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Emma Greer: Judy Heumann's Being Heumann is an important exemplar of the unwritten and unspoken rules that concern people with disabilities. Heumann discusses the physical obstacles that were barriers to success for her, such as sidewalks, stairs, tall door handles, and elevator buttons, as well as legal and societal obstacles that challenged her and other people with disabilities. Heumann's story is a powerful demonstration of how unspoken rules served as something to overcome, though these barriers were not impossible. People with disabilities are subject to a world that is designed for people without physical or developmental disabilities, which advocacy and inclusion have helped to combat. Assumptions that inclusion in educational settings is negative is a problem that persists because of ableist mindsets and a history of institutional accessibility challenges. Today, this may look like distant and separate classrooms from the rest of the school, a lack of inclusion in extracurricular activities like sports, band, or theater, or traditional mindsets from teachers or administrators about the inclusion of students with and without disabilities in the classroom. This leads to students with disabilities feeling as if they don't belong and that school is not a safe place for them.

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Judith Heumann's book, Being Heumann, reveals the apparent obstacles that individuals with disabilities encounter, not just in physical settings but also in systems, attitudes, and educational institutions. Despite having legal protections, Heumann states how both spoken and unspoken rules have historically excluded students with disabilities. Unspoken rules exist in educational environments due to social conventions and institutional norms. Heumann was prohibited from going to school since she was considered a "fire hazard" due to her using a wheelchair. While no written policy specifically excluded her, there was an unwritten rule that schools did not have to accommodate students with disabilities. The IDEA and Section 504 might exist, but unspoken rules still persist. These include assumptions that inclusion reduces academic standards, that modifications are taxing, or that students with disabilities are less capable. These assumptions still persist due to lack of training, ableist mindsets, and outdated infrastructure. With these unspoken rules still existing, students with disabilities can feel like "outsiders." Being placed in separate rooms, being left out of extracurriculars, or having to prove their disability to receive support are all examples of why students might feel this way.

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Elyse Blackwell-Spoken and unspoken rules in schools really shape how students with disabilities are included. Judith Heumann shared how, when she was a kid, her life was kept separate from others even though there weren’t signs saying it. She talked about sidewalks and steps that blocked her wheelchair and how she had to call for friends to come outside because she couldn’t reach their doors. Those kinds of barriers sent the message that she wasn’t expected to join in, and I think schools today still have some of those unspoken rules. You can see it when classrooms aren’t set up to be accessible, when teachers don’t expect as much, or when activities aren’t adapted. A lot of times, it just feels easier for schools to keep things the same instead of making changes. For students who also face challenges with things like race, gender, or poverty, it makes the exclusion even worse. I’ve learned that schools are supposed to follow disability rights laws like Section 504, which means students should have equal access. But equal access isn’t about everyone getting the exact same thing it’s about giving each student what they need so they can belong, participate, and succeed.

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After reading Being Heumann, I was struck by how many of the unspoken rules Judith described still exist in schools today. Even when laws promise access, students with disabilities are often met with lowered expectations or the quiet assumption that they do not fully belong. These messages are not written in policy, but they are felt in classrooms every day.

For students who also face barriers related to race, gender, or poverty, the impact can be even heavier. They may be present in the room but treated as if their voices and abilities matter less.

Legally, schools are responsible for ensuring equity and access. Yet these unspoken rules make clear that compliance is not enough. We need to change the culture of education so that every student feels valued, supported, and capable of success.

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After reading Being Heumann, I realized how many of the spoken and unspoken rules Judith described are all still present in schools today. Polices may say "inclusion," but unspoken rules often tell a different story. For example, when students with disabilities are pulled out too often or not encouraged to join certain activities, it sends the message that they don't belong.

These rules persist because it is easier to hold onto old systems then to push for change. Many educators lack training to recognize how small practices, like lowering expectations or excluding students from group work can create barriers.

For students, these unspoken rules affect both learning and self-esteem. When children with disabilities are not given the same opportunities, inequities multiply instead of being reduced.

Legally, Section 504, ADA, and IDEA protect students. Yet laws cannot address every unspoken barrier. This is where educators must be intentional. True equity means going beyond what is written on paper to create classrooms where students feel they belong, valued, heard, are challenged, and are supported.

As an EC teacher, I see these unspoken rules in small ways each day. Sometimes students are quietly left out because it feels "easier." I work to change that by setting high expectations, providing the right supports, and making sure my students are learning alongside their peers. I know from both my own story and my students experiences that belonging matters; feeling heard and understood matters.

One step toward equity is making inclusion a schoolwide culture. When teachers, administrators, and students all see inclusion as the norm, we honor the special education laws and advocacy of leaders like Judy Heumann.

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I see how educational systems' rules still shape disabled students' experiences today. Despite legal progress since the 1950s-60s, many unspoken ableist rules persist. The "normalcy" expectation remains, requiring standardized learning and communication methods that often lead to segregation or inadequate accommodations. Students with disabilities still shoulder the burden of self-advocacy instead of benefiting from universally accessible systems. Accommodations continue to be framed as special privileges rather than rights, reinforcing institutional power imbalances.

These challenges intensify for students with intersecting marginalized identities. Those facing both disability and racial, gender, or socioeconomic barriers encounter compounded obstacles. Lower-income schools typically have fewer accessibility resources, while educators may misunderstand how disability presents across different cultural contexts.

Legal tensions also exist. Many schools prioritize minimal compliance with ADA and IDEA over creating truly inclusive environments. The individualized accommodation approach (IEPs) can inadvertently maintain segregation rather than promoting universal design. Even with legal protections, many families lack the resources to navigate complex enforcement processes.

For greater equity, we should redesign educational spaces to be universally accessible from the start. Students with disabilities must be included in policy and curriculum decisions. Educators need training on disability as a social justice issue. All schools require adequate resources for supporting disabled students, regardless of socioeconomic context. Creating connection opportunities between disabled students and mentors can foster disability pride and advocacy skills.

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The unspoken rules Heumann refers to in her memoir are still very much present today. While the educational system has evolved, there continues to be unspoken rules that persist. I think a big reason for the unspoken rules is due to the lack of training of teachers. In my 15 years as an educator, I have heard the phrases “I’m not trained to do that” or “I didn’t go to school for that” more times than not. Which leads to a mindset, often not voiced, that the students aren’t general education students first. They are the responsibility of the special education teachers and IA’s. Another big reason for the unspoken rules  is due to limited resources and funds. As the education system has evolved, the money provided to districts continues to decrease which leads to the inability to train staff appropriately and pay for the appropriate supports to meet the needs of such diverse students. This impacts students greatly, as they are less likely to be included in the least restrictive environment and placed together in a separate classroom because it is “easier”. This reinforces exclusion and limits the opportunities for students with disabilities. The continued following of these unspoken rules raise several legal issues related to the rights and equity of students with disabilities. Many schools continue to fail to fully meet ADA and IDEA requirements by students being discriminated against or  not receiving appropriate accommodations or services. Many times, IEP teams make decisions that violate students rights due to their lack of understanding of laws and policies which leads back to school districts' inability to properly train staff and provide the appropriate resources to make all students successful.

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In Judy Heumann’s book memoir, she details the many spoken and unspoken rules that students with disabilities face both in educational settings and in everyday life. One of the unspoken rules that she describes is the societal perception that people with disabilities are less capable and are seen as a burden to others. In chapter 2, she recounts how when she expressed her desire to become a teacher, her friends told her that she would be told that she couldn’t because she was in a wheelchair. She also talks about how because her mother worried that Judy’s needs were a burden,  it made her feel like a burden. This made her feel like inclusion was based upon someone being “nice.” This shows how negative views can limit the opportunities that students with disabilities have.

Unfortunately, these negative perspectives still influence individuals with disabilities. However, laws put in place make sure that they are given the same opportunities as their peers and are not discriminated against. Laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act ensure that students with disabilities have the right to a free and appropriate public education in the least restrictive environment, and that they can not be discriminated against in any settings receiving federal funding.

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Judith Heumann's memoir discuss many of the unspoken rules surrounding those with disabilities that even exist today. These unspoken rules include that those with disabilities are a burden and that we need to feel pity for them because of the challenges they face due to their disability. We still see these unspoken rules today. For example, when we see others in wheel chairs in public settings like school we often immediately feel bad for them and want to help them. Feeling bad that they are not able to walk and function "normally." But those in wheel chairs are usually proud that they have a way to move around independently and do not want others to feel pity for them.

Having this mindset of those with disabilities is a burden on our society and those without disabilities is a harmful mindset to have especially when working with those with intersecting identities just as those of color or of lower socioeconomic status. People of color and of lower socioeconomic status are usually less likely to get and maintain a job than those who are white and of higher economic status. Then we add in that those in these categories have a disability and the chances of them acquiring employment becomes an almost impossible task.

The regulations set within the Individuals with Disabilities Education Act works to aid in the challenges people with disabilities face especially if they are a person of color or of low socioeconomic status when acquiring and maintaining a job. IDEA requires that special education teachers begin working with their students on transition success either before or while they are in their early years of high school. In order to ensure that students with disabilities have the education and skills needed to be successful in the workforce.

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Judith Heumann's memoir describes the “unspoken rules” that kept students with disabilities on the margins of education; these rules would suggest they did not belong in regular classrooms or that they were too much of a burden to include. These unspoken rules still exist today, even if they look different. For example, while students with disabilities are no longer outright barred from schools, they may still face lowered expectations, limited access to advanced courses, or discouragement from participating fully in extracurricular activities. These rules persist because of biases, lack of teacher training, and barriers that reinforce the idea that inclusion is optional rather than essential. I hate to think that this is the truth, but if we don't start thinking differently, how do we expect change?

The impact on students is quite shocking if you have an outside perspective. Unspoken rules can lead to isolation, low self-esteem, and reduced opportunities to thrive academically and socially. For students with intersecting identities, such as students who are from different cultures, English language learners, or those from low-income backgrounds. The challenges are compounded, as they may experience layered forms of discrimination and inequity.

From a legal standpoint, these issues connect directly to Section 504 of the Rehabilitation Act (1973), the Individuals with Disabilities Education Act (IDEA, 1975), and the Americans with Disabilities Act (ADA, 1990). Each law was designed to eliminate barriers and ensure equal access, yet unspoken rules often undermine the spirit of these protections. To make schools more equitable, educators and policymakers must actively dismantle these norms by fostering high expectations, providing meaningful accommodations, and promoting a culture that views inclusion not as a favor but more as a right.

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I really enjoyed this week’s reading of Being Heumann. The author does an excellent job of talking about the spoken and unspoken rules within the educational world and how they have impacted students with disabilities inclusion. There has also been a negative assumption for students with disabilities that they should be separated or hidden because they are difficult. These ways of thinking reinforce the barriers already in place while deny equal access and student rights. We still see this continuing into today’s time with accommodation being seen as extra work on teachers or communication devices being tucked away because “kids are using them incorrectly.” These unspoken rules often lead to lower expectations of this population. Long term, this could impact how much they learn and the post-school trajectory. For families and students that have other factors impacting bias in the schools – low income, English Language learners, students of colors – the ramifications can be higher. Results can be high discipline reports, misidentification, and lack of access to resources. Legally, unspoken rules often are based on feeling or bias, not based on what the law states. Laws such as Individuals with Disabilities Education Act (IDEA), Section 504, and the Americans with Disabilities Act (ADA) do not care about your individual bias on a matter, but instead the individual student. Unspoken and spoken rules could create more legal discourse in school districts that are already facing their own set of challenges.

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In Being Heumann, Judith Heumann recounts her life story and the long-fought battle against the inherent ableism in the education system as she grew up, and even as she attempted to become an educator later in life. In many ways, Judy's parents gave her the most normal childhood possible and instilled in her the belief that she could exceed all expectations, both her own and those of others. While she knew her school situation was unique early on in her education, Judy persisted in breaking stereotypes and showing people just how bright and determined she was. It was not until a single experience with another child, in which they questioned whether or not she was sick, that feelings of doubt and these covert rules of society emerged. She began to understand that individuals had preconceived notions about her, academically, physically, and emotionally. At the camp she attended, she felt fully seen and valued by the other attendees, her friends. It was beneficial to hear her point of view on what life was like at camp for kids with disabilities versus what it was like at school or in other situations away from camp. Camp seemed to be designed with her in mind; the rest of the world was not. There was a constant battle over whether or not a building would be wheelchair accessible, or if she would be invited to sit with the rest of the award recipients on stage. The world outside of her camp continuously placed a stigma on her that she would work so hard to defy. Unfortunately, this is still a prevalent issue in our world. Students with disabilities have to seek out accessibility, and they are often separated from their peers because of it. I think back to the field experiences I have been at, where the adapted classrooms are in the back of the school or at a separate part of the building. The students with disabilities are not in clubs because we assume they lack interest. Lack of inclusion seems to be a persistent issue in today's society. It is more difficult to let them be involved, so we refuse to go the extra mile and seek that fundamental step of inclusion. Or, inclusion classes are great until the deficit becomes too great; now we need to separate same-age peers. All of these unspoken rules/assumptions are very dangerous and demeaning. Students always deserve the least dangerous assumption. That is embedded in federal law through the Individuals with Disabilities Education Act (IDEA). IDEA also states that every student deserves the right to a Free and Appropriate Public Education (FAPE). This was not the case for Judy Heumann, and she deserved to be treated with more dignity than she received.

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Judith Heumann’s Being Heumann highlights how both spoken and unspoken rules in schools have long shaped access and belonging for students with disabilities. The unspoken rules she describes include the assumption that disabled students are “too much work” or do not belong in mainstream classrooms.  This is unfortunately something I see in my school as well and is often disguised as, “they are in the class they should complete the work in the same manner, length, and expectation as everyone else in the room.”  Unspoken rules and expectations like this continue because of inherent biases, lack of resources, lack of education for general education teachers on disabilities and disability rights, and system wide practices that prioritize efficiency over equity. Some ways that students with disabilities are excluded today may look like, a dyslexic student being excluded from a dance or extracurricular activities because he was notified in writing and expected to respond in writing to confirm attendance by a deadline, putting “more challenging” students in groups to the side of the room, limiting their access to participate and conversate with the majority of their nondisabled peers, or labeling parents as “difficult” when they advocate for their children. These unspoken rules reinforce stigma and create additional barriers for students with disabilities.

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Unwritten rules that Judy Heumann experienced that still exist in today's educational settings are the ideas that we are doing those with disabilities a favor by including them in our classrooms, activities, and classroom culture. There is often an idea that our students are not general education students first, fully included, then additions are made to their programming based on needs. As Judy experienced the Civil Rights Movement of we are first human, then 'divided' by race, color, gender, and finally after decades more of activism, disabled/abled, students should first be viewed as students that belong to the school.

Additionally, the unspoken idea that disabled students cannot learn is still relevant. While districts have come a long way over the past few decades to assess and place students in their LRE, it is still 'easier' on staffing and programming if disabled students 'go together' where there are smaller student:teacher ratios and help is built in. If not careful, IEP teams can be persuaded to restrict an educational environment to accommodate physical disabilities for a very cognitively typical student.

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In Judy Heumann’s memoir, she described her first experiences at school, Health Conservation 21, where the learning expectations for students with disabilities were much lower than their non-disabled peers. Heumann and her peers had shortened days, frequent therapy sessions, and “rest time” that all took away from their learning time. Some of her peers were still unable to read at 18 and 19 years old. Unfortunately, I believe this unspoken rule still continues today, though perhaps not always in the most blatant ways. For example, students with more significant disabilities may not be included in general education instruction even when they are in the classroom with their peers; they are given a completely different activity or they are expected to sit quietly while the teacher presents information in an inaccessible way. I have worked with special education teachers who plan instruction for less than 50% of a class period and allow the students to have “break time” for the remainder of the class. I have sat in IEP meetings where the school-based team pushes for a student to follow the extended content standards despite data indicating that the student is capable of making progress toward the standard course of study. These manifestations of lowered expectations could be considered violations of an appropriate education and the least restrictive environment as well as failing to meet the IEP (when instructional minutes are not fully met).

Another unspoken rule that Heumann described was how disabled people are considered “less than” or “unfit” to have certain jobs or participate in activities because of their disabilities. While she experienced this through having her teaching license denied for using a wheelchair, students with all types of disabilities continue to face discrimination. Students with autism and/or emotional disabilities who struggle to self-regulate often face exclusion from activities such as sports and theater productions on the grounds of “safety.” Students with learning disabilities are subconsciously (and sometimes explicitly) sent the message that text-to-speech or speech-to-text support is not “really” reading and writing. This causes students to resist using assistive technology that has the potential to level the playing field with their peers when it comes to written communication and accessing written information. The fact that standardized testing does not allow for text-to-speech further reinforces this unspoken rule; should I have to take tests without my glasses just because 20/20 vision is considered standard? These unspoken rules limit the experiences of students with disabilities and restrict their opportunities for practicing skills and strategies in supported, controlled settings before they are expected to function in the neurotypical “real world.”

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The pattern of discrimination highlighted in this book is appalling. It is eye-opening to non-disabled people who have never had to experience these levels of discrimination. However, breaking "societal norms/attitudes" often takes generations to achieve. Even though rules and laws prohibit discrimination, it does still occur. If not outright discrimination, unfair treatment of people with disabilities does still occur. Excluding people with disabilities may not always occur in the physical sense, either. The only way to change that is through awareness, advocacy, and understanding. Our society has come a long way with physical accessibility, however attitudes and mindsets can not be changed with concrete and nails.

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Katie Baker

The spoken rules of educational settings are the laws and regulations put in place to protect students with disabilities, like FAPE, IDEA, 504, and the IEP. The unspoken rules are that of social inequalities and stereotypes formed by society. Some of these rules may be that persons with disabilities are not capable of receiving an education, or are not worth the tax dollars spent to give them an adequate education. In Judy Heumanns story, she reflects on feeling the societal push of anti education for persons with disabilities, and not feeling welcome in any community.

These unspoken rules still exist today. I have heard persons working in school settings make assumptions about the learning capacity of students with disabilities. I have heard them tell these students that they are not going to ever get a job, or live independently. I have heard them say they will never learn to write their own name. I think these assumptions are not least dangerous assumption, and these assumptions often cap students from progression. Especially coming from their own teachers. There are more unspoken rules around dating, sexual desires, and falling in love for persons with disabilities. Society often assumes persons with disabilities do not have these desires, or will never experience it. This is a seriously wrong opinion and is damaging to people with disabilities who want to have everything that able-bodied and or minded people have.

concerning more modern day legal issues...the current administration is pushing to defund IDEA, a law that protects students with disabilities in education, which ultimately proves that the unspoken rules exist today. If the current administration is hoping to defund this sacred form of protection and equality, then it is clear that they DO NOT believe persons with disabilities are worth educating. It is clear that they do not believe persons with disabilities are capable of educating. Unfortunately, we have not chased away the unspoken rules yet.

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In her book "Being Heumann" Judith identifies many spoken and unspoken rules dealing with students with disabilities. Some of the spoken rules are the laws that have been put in action like IDEA, 504, and ADA. These laws have been put into action to help protect those with disabilities against discrimination and not being included. Unfortunately schools and companies today often find ways around some of these laws. In the past I have seen students who would benefit from inclusion services still be pulled into a resource room due to lack of time in the teachers schedule. This is not providing that student(s) with their LRE. Judith also addressed some unspoken rules in her book. For example, students with disabilities do not belong in schools. There are still teachers who believe that students with disabilities don't belong in their classroom. Judith also addresses the low expectations that people can and do have about students with disabilities. I have heard comments at some of my previous schools about how students with disabilities can't learn or how some will not be able to hold down a job when they get older. Teachers see their disability over their ability. We as educators need to stand up and advocate for our kids and help educate others in what is right.

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In Being Heumann, Judith Heumann noted several unspoken rules both in and beyond the educational setting in regards to people with disabilities.  These include: assumptions that they do not belong in schools, do not need access to public places, should always be grateful, cannot hold leadership roles, and are defined by one’s disability.  I have observed these unspoken rules within our educational settings still today.  While students with disabilities are no longer explicitly viewed as not belonging in schools, many are still considered  incapable of succeeding in the general education classroom at an early age.  It is becoming increasingly common to assume that an incoming kindergarten student is not able to handle the expectations of a kindergarten classroom and are being pushed toward the separate setting, especially those students with behavior or social skills deficits.  These predetermined judgements place students at a disadvantage compared to their same age peers.  When excluded from general education, they lose valuable opportunities to socialize, model appropriate interactions, and are not exposed to the full range of content standards.  IDEA requires that students with disabilities be educated within their nondisabled peers to the maximum extent appropriate.  They should only be removed from general education if their needs cannot be met, even with supplementary aids and services.  If schools default to placing students in separate settings without justification, it may be considered a denial of FAPE.

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Judith Heumann had shared in her book that there were many instances where unspoken rules were holding her back from having a wheelchair. The schools in which she was going were not accessible for her wheelchair at the time and she could not get to certain places in the school. She would need help from peers in order to get from place to place. She felt as if she did not belong even though it was not specifically stated. These are called unspoken rules. Unfortunately, we still see many unspoken rules today in schools because of social norms and a possible misconception that it is a safety concern to have these students participate in the classroom and extracurriculars. There is also a problem with funding and school accessibility to resources to help students with disabilities get the best education they can possibly get and the most accessible as well. There are spoken rules that require that schools include students with disabilities and give them access to all resources and opportunities. IDEA, Section 504, ADA, and others are spoken rules that say that students with disabilities are to have access to the best education possible but unfortunately, schools find ways to around these laws and it is hard for students to get the best education. They often get separated anyway and it makes them think they are different from others.

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Spoken and unspoken rules in schools strongly affect how students with disabilities are included. Judith Heumann shared that as a child, her life was separate from others even without signs saying so. She faced barriers like sidewalks and steps that blocked her wheelchair and had to call out for friends to come outside because she could not reach their doors. These unspoken rules told her that her participation was not expected, and today many of them still exist. Schools sometimes assume students with disabilities cannot fully join in, which shows up in classrooms that are not accessible, teachers who expect less, or activities that are not adapted. These rules often continue because it feels easier to leave things the same instead of making changes. For students who also face challenges of race, gender, or poverty, the harm is even greater, since exclusion can pile up in different ways. Legally, schools must follow disability rights laws like Section 504, which require equal access. Equality does not mean everyone gets the same thing, but that every student has the support they need to belong, participate, and succeed.

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The unspoken rules referenced by Heumann that I feel still persist include the belief that having a disability is a burden and a danger to society. Judy’s disability is often referred to as a “safety hazard” which poses the question, at what point was it established that being in a wheelchair is a fire hazard? I notice the safety concerns argument surface most frequently when pertaining to individuals with intellectual disabilities and more obvious physical disabilities. These people are more likely to be ostracized or excluded due to false perceptions (inability to care or control oneself or unpredictable behavior) and a complete lack of understanding. The unspoken rule of keep them separated for everyone’s safety likely originates from biases that may even be subconscious. Society tends to fear the unknown, and many people have limited exposure and misconceptions regarding these individuals, especially those with more significant, comprehensive needs.  Therefore, one response is to simply exclude them, then others do not have to be uncomfortable. I also feel as children age, the more stigmatizing their disability becomes.  I have seen younger students served in inclusive environments, but as they become older, their placement changes to a separate setting for fairly unsubstantial reasons and LRE no longer applies. Despite all the gains, advocacy work for disability rights is far from over.

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The spoken and unspoken rules in schools have a big impact on how students with disabilities are included and supported. Judith Heumann’s Being Heumann highlights unspoken rules like low expectations, exclusion from decision-making, and narrow ideas of what “normal” ability means. For example, Judy was often excluded from classrooms and school activities because officials assumed she couldn’t learn or participate fully due to her wheelchair use. Decisions about her education were made without her input, reinforcing those unspoken rules. These patterns have persisted because they’re deeply rooted in school cultures, attitudes, and systems that resist change. Today, these hidden rules still show up in rigid curricula, limited accessibility, and lack of culturally responsive supports. This particularly affects students with intersecting identities, such as race, gender, or socioeconomic status, who face multiple barriers that compound and make educational environments less equitable. Like Judy, who fought for the right to attend school with necessary supports, many students today still face assumptions that limit their opportunities and voice.

Legally, laws like IDEA and ADA are meant to protect students’ rights and guarantee equal access to education. However, when unspoken rules limit real inclusion, schools may fall short of these legal obligations. Judy’s activism, organizing protests and advocating for policy changes, showed that simply following the law on paper isn’t enough; schools must actively dismantle these hidden barriers to create truly inclusive environments where all students can thrive. To move toward equity, schools must challenge low expectations, amplify student voices, adopt flexible teaching methods, and foster inclusive cultures that celebrate all forms of diversity. Judy’s insistence on being heard and included offers a powerful example of how students and families can push for meaningful change. This requires ongoing educator training, policy reform, and collaboration with students and families to rewrite both the spoken and unspoken rules for good.

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These unspoken rules exist because of societal norms. Some feel that it is easier to ignore the benefit of all if it does not directly benefit just them or people like them. They don’t want to go through the work to promote equity out of the fear of taking that risk and maybe even being looked at as different. They also exist because of ableism. We saw this first with Judy when her mother was trying to place her in school. So many places turned her down and gave excuses when in reality, creating a learning environment for Judy wasn’t that difficult. They could figure it out. These unspoken rules still exist today in many spaces. Some people just don’t want to do the work to make the learning environment better out of fear of what could come. The result is not following the law, IEPs, and ADA standards. These rules only further negatively impact students with intersecting identities. There are already so many disparities amongst subjects with disabilities, race, gender, and socioeconomic status. Sadly, many cultural biases stem from these identities. These unspoken rules of “not wanting to do the work” set us even further apart from inclusion. A student with a disability may not be treated like other students with disabilities based on their race, gender, or socioeconomic status. They may not be afforded some of the same opportunities because of something that is out of their control. Without acknowledging a student’s full identity and trying to create a space of inclusion and equity for them, we fail them. While the law helps understand surface-level issues and spoken rules, they don’t always cover more complex issues and unspoken rules. There is more of a battle with unspoken rules because, in ways, people could possibly use the law to their own advantage. When we think about Judy’s experience during that timeframe, those who denied her education used a lot of tactics that would have passed back then. Saying she was a “fire hazard” or making her wait on a list to see if she was eligible for schooling would have been more “fair” back then. Of course, it was never fair, but they could get away with it. Today, even with laws in place, we see parties going back and forth on their definition of the law. Yes, the law is set in stone. However, as time passes, we will receive more complex issues that we might not have laws for yet. More people may try to lean on the unspoken rules to help them bypass a true legal issue. A grey area is ultimately created when it comes to some unspoken rules. Change can happen if we speak up and help train other in the educational field to stand up for others and create more inclusive spaces.

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In Being Heumann, Judith Heumann talks about how both official rules and unspoken assumptions kept her out of classrooms. The spoken rules said she couldn’t attend school for “safety,” but the unspoken ones—like the idea that disabled students couldn’t keep up—were just as damaging. I think we still see these unspoken rules today. For example, schools may separate students with disabilities or fail to make clubs, sports, or advanced classes accessible. I think that these rules are still around today because there is a lack of funding and training for teachers, as well as a system that is not always accepting of things outside the "norm". The impact on students is huge. They may feel like they don’t belong, or that they’re always “different.” And when students also deal with racism, sexism, or poverty, these barriers get even harder to overcome.

Legally, laws like IDEA, Section 504, and the ADA promise equity, but schools often do the bare minimum. Real inclusion means going beyond compliance—designing lessons, spaces, and activities where all students feel welcome and capable.

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Discomfort. When I have not been exposed to someone different than me or learned to embrace the beautiful curiosity of wanting to be welcome and supportive of differences it is easy to feel discomfort. The Rules that Judy Huemann had to grow up with and then later as she claimed her power fought against do still have legacies today. Sending a child away or hoping they would die young as an act of mercy feels so disgusting in our current context. I wonder what practices we have today will be viewed with similar horror in another 50 years? Disability was equated with being less than, ill, needing to be fixed, or pitied. Sadly many people still have these beliefs. Rules used to exclude those who were different based on gender, race, ability. Embracing a Intersectional mindset as Dr. Ibram X. Kendi advocates in his book How to Be Antiracist allows one to see how legal systems and institutions of power have been slow to steer the ship towards inclusion across many categories. Accessibility for people is still a major concern weather that is a curb or "redlining" real estate based on race. We have gone far but the journey is just started I think.

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Module 2 Book Discussion -- Being Huemann Graffiti Wall  (20 points)

1. Initial Response: After reading Being Heumann, reflect on the question: "How do the spoken and unspoken rules within educational settings influence the inclusion and support of students with disabilities, and what changes could make these environments more equitable?"

In your response, connect the unspoken rules Judith Heumann references in the book with those you believe persist in today's educational settings. Consider the following:

Continuity of Rules: Why do these unspoken rules still exist? How do they manifest today?

Impact on Students: How do these rules affect the experiences of students with disabilities, particularly those with intersecting identities (e.g., race, gender, socioeconomic status)?

Legal Considerations: What legal issues arise when discussing these unspoken and spoken rules, particularly regarding disability rights and educational equity?

2. Peer Responses: Respond to at least two peers’ posts. Engage with their ideas by:

Noticing similarities or differences in your perspectives.

Highlighting surprising insights or questions that arise from their responses.

You can express your ideas using text, visuals, or voice recordings. Feel free to draw connections between responses using lines, arrows, or other visual elements.