Disability, not Debilitation: Erasing the Stigma
June 25, 2020
Read about disability from the perspective of our partner, the Alhambra-U.S. Chamber. We are always excited to collaborate with organizations working to make education more accessible and inclusive.
This post was written by Amanda Bolnick. Amanda is currently an undergraduate Business student at the University of Central Florida. With a focus on marketing and digital media, she hopes to combine creativity with business solutions to contribute to society in a meaningful way.
Learning Disability Month is in October— a time to celebrate the strength and determination of many parents, siblings, and friends who have dedicated extra time to give service to those who have a learning disability. For those silently struggling to aid friends and family members who have a learning disability, the battle is year-round. Advocacy is essential for the necessary reform and accommodations to empower those who have a learning disability. Their success in education, career, and relationships with themselves and others necessitates overcoming the stigma placed on.
Neglect in the Education System
In the United States, one out of every five children have some form of a learning disability. Despite these numbers, many public and private high schools have made little to no accommodation for these students — with only 1 of every 16 public schools having an Individualized Education Program (IEP) that provides support and services, and with 1 out of every 42 public schools having 504 plans that provide accommodations for special education children. As a result, these systems are leaving behind millions of students who are marginalized by the lack of accommodations and opportunities available to them.
Students with Learning Disabilities, By the Numbers
1/3 have been held back
2x more likely to be suspended
3x more likely to drop out of high school
Teacher Training, or Lack Thereof
These statistics raise the question of why these children are not being represented and served, especially since they are the ones who need the most encouragement and support in a learning environment.
A significant reason for students’ struggle in general courses is due to teacher discomfort. Only 30% of general educators feel confident in their ability to guide students with learning disabilities. This is reflected in the lack of accommodations for these children in a general classroom setting, as well as the emphasis of discipline over treatment.
A major factor in teacher discomfort is inefficient and lack of training. For example, Mary Fair, a middle school math teacher, never received formal training on how to deal with the wide range of learning disabilities present in her classroom. There was not a single required class when acquiring her bachelor’s degree. Even her teaching certificate in math instruction for middle and elementary school offered no instruction on guiding students with learning disabilities.
Overall, a lack of training, resources, and familiarity with and for students with learning disabilities play a significant role in low success rates in a learning environment for these types of students .
Remote Learning with a Learning Disability
Struggling with the transition to a remote learning environment is not exclusively felt by students with learning disabilities. Lack of focus and motivation is common among students accustomed to an engaging, interactive classroom environment. For students with learning disabilities, who often thrive in hands-on environments, remote learning has created a classroom dynamic even more difficult to adjust and navigate. It increases the difficulty for teachers to identify and accommodate students with learning disabilities. Teachers must be very proactive and aware of each student’s situation in online learning, and they must encourage students to be straightforward about any disabilities that they have in order to ensure accommodations are made for them.
However, remote learning also has its advantages. A lot of students may experience relief at finding the online environment because it makes their learning disability a less ever-present factor in peer interactions, and students can work on projects at their own pace. If students receive the necessary accommodations and support from their teachers, they can thrive in the low-pressure environment.
Dealing with Social Stigma
Children with learning disabilities are often victims of stigmatization. Stigma carries over from the classroom, where they are presumed to be lazy or unintelligent by their teachers and peers. Stigmas can manifest in behaviors such as stereotyping, social avoidance, condescension, internalized self-hate, hate crimes, and even violence against the stigmatized group.
According to a 2008 Mencap study, 73% of people could not properly identify what a learning disability was. Ignorance feeds stigmatization. It is the reason that children with special needs are twice as likely to be bullied. Long term consequences are also significant. A survey found that only 6% of learning-disabled adults in England were employed in 2017-2018.
Financial Burden
Many adults with learning disabilities struggle to find jobs that would make them financially independent, causing them to have an extremely low employment rate. This stems not only from the stigma that they are “less intelligent” or “lazier” than someone without a learning disability, but also from the financial restrictions that they face which hurt them long term.
The cost of necessary expenses, such as specialized testing and medications designed to cope with learning disabilities like ADHD and others, can be a significant burden on a family. This forces the child into the position of trying to adapt to a learning style that is not appropriate for their needs.
Emotional Distress
The emotional distress brought on from the stress of dealing with a learning disability is not exclusive to the people who have one. The parents of a child with a learning disability often experience confusion and guilt. Once their child is diagnosed with a learning disability, parents may feel responsible for the child having a learning disability, or they may worry that they failed to obtain a diagnosis in a more timely manner (Smith, N.D.). It has been found that, post-diagnosis, many go through the same Five Stages of Grief — denial, anger, blaming others, worry, and coping — commonly associated with the death of a loved one or another significant loss.
The constant anxiety of “not being normal” is often projected back onto the child, causing him or her to feel insecure about their learning disability. This adds to the child’s distress and success in education. Hence, it is important as a parent to encourage self-advocacy and positive attitudes in their children.
How Can You Help?
As an educator…
Inform yourself beyond your formal training on what accommodations are necessary for a child with learning disabilities
Provide guidance for these students rather than punishment
Become self-aware about any preexisting stigmas you might have
Provide encouragement and focus on your child’s strengths
Help them plan for the future
Treat them as you would any other child. Do not “hold their hand” or restrict them when not necessary.
On June 27th, 2020, Alhambra U.S. Chamber is hosting a free virtual webinar with guest speakers Kimberly Smith Weber and Lynn Jafar. This webinar will provide support, encouragement, and guidance to best prepare parents of children with special needs for learning at home.
This webinar will allow parents to leave with a game plan to:
Ease anxiety in their children
Address the importance of structure, routines and expectations
Enhance compliance, engagement and learning at home
The event will take place at
10:00 AM CST
7:00 PM UAE
8:30 PM IST
Click here to attend.
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