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.

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.

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.

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.

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.”

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.

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.

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.

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.

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. 

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.

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.

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.