MCLB #1
Literacy is a term and subject that is highly discussed if you are in the realm of education. It has many definitions, points of view and classroom implementation but in its most basic form it can be seen as the process of learning how to read and write and often the process of developing higher level thinking. In terms of implementing literacy learning in classrooms, specifically inclusive classrooms the biggest issues lie in how to vary the reading or writing education so that it reaches each student and just how best to help them get there.
In Marling’s article,The Social Construction of Disability there is an excerpt from a diverse inclusive classroom engaging in a discussion that was described as, “designed to support shared inquiry discussion of literature that develops students’ abilities to comprehend and think critically about what they read” (Marling, 2004, p. 487). I found it not only to be encouraging but an ideal portrayal of how literacy goes beyond abilities to just read, but it is also engage in the critical thinking aspect and communicating ideas in a classroom where there may be students who by standard assessment seem to be struggling in reading or writing. The teacher in that inquiry discussion excerpt was trained in the Junior Great Books program which allowed her to implement and encourage students to engage in sophisticated thinking and response. I was curious to see what shared inquiry looks like in a classroom and found this clip where you can see students engaging and by their own volition speaking upon their ideas and opinions:
In terms of disability, I have separated myself from understanding it as a way of categorizing children based on presumed conditions, especially in a classroom education setting. I believe that disability can be defined as a barrier for people with impairments/illnesses as it interacts with attitudes, cultures, laws and institutions. Society and institutions have established itself to regard people experiencing disabilities as less endowed or even worse by magnifying their difference that overshadows the multitude of similarities. In the Collins article Disability, Positioning and Resistance,, she talks about how modern day school are not asking the right questions on behalf of students experiencing disabilities and explains that the shift should be energy placed into finding the answers to what factors are influencing who children are able to be in the classroom (Collins, 2011). We have forgotten that every student should be defined by their abilities and not be labeled, be defined by their label and struggles and be confined to activities or work that suppresses their abilities. Collins also talks about the resistance against ‘positioning’ where students are recognized only by their identity of having a disability. Instead as teachers she proposes that moments of positioning be identified and just exactly how its is being perpetuated or “thickened” as she refers to it. Her solution is to expand the modes of literacy. In doing so, you are able to open up not just options, but allow students who you assumed would not be able to succeed in the task(s) and see their abilities go to work. There is much to be said about relying on a disability to explain student failure when much can be done to ensure that a student experiencing disabilities is given the tools to utilize their abilities.
The following video is a TEDx Talk that speaks about how labeling can exclude students even in inclusive classrooms:
I appreciate this TedxTalk because it talks about each student participating but the responsibility of community, schools and teachers/administration to ensure that practices a strengths view. There is a difference between teaching to a student’s disabilities and thus disabling them versus enabling the very same students and enriching their experiences. In the Collins article, the defining question, “How do we support your belonging here?” speaks multitudes to raising teacher awareness in inclusionary, strength-emphasis approaches to teach skills that students struggle with. By doing so, teachers genuinely adhere to valuing differences as normal, as well as teaching by example to students in the classroom and beyond. As teachers of students experiencing disabilities we are here to empower learning, not disable it.
References:
- Collins, K. M. (2011). "My mom says I'm really creative!": Dis/Ability, Positioning, and Resistance in Multimodal Instructional Contexts. Language Arts, 88(6), 409-418.
- Dudley-Marling, C. (2004). The Social Construction of Learning Disabilities. Journal of Learning Disabilities, 37(6), 482-489. doi:10.1177/00222194040370060201
- Kasa-Hendrickson, C., Broderick, A., & Hanson, D. (2009). Sorting out speech: Understanding multiple methods of communication for persons with autism and other developmental disabilities. Journal of Developmental Processes, 4(2), 116-133.
- https://www.youtube.com/watch?v=aIIJgywlWCk
Hi Anna,
ReplyDeleteI agree that a major concern in an inclusive classroom is how to create literacy lessons that will be accessible to all students regardless of there learning styles or challenges. You also mentioned that literacy goes beyond just learning to read. This way of thinking is important, especially when teaching in an inclusive classroom. The video you added “Junior Great Points,” was a great addition to your discussion presented successful ways to present literacy and encouraged student to think. I completely agree with your views on disability. It is important that we do not allow labels to skew our assumptions about students. Teachers should always look at the child’s different abilities rather than focus on any disabilities. You brought up some great points in your blog. I liked your use of different videos.
Great Job!