endorsements from national unions and politicians. DEAF PRESIDENT NOW! MARCH 10TH: Zinser resigns. MARCH 11TH: 2,500 march on Capitol Hill, bearing a banner that says “We still have a dream.” MARCH 13: Spilman resigns, Jordan is announced president. Protesters receive no punishments, DPN is hailed as a success and one of the precursors to the passing of the Americans with Disabilities Act (ADA).

The Course teaches that there are only two experiences of consciousness, Love and fear. Love reflects God and is an experience of abundance, wholeness, happiness, peace, and security. In the Course this is called Christ or Holy Spirit. Any other experience is fear, or ego, and is false because it seems to set you apart from God. For the purposes of this book, I use ego-consciousness to refer to the state of fear and ego for its manifestation in an individual mind. I use the term Spirit-consciousness for the state that occurs when ego no longer blocks one’s awareness that God is their Source and Spirit (Christ) is their Identity. Because ego is defined in different ways in different disciplines, I clarify here how I use the term as I understand it from the Course. As part of the material world, a body and personality—person in this book, but just body in the Course—are neutral expressions of consciousness, like a flower or a table or a cat; whether beautiful or ugly, strong or weak, healthy or disabled or disordered. While a person is your undeniable experience of consciousness, it is not your true identity. That is Christ (Spirit). When you identify with a person, it seems to set you apart from God, and you identify with fear (lack, limitation) and that is ego. In ego, you constantly define and defend your person to set yourself apart to make yourself special, which you think will make you feel whole—or at least lack less. You attack others for not appreciating your specialness or for demanding that you appreciate theirs over your own. And you project onto others the guilt you feel for seeming to make yourself not as God created you.

we can de-couple the idea that people who are disabled deserved to be so, since that is not what early Judaism or Jesus taught. Jesus does not ask the hemorrhaging woman, “Did you do something sexually immoral such that you are bleeding?” (I have heard sermons go in this direction; do not go there). He does not ask the blind man whether he was punished for having been a Peeping Tom (one student, seeking a cause for blindness, connected the healing of the blind man of Bethsaida to the Sermon on the Mount, where after condemning adultery Jesus states, “If your right eye causes you to sin, tear it out and throw it away”) [Matthew 5:29]. Some intertextual connections are not helpful.

The identity of students in Special Education schools depends on their disabilities rather than their abilities in several schools. Language reflects people’s perceptions; labeling someone as disabled is considered degrading; no one likes to be called that; the first language process is essential because it is necessary to use possessive language when referring to people with disabilities; all schools should use this process to identify their students.

I eventually did well enough to get into the honors program at Chaffey, which allowed me to take accelerated classes and put me on a fast track to a four-year university. Ironically, when I called to enroll in the honors program, they said they didn’t know how to handle my disability services because they couldn’t recall ever having a student with accommodations in the program before. So often, if disabled people somehow succeed, either our disabilities or our accommodations are questioned.

This book will breathe unprecedented new life into the education and well-being of our children, as it sheds light on why so many students are still struggling in school despite remedial help, IEP's, and medication.

Our civil rights laws also require educators to protect public school students from harassment based on race, color, national origin, sex, religion, or disability; a school has a responsibility to maintain a safe and nondiscriminatory learning environment for all students. When hostile environments impede student learning, educators must take action to end the harassment, eliminate any hostile environment and its effects, and prevent the harassment from recurring.

Visual impairment including blindness is defined in the Individuals with Disabilities Education Improvement Act (IDEA 2004, PL 108–446) as an impairment in vision that, even with correction, adversely affects an individual’s educational performance. The term includes both visual impairments and blindness. Educational services for students with visual impairments are determined by variations of the definition specified in IDEA. This definition encompasses students with a wide range of visual impairments, who may vary significantly in their visual abilities.

Until 2011, students majoring in English at UCLA had to take one course in Chaucer, two in Shakespeare, and one in Milton—the cornerstones of English literature. Following a revolt of the junior faculty, however, during which it was announced that Shakespeare was part of the “Empire,” UCLA junked these individual author requirements and replaced them with a mandate that all English majors take a total of three courses in the following four areas: Gender, Race, Ethnicity, Disability, and Sexuality Studies; Imperial, Transnational, and Postcolonial Studies; genre studies, interdisciplinary studies, and critical theory; or creative writing. In other words, the UCLA faculty was now officially indifferent as to whether an English major had ever read a word of Chaucer, Milton, or Shakespeare, but was determined to expose students, according to the course catalog, to “alternative rubrics of gender, sexuality, race, and class.

Alexandre Dumas, also in the audience, wrote that Shakespeare arrived in France with the “freshness of Adam’s first sight of Eden.” Fellow attendees Eugène Delacroix, Victor Hugo, and Théophile Gautier, along with Berlioz and Dumas, would create works inspired by those seminal evenings. The Bard’s electrifying combination of profound human insight and linguistic glory would continue catapulting across national borders to influence poets, painters, and composers the world over, as no other writer has done. Yet the UCLA English department—like so many others—was more concerned that its students encounter race, gender, and disability studies than that they plunge headlong into the overflowing riches of actual English literature—whether Milton, Wordsworth, Thackeray, George Eliot, or dozens of other great artists closer to our own day. How is this possible? The UCLA coup represents the characteristic academic traits of our time: narcissism, an obsession with victimhood, and a relentless determination to reduce the stunning complexity of the past to the shallow categories of identity and class politics.

Do you think ADHD should be recognized as a separate disability category according to IDEA? Support your position. What are the three subtypes of ADHD? List three symptoms typical of each subtype. Identify three possible causes of ADHD. Give an example of each. Give five examples of characteristics typical of children and adolescents with ADHD. Why do you think pupils with ADHD frequently exhibit other academic and behavioral difficulties? How is ADHD diagnosed? What role do parents and teachers play in the diagnostic process? What role does medication play in the treatment of ADHD? Why is this approach controversial? Describe three other intervention options for students with ADHD. How can assistive technology help students with ADHD? ADHD is usually a lifelong condition. In what ways might this disorder affect the lives of adults with ADHD? Why are some professionals concerned about the identification of ADHD in students from culturally and linguistically diverse backgrounds?

The concept of inclusive education, discussed here in relation to students with disability, has emerged from a global trend aimed at ensuring the most marginalised and vulnerable students can access and participate in education (Carrington et al. 2012).

When I use this example with my students, sometimes a student will say that the mother is just teaching her child to be polite. In other words, naming this man’s race would be impolite. But why? What is shameful about being black—so shameful that we should pretend that we don’t notice?31 The mother’s reaction would probably be the same if the man had a visible disability of some kind or was obese. But if the child had seen a white person and shouted out, “Mommy, that man’s skin is white!” it is unlikely that the mother would feel the same anxiety, tension, and embarrassment that would have accompanied the first statement. Now imagine that the child had shouted out how handsome the man was, or how strong. These statements would probably be met with chuckles and smiles. The child would not likely be shushed, because we consider these statements compliments. The example of a child publicly calling out a black man’s race and embarrassing the mother illustrates several aspects of white children’s racial socialization. First, children learn that it is taboo to openly talk about race. Second, they learn that people should pretend not to notice undesirable aspects that define some people as less valuable than others (a large birthmark on someone’s face, a person using a wheelchair). These lessons manifest themselves later in life, when white adults drop their voices before naming the race of someone who isn’t white (and especially so if the race being named is black), as if blackness were shameful or the word itself were impolite. If we add all the comments we make about people of color privately, when we are less careful, we may begin to recognize how white children are taught to navigate race.

in school, teachers need children to be able to read and write early because that is the easiest way to disseminate information (reading worksheets and textbooks) and test comprehension (writing) in an environment where there may be over thirty students in the classroom. And children whose brains aren't wired to pick up these skills early are often labelled as learning disabled or unmotivated. They are judged as broken

Secrecy Sensor. Vibrates when it detects concealment and lies … no use here, of course, too much interference – students in every direction lying about why they haven’t done their homework. Been humming ever since I got here. I had to disable my Sneakoscope because it wouldn’t stop whistling.

Useful Tеасhіng Fеаturеѕ 1. Text Сhаt Yоu саn use the chatbox, ассеѕѕеd from the bоttоm of thе screen, to ѕеnd mеѕѕаgеѕ tо ѕtudеntѕ durіng сlаѕѕ. You саn соntrоl hоw thе learners uѕе thе сhаt feature bу ѕеlесtіng whо thеу can сhаt wіth from the “More” drорdоwn menu. Bу dеfаult, grоuр сhаt іѕ enabled. You саn choose tо lіmіt learners tо оnlу сhаttіng with you, thе host.  Or, to disable сhаt соmрlеtеlу, уоu ѕhоuld сhооѕе the “Nо оnе” option. Thеrе іѕ nоt a 1:1 ѕtudеnt messaging орtіоn, ѕо уоu dоn’t hаvе to wоrrу аbоut students рrіvаtе messaging each оthеr whіlе уоu’rе trуіng to tеасh.

A political/relational model of disability, on the other hand, makes room for more activist responses, seeing “disability” as a potential site for collective reimagining. Under this kind of framework, “disability awareness” simulations can be reframed to focus less on the individual experience of disability—or imagined experience of disability—and more on the political experience of disablement. For example, rather than placing nondisabled students in wheelchairs, the Santa Barbara-based organization People in Search of Safe and Accessible Restrooms (PISSAR) places them in bathrooms, armed with measuring tapes and clipboards, to track the failures and omissions of the built environment. As my fellow restroom revolutionaries explain in our manifesto, “This switch in focus from the inability of the body to the inaccessibility of the space makes room for activism and change in ways that ‘awareness exercises’ may not.” In creating and disseminating a “restroom checklist,” PISSAR imagines a future of disability activism, one with disability rights activists demanding accessible spaces; contrast that approach with the simulation exercises, in which “awareness” is the future goal, rather than structural or systemic change.

Berlant (2011) explains: “a relation of cruel optimism exists when something you desire is actually an obstacle to your flourishing” (p. 1).

New educational options produced by market-driven policies offer (and promote) a selective and high-cost form of inclusion that sorts out those students who can fit within the narrow parameters of being a student informed by ableism and racism from those students who cannot. These latter students are further marginalized

I was—and still am—worried about our country. Something is wrong. How could sixty-two million people vote for someone they heard on tape bragging about repeated sexual assault? How could he attack women, immigrants, Muslims, Mexican Americans, prisoners of war, and people with disabilities—and, as a businessman, be accused of scamming countless small businesses, contractors, students, and seniors—and still be elected to the most important and powerful job in the world? How can we as a nation allow untold thousands of Americans to be disenfranchised by voter suppression laws?

From Snape’s point of view, Harry Potter and the Prisoner of Azkaban is not the story of a kind teacher with a stigmatized disability and a wrongly incarcerated man set free by his courageous godson. It is the story of bullies who once got away with nearly getting Snape killed, the headmaster who refused to expel Sirius but cracked down on Snape by forbidding him to talk about his ordeal, the werewolf who returned as a teacher and once again posed a fatal danger to Hogwarts students, and the same headmaster, older but apparently no wiser, refusing even to listen to Snape’s concerns for student safety.

After a stint at community college, and with the encouragement of professors, Roberts applied to Berkeley and was admitted at age twenty-three. There was no box on the form to check that would indicate he was disabled, so, after his acceptance, he had to figure out how he would live on campus. Students with other disabilities had attended Berkeley and other colleges in the United States, but nearly all of Roberts’s body was paralyzed, so he would need assistance in an acute way, for things like getting from his bed to his wheelchair every day—the kind of help that exceeded dormitory norms. Berkeley administrators initially tried to backtrack and refuse him admission, citing past failed experiments with enrolling disabled students. Roberts went to see Dr. Henry Bruyn at the Cowell Hospital on campus. Bruyn had overseen the care of children in Roberts’s generation who’d contracted polio and lived with the aftermath of the disease. He agreed to work with Roberts to outfit a hospital room for his needs while on campus—as a makeshift, semipermanent approximation of a dorm room. Berkeley agreed, and Roberts arrived on campus, but expectations were low. The headline in Cal’s own newspaper read: “Helpless Cripple Attends UC Classes Here in Wheelchair.

We believe that we must first have a clear set of instructional goals before considering which technologies might support students in achieving those goals.

We can’t just push troubled students into classrooms where they won’t get the help they need and celebrate ourselves for being “inclusive.” The idea that all students with disabilities must be taught in the “least restrictive environment” ends up just becoming a way for school district bureaucrats to save money and congratulate themselves for being politically correct even as they do things to students that teachers know are wrong.

Even before the merger, Cross Creek staff were already facing pressures stemming from changes in federal, state, and district policy. The ever-growing emphasis on standardized testing disconcerted students and teachers alike. Broward eliminated teacher tenure, shifting teachers to one-year contracts and evaluating them by test scores, which, given Cross Creek’s student population, made absolutely no sense. Former Cross Creek teacher Joe Parsons said, “Imagine how we teachers felt, let alone the students, about testing. It was highly toxic. Do you want to test a psychotic, schizophrenic, manic depressive, or otherwise emotionally and behaviorally disabled student, or a class of them? What is a fair test? What is a fair score?”23

To illustrate an early lesson in white racial framing, imagine that a white mother and her white child are in the grocery store. The child sees a black man and shouts out, “Mommy, that man’s skin is black!” Several people, including the black man, turn to look. How do you imagine the mother would respond? Most people would immediately put their finger to their mouth and say, “Shush!” When white people are asked what the mother might be feeling, most agree that she is likely to feel anxiety, tension, and embarrassment. Indeed, many of us have had similar experiences wherein the message was clear: we should not talk openly about race. When I use this example with my students, sometimes a student will say that the mother is just teaching her child to be polite. In other words, naming this man’s race would be impolite. But why? What is shameful about being black—so shameful that we should pretend that we don’t notice?31 The mother’s reaction would probably be the same if the man had a visible disability of some kind or was obese. But if the child had seen a white person and shouted out, “Mommy, that man’s skin is white!” it is unlikely that the mother would feel the same anxiety, tension, and embarrassment that would have accompanied the first statement. Now imagine that the child had shouted out how handsome the man was, or how strong. These statements would probably be met with chuckles and smiles. The child would not likely be shushed, because we consider these statements compliments.

Parents were offered the freedom of choice as the solution for educational exclusion—or rather, the illusion of choice, since there was never much of a choice in the first place.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

district schools are shown to outperform charters on important national measures, including SAT scores—even as they accept all students, including those with learning disabilities.

When white people are asked what the mother might be feeling, most agree that she is likely to feel anxiety, tension, and embarrassment. Indeed, many of us have had similar experiences wherein the message was clear: we should not talk openly about race. When I use this example with my students, sometimes a student will say that the mother is just teaching her child to be polite. In other words, naming this man’s race would be impolite. But why? What is shameful about being black—so shameful that we should pretend that we don’t notice?31 The mother’s reaction would probably be the same if the man had a visible disability of some kind or was obese. But if the child had seen a white person and shouted out, “Mommy, that man’s skin is white!” it is unlikely that the mother would feel the same anxiety, tension, and embarrassment that would have accompanied the first statement. Now

There are plenty of hustles. Aside from welfare, there are various benefits, disability money, accumulated student aid, subsidies drawn off fictitious childbirths, all kinds of trafficking, and so many other means that arise with every mutation of control. It's not for us to defend them, or to install ourselves in these temporary shelters or to preserve them as a privilege for those in the know. The important thing is to cultivate and spread this necessary disposition towards fraud, and to share its innovations.

Don't split. Sticking it out can mean the difference between a rough time and an utter failure.

Fiction has no right answers, and reading fiction is not about getting things right.

Reading is about enjoying yourself and learning about the human experience, so go for it.

In short, you can teach form but ideas are priceless.