Blog Post 9

 I've always believed that education should be an equalizing environment where everyone has an equal opportunity. However, reading Toward Ending Ableism in Education by Thomas Hehir and witnessing the discussion between Judith Butler and Sunaura Taylor in Examined Life has caused me to reconsider the true meaning of "fairness" and "inclusion," particularly for students with disabilities. Hehir and Butler both push us to look past band-aid solutions and truly examine the causes of ableism in our structures, especially in educational institutions.

Hehir argues in Toward Ending Ableism in Education that our educational system actively discriminates against disabled students in ways that limit their access to education, rather than merely ignoring them passively. According to him, "ableism" is a collection of attitudes and behaviors that presume that individuals with disabilities are less able or superior. It manifests itself in education in many ways, from low expectations in the classroom to schools' failure to modify the curriculum to accommodate a range of requirements. For me, reading Hehir's point of view was informative, especially since I intend to pursue a career in education. He makes it apparent that in order to create a system that is truly inclusive, we must reconsider our strategy.

Judith Butler and Sunaura Taylor discuss ableism from a philosophical and personal perspective in Examined Life. They discuss how persons with disabilities are frequently excluded by society's design and are forced to adapt rather than expect society to be accommodating. They discuss what it means to be "independent" as opposed to "interdependent," and Taylor offers her personal experiences navigating a world that wasn't designed for her body. Butler raises concerns about why society views independence as the ultimate goal and proposes that a more welcoming and inclusive society may result from embracing unity. This discussion made me realize how deeply embedded ableist presumptions are, even in our views of success and self-worth.

Both Hehir's and Butler's views pose important issues for aspiring teachers like me. How often do we focus on the limitations of kids with disabilities rather than coming up with new ways of changing the surroundings to suit their needs? Why do we frequently use a limited concept of "normal" to evaluate pupils rather than appreciating the diversity they bring to the classroom? According to Hehir, ableism in schools includes more than just physical access; it also includes the more hidden manners in which we create obstacles by having low standards and few resources. Butler and Taylor would go on to say that we need to change our perspective on need and reliance in order to destroy ableism.

I feel inspired to question ableist beliefs and methods in my own future classroom after reading Toward Ending Ableism in Education and seeing Examined Life. The idea that education is a one-size-fits-all experience must give way to one that views it as a diverse, flexible environment. However, we must be prepared to make that change if we want education to be a place of equal opportunity. Eliminating ableism is a means to make education more fair, just, and empowering for all students, as demonstrated by Hehir and Butler.