JRS Educational Therapy

Tuesday, January 23, 2024 by Julie Stoner | Neurodiversity

Great blog post from Authentically Emily 

https://www.authenticallyemily.uk/blog/am-i-being-rude-or-is-my-autism-not-being-understood-and-accommodated-for

Friday, January 12, 2024 by Julie Stoner | Identity Work

Internalized Ableism

“Internalized ableism is when a disabled person discriminates against themselves and other disabled people by holding the view that:

• disability is something to be ashamed of, 
• or something to hide,
• or by refusing accessibility or support.”

It manifests when individuals with disabilities internalize negative societal perceptions and biases about their own abilities, reinforcing a sense of inferiority or inadequacy.

When students with disabilities absorb negative stereotypes and believe in their own limitations, it hampers their self-esteem and hinders academic and social development.

Great Videos on the Topic:

Internalized Ableism & How to Cope Sydney Zarlengo

https://youtu.be/3YhUGaF_E8o?si=pZxJzz_VUxQlX8AN

Internalized Ableism Purple Ella

https://youtu.be/6f9VFMIhAxs?si=k86uKyT8wkDfVs6z

 The Chronic Notebook 

https://youtu.be/94j9MV0l-94?si=1l3HEDZzQVUIFbdI

 A Guide to Ableism Sydney Zarlengo 

https://youtu.be/eFefext8Amk?si=z3AzIjvUbMzc3Ykm

 Ableism PBS Wisconsin Education 

https://youtu.be/FDsx6TJmx8Q?si=yOJ05FJAHb3mgz1s

 Multicultural Autism Activist Network 

https://youtu.be/269OJTXffnc?si=sWAJpYoBqPl-b_HO

To counter internalized ableism, schools need to implement strategies that foster a positive self-image and promote the capabilities of individuals with disabilities. This includes  incorporating diverse and representative content in the curriculum, providing accessible learning resources, and cultivating a supportive and inclusive community.

KEY TAKEAWAYS:

Raise Awareness: Acknowledge and confront ableism in both societal structures and within yourself. Awareness is the first step towards challenging and transforming our perspectives and reactions.

Embrace Support: Encourage individuals with disabilities to shed any feelings of shame when seeking the help and support they rightfully deserve. Personally grappling with this challenge highlights the need to dismantle societal stigmas surrounding asking for assistance.

Strength in Seeking Support: Recognize that seeking support is not a sign of weakness or personal failure. Instead, it reveals the systemic weaknesses inherent in an inequitable system. People with disabilities exhibit tremendous strength by navigating and thriving in a system not inherently designed to accommodate them.

Beyond Productivity: Challenge the notion that personal worth is tied to productivity or output. You are not defined by what you do; your value transcends societal expectations of productivity. Embrace your inherent worth beyond conventional measures.

Thursday, January 11, 2024 by Julie Stoner | Educational Therapy

Gifted and Talented does not equal high-achieving 

The world of gifted/talented and/or twice-exceptional (2e) is nuanced. These learners, often misunderstood, misdiagnosed and miss diagnosed, challenge conventional notions, especially the prevalent misconception that being gifted equates solely to high achievement and mathematical or linguistic intelligence. 

Let's begin by dismantling these misconceptions. Giftedness is a multifaceted trait that goes beyond mere academic success. While some gifted students indeed excel academically, others may display their exceptional abilities in the realms of creativity, leadership, or specific talents such as art or music. By pigeonholing giftedness as synonymous with high achievement, we risk overlooking the diverse ways these students express their intelligence. 

Twice-exceptional students, a subgroup within the gifted community, further complicate the narrative. These students not only possess extraordinary abilities but also face learning challenges or disabilities. It’s important to recognize and address the intersectionality of their strengths and struggles. Advocating for educational equity means acknowledging of the unique needs of 2e students, a commitment to providing complete and thorough evaluations, and tailored support that nurtures their gifts and mitigates their challenges. 

 Fun Fact: Studies show more than 59% of students with ADHD have a comorbidity of Dysgraphia (or a specific learning disability of written expression).  The connection between ADHD and writing is so common that some researchers have suggested that doctors include a dysgraphia (or SLD of written expression) screening as part of testing for ADHD.

To challenge existing norms, we must redefine our measures of success. Shifting the focus from a narrow view of achievement to a holistic understanding of giftedness allows for a more inclusive approach. Schools should embrace varied forms of intelligence, valuing creativity, critical thinking, and problem-solving skills alongside traditional academic prowess.

The urgency of this shift becomes apparent when considering the consequences of the high-achievement misconception. Gifted students who don't conform to this expectation may be overlooked, their potential stifled by an education system that fails to recognize and nurture their unique strengths. This oversight perpetuates inequalities and hampers the development of a diverse pool of future leaders and innovators. 

In conclusion, the complexities of gifted and twice-exceptional students requires a critical examination of two common misconceptions 1) giftedness equals high achievement 2) giftedness only applies to mathematical and/or linguistic intelligence.  Educational equity demands a more expansive view of intelligence, including policy changes and professional development for schools, staff, and teachers.