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To Imagine Disability Otherwise | Linda Ware | TEDxSUNYGeneseo

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CRIP CAMP: A DISABILITY REVOLUTION | Full Feature | Netflix

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This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families' home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1 hour).

Work through the sections of this Module in the order presented in the STAR graphic above.

Related to this Module

Copyright 2018 Vanderbilt University. All rights reserved.

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Dual Language Learners with Disabilities: Supporting Young Children in the Classroom

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This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families' home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est.

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"My Disability Roadmap" Full Film, Audio Described and Captioned

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FILM SYNOPSIS: Samuel Habib, 21, wants to date, leave home, go to college. But he drives a 350-pound wheelchair, uses a communication device, and can have a seizure at any moment. Determined to find his path forward, he seeks out guidance from America’s most rebellious disability activists. Will they empower him to launch the bold adult life he craves? 


A little more about the filmmaking process:  Samuel spent dozens and dozens of hours researching each interview subject and dictating questions, which Dan then programmed into his device for the interviews. When Samuel is out and about, two 4K GoPro cameras are often attached to his wheelchair—one facing Samuel just below eye level, the other filming the world before him—show his real time interactions and obstacles. As co-director with his filmmaker father Dan Habib, Samuel was involved throughout the film production and final content decisions. The filmmaking team is committed to elevating the first-person perspective of disabled people. The entire central cast are people with disabilities. Additionally, the majority of the paid production and outreach team for this project are people with disabilities.  Learn more about our work and watch more of our films at www.likerightnowfilms.com.  - Dan and Samuel Habib

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Today's topic is disability studies featuring a discussion with two scholars, Dr. Sami Schalk and Dr. Subini Annamma. Disability studies is an interdisciplinary field that looks at disability from multiple perspectives and approaches. Sami is the author of Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women's Speculative Fiction and Subini is the author of The Pedagogy of Pathologization: Dis/abled Girls of Color in the School-prison Nexus. Both Subini and Sami will talk about their experiences writing their books, the future of disability studies, and what excites them about teaching and generating knowledge as academics.

Transcript

Related Links

2018-19 Ford Foundation Fellowship awarded to special education faculty member, April 12, 2018, KU News Service

Book explores how minority girls with disabilities are criminalized, form 'ecology of resistance' in juvenile jails, February 20, 2018, KU News Service

Book explores how disability, race intersect in pushing kids to prison, May 10, 2016, KU News Service
Disability Studies Initiative, Emory University
Imagine Otherwise: Sami Schalk on Black Women's Speculative Fiction, July 4, 2018, Ideas on Fire podcast

Professor's book explores intersectionality of ableism, race through fantasy, October 5, 2018, Jain, Anushka, Daily Bruin
Society for Disability Studies
Space the Nation: The future is female - and black, and disabled, January 22, 2019, Ana Marie Cox, SYFY Wire.

Subini Annamma on "Excavating Possibilities: Disability Critical Race Theory (DisCrit) in Education," February 22, 2019, Haas Institute For a Fair and Inclusive Society, University of California, Berkeley.

About

Subini Ancy Annamma, Ph.D., is an Assistant Professor in the Department of Special Education at the University of Kansas. Her research and pedagogy focus on increasing access to equitable education for historically marginalized students and communities, particularly students with disabilities. Specifically, she critically examines the social construction of race and ability; how the two are interdependent, how they intersect with other identity markers, and how their mutually constitutive nature impacts education experiences. She centers this research in urban education and juvenile incarceration settings and focuses on how student voice can contribute to dismantling systemic inequities and identifying exemplary educational practices.

Dr. Annamma is the first author on Dis/ability Critical Race Studies (DisCrit): Theorizing at the intersections of race and dis/ability , which was published in Race, Ethnicity and Education in 2013 and is included in the 2 nd edition of Foundations of Critical Race Theory in Education. Since then she has published multiple articles, book chapters, and is currently a co-editor of two books. She served as an Associate Editor of International Journal of Qualitative Studies in Education and is currently on the editorial board of Multiple Voices for Ethnically Diverse Exceptional Learners. Dr. Annamma is a past winner of the American Education Research Association (AERA) Dissertation Minority Fellowship in Education Research Award and is currently Co-Program Chair for the 2016 annual conference of the Critical Race Studies Association in Education. She has served as an invited speaker on topics ranging from the School-to-Prison Pipeline and Mass Criminalization, Restorative and Transformative Justice, Disability Critical Race Theory, and Critical Perspectives in Special Education Policy and Practice.

Twitter: @DrSubini

Dr. Sami Schalk is an Assistant Professor of Gender & Women's Studies at University of Wisconsin-Madison. She earned her BA in English (Creative Writing) and Women's Studies from Miami University in 2008, her MFA in Creative Writing (Poetry) from University of Notre Dame in 2010, and her PhD in Gender Studies from Indiana University in 2014.

Dr. Schalk's interdisciplinary research focuses broadly on disability, race, and gender in contemporary American literature and culture, especially African American literature, speculative fiction, and feminist literature. She has published on literature, film, and material culture in a variety of peer-reviewed humanities journals.

Dr. Schalk's first book Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women's Speculative Fiction (Duke University Press 2018) argues that black women writers of speculative fiction reimagine the possibilities and limits of bodyminds, changing the way we read and interpret categories like (dis)ability, race, gender and sexuality within the context of these non-realist texts. Dr. Schalk has begun a second book project on disability politics in contemporary African American art and activism, including the Black Panthers and the Black Lives Matter movement. She also writes for mainstream outlets, namely Our Lives Magazine, Madison's local LBGTQ magazine.

On a personal level, Dr. Schalk identifies as a fat, femme, black, queer, cisgender, nondisabled, middle-class, polyamorous, body-positive, sex-positive, intersectional feminist woman. Dr. Schalk uses she/her pronouns. You can follow her activities on and .
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Credits

Sarika D. Mehta, Audio Producer

Alice Wong, Writer, Producer, Interviewer

Cheryl Green, Text Transcript

Lateef McLeod, Introduction

Theme Music (used with permission of artist)

Music

" La verdadera impaciencia (B-side) " by is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License )

" " by The Pangolins is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License )

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"VOCODER countdown" by Jack_Master. This work is licensed under the Creative Commons 0 License.

" 8 Bit Beeping Computer Sounds " by sheepfilms. This work is licensed under the Creative Commons 0 License.

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Today's topic is disability studies featuring a discussion with two scholars, Dr. Sami Schalk and Dr. Subini Annamma. Disability studies is an interdisciplinary field that looks at disability from multiple perspectives and approaches. Sami is the author of Bodyminds Reimagined: (Dis)ability, Race, and Gender in Black Women's Speculative Fiction and Subini is the author of...

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I'm not your inspiration, thank you very much | Stella Young

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Today's episode is about disabled teachers with Travis Chi Wing Lau and Dayniah Manderson. Travis is a postdoctoral fellow in English at the University of Texas at Austin and Dayniah teaches 8th grade at Mott Hall Community School in the Bronx, NYC. You'll hear both Travis and Dayniah talk about their approach to teaching, what they enjoy about being teachers, what's unique about being a disabled teacher, and the challenges facing the teaching profession in both universities and city public school systems.

Transcript

Related Links

Bailey, Whitney. (October 18, 2018). Wheelchair user's perspective on disability and employment. AbleThrive.

Lau, Travis Chi Wing. (October 11, 2019). On the Power of Names. Synapsis.

Lau, Travis Chi Wing. (February 14, 2019.) William Hay; Or, An Obsession. The Rambling.

Manderson, Dayniah. (October 8, 2018). Does my wheelchair make you uncomfortable? How my disability may have cost me a job. USA Today.

About

Dayniah Manderson, 39, has been an educator within the New York City Department of Education since 2003. She teaches 8th grade at Mott Hall Community School in the Bronx, New York City. She is the mother of a precocious teenager and lives with SMA II.

Travis Chi Wing Lau is a postdoctoral fellow in English at UT Austin. He specializes in 18th- and 19th-century British literature and culture, medical humanities, and disability studies. His academic and creative writing have appeared in a number of forums for public scholarship such as Public Books and the Los Angeles Review of Books, as well as in queer and disability-focused publications like The Deaf Poets Society. His portfolio of work and current projects are accessible on his homepage: travisclau.com
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Credits

Geraldine Ah-Sue, Audio Producer

Alice Wong, Writer, Audio Producer, Host

Cheryl Green, Text Transcript

Lateef McLeod, Introduction

Mike Mort, Artwork

Theme Music (used with permission of artist)

Song: "Dance Off"

Artist: Wheelchair Sports Camp

Music

" " by Podington Bear ( Wavy Glass by Podington Bear is licensed under a Attribution-NonCommercial 3.0 International License .)

" Crystal Boom Percussion " by Podington Bear (Crystal Boom Persuasion by Podington Bear is licensed under a Attribution-NonCommercial 3.0 International License )

Sounds

"VOCODER countdown" by Jack_Master. This work is licensed under the Creative Commons 0 License.

" 8 Bit Beeping Computer Sounds" by sheepfilms. This work is licensed under the Creative Commons 0 License.

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Today's episode is about disabled teachers with Travis Chi Wing Lau and Dayniah Manderson. Travis is a postdoctoral fellow in English at the University of Texas at Austin and Dayniah teaches 8th grade at Mott Hall Community School in the Bronx, NYC. You'll hear both Travis and Dayniah talk about their approach to teaching,...

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There are all kinds of advocacy within the disability community. Self advocacy is one unique type that is grounded in a movement, history, and community of people. Today we're going to explore what self advocacy is with two people who identify as self-advocates: Noor Pervez and Finn Gardine r. You'll hear Noor and Finn talk about how they first learned about the self advocacy movement and what it meant to them to be self advocates.

Transcript

Related Links
Autism Campus Inclusion (ACI) Leadership Academy Autistic Self Advocacy Network Green Mountain Self Advocates Masjid al-Rabia Self Advocates Becoming Empowered
Baggs, A.M. (2005). The Meaning of Self Advocacy. Autistics.org

Bascom, Julia. (2002). Loud Hands: Autistic People, Speaking.

Brown, Lydia, Ashkenazy, E., Giwa Onaiwu, Morenike. (2017). All the Weight of Our Dreams: On Living Racialized Autism.

(2014). Self Advocacy Position Statement. The Arc and American Association on Intellectual and Developmental Disabilities.

About

Finn Gardiner is a tireless disability rights advocate, primarily interested in educational equity, intersectional justice, comparative policy, and inclusive technology. He holds a Master of Public Policy degree from the Heller School for Social Policy and Management at Brandeis University and a bachelor's degree in sociology from Tufts University.

He currently works with the Lurie Institute for Disability Policy at Brandeis University and the Autistic Self Advocacy Network. Throughout his work, Finn combines disability advocacy, policy analysis and research, and written and visual communications through policy briefs, original reports and white papers, and contributions to research projects. His research and advocacy interests include education and employment for autistic adults, comparative disability policy, inclusive technology, LGBTQ cultural competency, and policy that takes into account the intersections between disability, race, LGBTQ identities, class, and other experiences. Finn recently worked with a team of researchers at the University of Massachusetts Medical School and the Human Services Research Institute on a project that gauged attitudes about the creation of an autism database in Massachusetts in order to create policy recommendations for the state.

In addition to his duties with Lurie and ASAN, Finn also serves as a member of the Board of Directors at the Human Services Research Institute, a nonprofit dedicated to research and policy advocacy benefiting people with disabilities and seniors.

Finn is a seasoned public speaker who has appeared at a variety of venues, including the Obama White House's 2016 LGBTQ Disability Day panel, the National Council on Disability's panel on inclusive technology for people with disabilities, the United Nations' 2016 Disability and Ageing Symposium, and the 2015 and 2017 American Association on Intellectual and Developmental Disabilities national conferences.

Finn's writing has been published in NOS Magazine, The Thinking Person's Guide to Autism, and the anthology All the Weight of our Dreams.

Blog: http://expectedly.org/blog/

Twitter: @phineasfrogg

Noor Pervez is a community organizer who works on disability, racial, trans, queer and religious justice. He has given presentations on everything from trans folks with eating disorders to how to support queer Muslims all over the US.

He is the Accessibility Director on the board of Masjid Al Rabia, on the Muslim Youth Leadership Council, and a board member for the Trans Student Educational Resource.

Twitter: @SnoringDoggo
Support Disability Media and Culture DONATE to the Disability Visibility Project®
Credits

Geraldine Ah-Sue, Audio Producer

Alice Wong, Writer, Producer, Interviewer

Cheryl Green, Text Transcript

Lateef McLeod, Introduction

Theme Music (used with permission of artist)

Music

" Reckoning" by Podington Bear (Reckoning by Podington Bear is licensed under a Attribution-NonCommercial 3.0 International License)

Sounds

"VOCODER countdown" by Jack_Master. This work is licensed under the Creative Commons 0 License.

" 8 Bit Beeping Computer Sounds " by sheepfilms. This work is licensed under the Creative Commons 0 License.

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There are all kinds of advocacy within the disability community. Self advocacy is one unique type that is grounded in a movement, history, and community of people. Today we're going to explore what self advocacy is with two people who identify as self-advocates: Noor Pervez and Finn Gardiner.

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As parents, we know that language matters. Our children absorb everything that we say and how we say it. Our words shape what they think of themselves and others, and how they view the world.

But what if we are using words that cause harm, and we don't even know it? This is often the case when we talk about disability.

Sometimes, due to discomfort and limited experience with disability, we diminish that disability is an important part of many people's identity - not something to be avoided or portrayed with pity.

Sometimes, when talking about parenting a disabled child, we use language that inadvertently portrays our children as burdens or reflects low expectations of what they can do and who they will grow to be.

All of this matters. A lot.

So how can we make sure that our words acknowledge and celebrate disability as human diversity?

I spoke with disabled friends and colleagues, and parents of children with disabilities, about commonly used phrases and statements that cause harm and take us away from our goal of a more inclusive and equitable society. Let's take a close look at the ways that we talk about disability and the messages that these statements convey:
"I don't even think of my child as disabled. They're just a kid to me!" "My neighbor is just Lily! I don't think of her as having a disability."
The Message: My child's disability, or my neighbor's disability, isn't an important part of who they are. It isn't something to celebrate or be proud of. Focus on other things about them.

The Problem: Disability is a part of their identity. If we don't acknowledge a person's disability, then we aren't fully seeing or accepting them. Ignoring disability suggests that disability identity is bad. When we're hush-hush about it, it can engender a sense of shame in our children about a part of who they are.
"My 10-year-old son, who has the language of a toddler, said 'I love you' today!" "My nephew Liam is developmentally like a 18-month-old."
The Message: My child, or my family member, is similar to a typical infant or toddler. You can more-or-less treat them as you would a child of that age.

The Problem: Age equivalents for skills are a harmful and dehumanizing framing of personhood. They do not reflect the fullness of a person's human experience. Each year lived is a year of knowledge and life gained, for all people. Referring to a disabled child or teen as an infant, and talking to an adult like a baby, is undignified and demeaning.
"My child inspires me every day." "The fact that she gets up every morning and goes to work is such an inspiration."
The Message: This statement conveys disability as a tragedy that inherently makes life worse or harder, instead of natural human diversity that makes life different and interesting. When simply living is portrayed as an accomplishment, a disabled person becomes the focal point of inspiration simply because of their impairment.

The Problem: This message of otherness doesn't acknowledge a child or person's individuality, hopes, dreams and strengths. It sets low expectations and devalues the contributions that disabled people make in their communities and in the world. It says, "I would never want to trade places with you. The fact that you simply live your life is an accomplishment."
"It doesn't matter to me if my child learns her ABCs, she should still be included." "I'm so glad that Jimmy is in my son's class. Just being around him will make my son a better person."
The Message: My child's presence, or the presence of a disabled child, is enough. It's too ambitious to think that the disabled child will learn in school. The value of their place in the room is to expose other children to disability.

The Problem: This perpetuates the notion that the point of inclusive education isn't so that disabled children can learn and achieve their own goals, it's so they can be around other kids, for social reasons, and so that nondisabled children become comfortable around them. The reality is that all students should be given the opportunity to learn with the appropriate services and supports provided. And all children should have an opportunity to get to know, learn from, challenge, and enjoy one another.
"My child is an angel." "Jamie always has a smile on her face. She's so innocent."
The Message: My child, or a disabled child, exists in a separate category, which exists outside of typical childhood and humanity. Their lives are simple. They don't have complex feelings and emotions.

The Problem: Angel representation doesn't acknowledge a child as a full human being, who makes mistakes, experiences a full array of emotions, or has the opportunity to communicate their needs. It portrays a child as "other," creating and maintaining distance between their life and the life of nondisabled people. It reduces their experience and belittles their capacity.

In every instance, the words and phrases above "other" disabled people. These harmful, inaccurate portrayals create and maintain a distance that makes inclusion seem insurmountable - when in reality, truly knowing, understanding, and supporting one another as people will enrich all of our lives and bring us closer to our goal of making the world a better place for everyone.

When we think of things we've said that may have caused hurt, perhaps to people we care about and love, it's natural to feel shame or embarrassment or even indignation. But when our children encounter such growing pains, what do we say? We remind them that it's simply part of growing up. The scary part about being a parent is that we're still learning, too. The exciting part is that we can learn about disability with our kids and with each other.

And there's a great place to start.

Join The Nora Project at 7:30 p.m. central on Thursday, Aug. 11, for Disability 101 - a webinar and conversation about disability history and disability awareness, where you'll learn about disability as diversity and how to be an advocate for inclusion and positive social change. Led by Chief Program Officer Katy Fattaleh and Director of Professional Development Jordyn Zimmerman, Disability 101 informs and educates, giving participants an accurate picture of disability and the confidence to talk about it.

Webinar: 60 minutes

Cost: $25

Unable to join live? A recording will be sent to all registered participants the following day.

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How We Talk About Disability - The Nora Project

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By Anitra Rowe Schulte, Parent Programming Coordinator As parents, we know that language matters. Our children absorb everything that we say and how we say it. Our words shape what they think of themselves and others, and how they view the world.

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Changing How The World Sees Disability One Photo At A Time.

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Changing How The World Sees Disability One Photo At A Time.

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One quote from this article that stood out to me was, "People with disabilities make up 20% of the population, but less than 2% of media images." This is unacceptable in 2023, the article goes on to explain how this is being changed by incorporating Getty Images' into global networks.

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The faces you see in your everyday life ultimately define what you see as normal, says Jordan Nicholson, a Getty Images photographer. People with disabilities like myself make up 20% of the population. But many people with disabilities say that for decades, they've felt invisible- as if they were hidden in plain sight. Only infrequently do our images show up on television and film, in advertisements or in catalogs-and often they have a sappy sort of inspirational-ism that some people in the disability community refer to as disability inspiration. (Translation: It makes others feel good while completely ignoring the fact that we want to be treated like people first.) Applauding us when we do what other abled bodies do every day gives the impression that we are largely incapable, while the opposite is quite true.

It's unacceptable. That's why Getty Images, the National Disability Leadership Alliance (NDLA) and Verizon Media are collaborating to change the representation of people with disabilities in the media. Each company brings a different perspective and skill set to the initiative. "Verizon Media has a longstanding commitment to serving our users with disabilities and we have a dedicated accessibility team that works to make our products more accessible," explained Margaux Joffe, associate director of accessibility and Inclusion at Verizon Media, who was instrumental in helping to launch the initiative from the Verizon side.
Seeing The Big Picture
A quick online review of most stock image sites and ad campaigns might give you the impression there are only about three people in the U.S. with a disability willing to have their photo distributed. The selection is paltry and unwittingly, it isolates people with disabilities. Lack of representation has fueled the idea that people with disabilities don't do real everyday things, like shop for groceries, fall in love, take vacations, attend school, hold positions of authority, get married and have sex. The Disability Collection solves an age-old marketing conundrum, which is that you can't be seen until you learn to see, says Seth Godin, author of This Is Marketing.
Working With The Pros
Each company pulled in the heavy hitters to manage the project, called the Disability Collection, an indication that this is not a fad marketing campaign that's likely to die out in a year, but one they have invested heavily in. Getty Images' senior director of creative, Rebecca Swift, helped to share the vision she had with Getty photographers and asking them to seek out opportunities for inclusivity to add to their portfolio. "Disability covers a wide spectrum and by no means is one view the only view that is relevant or representative," says Swift. The project will take time to spread through the photography community, but the pipeline is in place. The partners created a three-step process for submissions, including creating guidelines, generating images and then curation. Verizon also held six focus groups and put out a survey of over 1,000 respondents to learn how the disability community wanted to see themselves represented in imagery as well as the stereotypes to avoid. "We sent a core brief reminding contributor groups, such as lifestyle and education, about the types of shots they might look," says Swift. "Our art direction team is actively pursuing the content, looking at what comes in to grow the disability collection."
Create Nothing About Us Without Us
While there is no quick fix, says Joffe, the timing is spot on. Millennials and Gen-Z'ers are vocal and have easy access to social media, including creating images on their smartphones that they want to see reflected back at them. Verizon Media will be working with Getty Images and the NDLA for at least two years to grow the collection and change the imagery in stock photography. The survey mentioned earlier was used to develop guidelines for photographers on how to represent people with disabilities and suggest photographers stereotypes to avoid.

After sending the guidelines to more than 200,000 photographers within Getty Images' global network, the photography community submitted nearly 10,000 images for review. Disability leaders from various national organizations curated the photographs. That's not a point to be taken lightly. This laudable business model has included people with disabilities at the table making decisions from the very start. If even 10% of businesses in the U.S. did this, imagine how the public's view of every aspect of disability could change dramatically.

But back to reality: The ongoing photo review sessions include 12 disability leaders and 10 national advocacy organizations, including representation from the United Spinal Association and Little People of America to the American Council for the Blind and the Hearing loss Association of America (see their full list of partners, here.). Partners review and approve new images quarterly. The NDLA coalition works to shape policies, politics media and culture and bring a deep knowledge of disability representation to the table. People with disabilities make up 20% of the population, but less than 2% of media images," says Lawrence Carter-Long, director of the Disability and Media Alliance Project in Berkeley, California.
Share This Valuable Disability Message
"Showing breadth and intersectionality to reflect the diversity of disability is the goal," says Joffe. "That includes LBGTQ, socioeconomic status, ethnicity, age, and mental health, photographed together with people who may or may not have a disability." The choices are pretty unlimited. But how do approach these groups and ask if they would want to be photographed, some have asked? The Disability Collection campaign has tried to solve for that very real issue, too. They also recently launched a campaign video, highlighting advocates and held a celebration in D.C. to introduce the collection to the public. And of course, they are engaging with people on Twitter, where there is many active disability advocates and allies. "I want to see the content of disabled people in urban and rural areas, poor and not so poor, young and older. More important I want to see content created by disabled people about disabled people!" said Hector M. Ramirez on Twitter.

The professional side of this collaboration between Verizon Media, Getty and NDLA is meant to be a friendly but strong nudge to the professional photography community. Wanting to be sure to include people with disabilities in the Collection, they also launched a campaign asking nonprofessionals to submit their own photos to the collection (they've received hundreds of non-professional photos already), be a model in a photo shoot or host a shoot a location near them. (Not to worry there are clear rules and waivers that accompany the call for submissions.) The results are stunning but not glamorous. Relatable but not ridiculously posed in that stock shot way most people can pick out of any media campaign. These photos? They will give you goosebumps. They will make you smile. And they will show you exactly what we've all been missing for so long-representation of our friends, family, teachers, teammates, and heroes who just happen to have a disability. This is everyday life, captured on camera.

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Changing How The World Sees Disability One Photo At A Time

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The faces you see in your everyday life ultimately define what you see as normal, says Jordan Nicholson, a Getty Images photographer. People with disabilities like myself make up 20% of the population. But many people with disabilities say that for decades, they've felt invisible- as if they were hidden in plain sight.

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Disabilities are defined differently amongst all cultures. This is a short article that explains how disabilities are seen in different communities/cultures.

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How do different cultures view disability? – NCPD

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In this Heritage Month, it is appropriate that we take a closer look at different cultures and the way they view disabilities.