Evaluating Impacts on Professional Practice
Having a physical
disability may lead to negative perceptions and societal prejudices. Abelism is
defined as discrimination against disabled people (Dictionary.com,
2014) . This leads to a negative determination of an
individual’s abilities based on his or her disabilities. Being perceived as unable
to perform the duties of my job may
impact how I perceive myself, am I able to effectively function in the learning
environment, assist children when needed, and can I respond to an emergency
situation when needed are a few questions that arise when I think of being
physically impaired.
Having family’s trust is
vital in establishing relationship between them and the program. Sensing that a
family had concerns about my physical competence likely could take a toll on my
emotionally well-being and ability to relate to the family in an authentic
manner. In dealing with the situation I might avoid the family to lessen the
possibility of them questioning me or reactions to my disability. While, ism’s
can be overt or covert, both are harmful to a person’s emotional well-being (Edwards,
2010) .
Interactions with the children in the classroom could be affected as well. Feelings
of inadequacy can cause a person to have self-doubt and this will affect how
they function or interact with others. Covert isms are imbedded in many early
childhood education classroom materials to include the absence of teachers with
disabilities (Edwards, 2010) . In many settings intolerance
against ableism remains more permissible than racism based on color (Ford, 2009) . Depictions of people of color that are degrading
offend the social and political sensibilities of most, whereas, depicting a person
with a physical disability as unprofessional, helpless, ignorant or lazy is not
looked upon a s offensive, and is
considered by some as unjustified complaining.
Being well grounded in
my convictions of who I am and what I believe in will assist me in creating
relationships that garner trust and respect for all children and families.
References:
(2014).
Retrieved from Dictionary.com:
http://dictionary.reference.com/browse/subjectivity
Edwards, L.
D.-S. (2010). Anti-bias education for young children and ourselves.
Ford, A. R.
(2009). It's not just about racism,
but ableism. Retrieved from
http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=e4632b02-5dd6-4730-b1d7-0d5488a797ca%40sessionmgr4004&vid=1&hid=4204&bdata=JnNjb3BlPXN
Comments
I find it interesting that ableism is allowed and accepted more than racism. Many people take their abilities for granted and if something were to happen to cause physical or mental disabilities they would know how it feels to be on the other side. As educators, we fortunately can show children how to be sensitive and accepting of all people!
Caitlin
Your post reminds me of a teacher that I use to work with. She was pleasantly plump and had to take time off from work often due to her health. Unfortunately the agency laid the teacher off because she missed so much work because of her failing health. It is saddening to visibly see how this ism is allowed in many work places. I can only imagine how this teacher may have felt when she lost her job because of her inability to pass the physical examination test. This is a form of discrimination that does take place and should not. We cannot judge a person according to their physical appearance. I am a pleasantly plump woman and if I had to protect children in an emergency, I know that I would be able. What if this woman was a child in the program? Would the program exclude the child because she was over weight or pleasantly plump? An inclusive learning community says in many ways, "Here everybody belongs, plays, and helps each other learn in her or his own time and way"
(Derman-Sparks & Edwards, 2010). I believe that this should be the same thinking when it comes to employees in programs. All individuals should be welcomed and respected for who they are. Thanks for sharing!
Cotati