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"If a physician detects "defects" during the procedure, the woman will likely be encouraged to terminate her pregnancy.

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All inclusive accessibility facilitated by community members.

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Discrit chapter 12, pages 207 - 212 “Eliminating/Containing Disability”

Choose a section to read in Discrit. Compare your paragraph to Brilliant Imperfection. How do the texts talk to each other? Choose a line or passage from the section to share with the group, add to the Padlet, and prepare to share your group’s reasoning. Why did you choose the line or passage?

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What are some ways conversations about race and dis/ability in the classroom can lead to equity (or can they) and serve as a bridge to collective action? What could these conversations look like? What are some ways conversations about race and dis/ability in the classroom could maintain inequity?

Record your take-aways on the Padlet. Be prepared to share-out using 7 words organized into a poem.

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1. Educational debt for students of color is similar to societal debt for people with disabilities because both have historically been inequitably or completely underserved, and at the center of both of these is "reflection about one's own identity, issues of power, status, and domination" (Conner et al., 2016, p. 96).
2. Both populations (students of color in education and people with disabilities throughout society) have only recently received public political advocacy on their behalfs. Additionally, both populations suffer from tokenization in order to have institutions claim federal and state funds.

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Discrit pages 95-97.  Discuss educational debt repayment.  What are some connections between Clare’s “grappling” with cure and the debt analysis discussed in Discrit.