Although perceptions of the disabled have transformed over time, a well-meaning person can still foster negative feelings through insensitive or uninformed gestures. Wehmeyer describes how even today the disabled are adversely affected through notions of well-meaningness and adds that the person may feel stigmatized by interactions with the non-disabled. Indeed, how the disabled form their identities around their disability have several contributing factors. According to Wehmeyer accompanying factors include a student’s self-definition, perceptions of control, and self-determination. The author clarifies that students often have: “self-concepts and self-perceptions that are negative because of the way disability is perceived in our society” (p.170). Although not always negative, research has found that positive perceptions are associated with healthy interpersonal relationships.

 Consequently, it is at school, in a regular classroom that these concepts can be attributed and positive results will stem from confident beliefs of self-efficacy. In other words, if the students believe that they will have a positive outcome in and on their environment than they are likely to harbor more positive perceptions of control.  Disabled students may struggle with these perceptions, but Wehmeyer details several interventions including: “errorless learning,” “scaffolding” on prior knowledge, and verbalizing students successes: as a way to instill positive self-efficacy beliefs (p. 170).  Lastly, Wehmeyer illustrates how negative self-determination affects the disabled students’ outcomes. But, again suggests that teachers can intervene through teaching skills such as advocating for their learning career, setting goals, creating plans to achieve goals, self-regulating, and setting high expectations for their disabled learner.Through positive intervention educators are not “curing” the disabled student, rather they are providing the student with the tools to allow them to assimilate to their environment regardless of their participations. 

Finally, there are several important external factors in identity formation. Wehmeyer adds that minorities and women often have additional aspects that influence their identity. Women, in particular, suffer from high rates of unemployment, have low status jobs, as well as an increase in the income wage gap. Minority groups often are overrepresented in the disabled population, specifically Hispanic students who may have to contend with racial difference, disability, and a language barrier. 

Activity 

However, Wehmeyer concludes the chapter with teaching strategies that foster student success. Some optional interventions include to: “Respect diverse backgrounds,” “Make the curriculum relevant and conducive to the success of all,” “Build on students’ strengths,” “Provide district support to build the capacity of personnel” (p.177). For this activity explain a strategy that you use or how you may utilize one of the noted interventions in the classroom to assure full inclusion of disabled students. Also, throughout history, there have been many prominent figures who have overcome obstacles of disability and have had a positive effect in or on their environment. Include a picture of a notable figure of choice with a brief summary of their accomplishments. 

Wehmeyer, M. (2015). The impact of disability on adolescent identity. Sadowski, M. (Ed.), Adolescents at School. (167-179). Cambridge: Harvard Education Press.