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Email your stories to Angie at aladeau@wsesu.net. We will be sending a brief teacher survey out next week as well!

Diversity, Equity & Inclusion Announcements

This April, we are combining Disability History and Awareness Month (October), Developmental Disabilities Awareness Month (March), Autism Awareness/Acceptance Month (April), and Disability Pride Month (July), to acknowledge and share resources about a broad scope (physical, sensory, neurodivergent, intellectual) of abilities/disabilities as part of our commitment to cultivating a WSESU culture of belonging.

People with disabilities are individuals with families, jobs, hobbies, likes and dislikes, and problems and joys. While their disability is integral to their identity, it does not define them. They are individuals, not inspirations or victims.

From the Disability Etiquette Guide:

The Americans with Disabilities Act (ADA) defines a person with a disability as someone with a physical or mental impairment that substantially limits one or more major life activities, a history or record of such an impairment, or is perceived by others as having such an impairment.

Here are some tips that cover what often goes overlooked in everyday life:

• Ask before you help. Don’t assume that because a person has a disability, they need help. Usually, they will ask if they need assistance. If you offer and they accept, follow their instructions. They know their capabilities.
• Do not touch, pat or grab. No one wants to be touched without consent, including people with disabilities. Do not touch, grab, or guide them or their wheelchair, scooter or cane without permission. Remember that people with disabilities consider their equipment or service animals as part of their personal space.
• Speak directly to the person with a disability. Also, while striking up a conversation is great, remember that most people, including those with disabilities, would rather not discuss their bodies or medical history with people they just met.
• Avoid making assumptions. People with disabilities are the best judge of what they can or cannot do. Remember, it could violate the ADA in many situations to exclude people from an activity because of their disability.
• Be open to requests for access or accommodation. Nurturing an equitable, inclusive society is up to all of us. Ensuring your business is accessible and committing to reasonable accommodations upon request not only complies with anti-discrimination laws but also showcases excellent customer service and dedication to all members of your community.

Terminology Tips Language constantly evolves, including how people with disabilities prefer to be presented or spoken about. Here are two respectful models for speaking about people with disabilities:

• Identity-First Language: Many advocates assert that being disabled is as natural as any other identity, on par with gender, sexual orientation, religion, ethnicity, or race. Identity-first language arose from a growing number of Autistics, with a capital A, who view autism as a positive, natural part of who they are. Also, the Deaf community historically refers to itself as Deaf with a capital D. However, there is not yet consensus among all disability groups to adopt identity-first language.

• Person-First Language: As the disability movement came into its own after the passage of the ADA, advocates asserted that individuals with disabilities are people first, equal and deserving of the same rights and treatments as everyone else. “Person-first” language was born from our movement’s early days. Say “person with a disability” and “people with disabilities.” For specific disabilities, saying “person with a spinal cord injury” or “person with cerebral palsy” is considered respectful. Similarly, say “wheelchair user” or “person who uses a wheelchair.” People are not bound or confined to their wheelchairs, after all. A wheelchair is a tool that enables the person to get around and participate in society; it’s liberating, not confining.

• While it is OK to interchange identity-first and person-first, it is best to take the lead from the disabled person or group you are interacting with. Chances are, you won’t need to choose either speaking style and can simply call them by their names. Words to avoid: Avoid negative, disempowering words like “victim” or “sufferer.”

Reflection Questions:

• What assumptions am I making about someone's abilities/disabilities?

• Where are the barriers to access in my classroom, school and community?

• What do I need to know in order to support access and safety?

• How can I anticipate and remove barriers while ensuring personal autonomy and dignity?

• Where are my own learning edges to stretch and grow where I experience discomfort?

Resources:

• https://www.mobilitypluscolorado.com/blog/disability-awareness-days

• https://disabilityvisibilityproject.com/

• https://impact-the-conversation.captivate.fm/

• https://allbrainsbelong.org/

• https://www.unitedspinal.org/pdf/DisabilityEtiquette.pdf

• https://askearn.org/page/disability-etiquette

Inclusive Language:

• APA Inclusive Language Guide

• Ableist Language To Avoid and Alternative Phrases

• Disability Masterdoc

• The Asian Americans with Disabilities Resource Guide

Teaching Resources:

• https://educators4sc.org/teaching-about-disability/

• https://hiehelpcenter.org/disability-awareness-class-lessons/

• https://www.disabilityequalityeducation.org/k-2

• https://www.learningforjustice.org/search?query=disability