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Learning About Different Abilities & Fairness

After participating in seue,ral actiuities afutut disobilities in her eorly childhood program, 4b-year<tld

Hannah explains to he.r non: "lt meons thet they can't do stuff, but they can still d<t the stuff you can

do, but they cttn't do all the stuff you can, but they cun alrnost dct the stuff you can."

oung ctri lclren are curi<lus about rnany kinds of

abil ity clifferences. Ttrey ask cluestions. They

sometirnes exhibit cl iscclmfort ancl reiection.

They also have the capacity to un<lerstancl that a

chilcl with a disabil ity is able to clo Ittucir of what mrtst

clther chilclren can clcl, evetr if i t 's clone tl i fferertt ly. This chapter explores the ant i -b ias isst tes < l f work ing

with children in inclusive classrooms. Since 1975. the federal Inc l iv iduals wi th Disabi l i -

t ies Education Act (IDEA) has requirecl that all chil-

dren with clisabil it ies receive apprclpriate eclucation in the "least restrictive environment"-that is, they must have the opportunity to be included in regular (rather than special education) classrooms to the greatest extent possible. Such "inclusive" early chilcl- hood programs are now accepted practice, as is the principle that children with a variety of physical, cog- nitive. and ernotional disabil it ies can and should learn

together with their typically developing peers.

Contact among children with different abil it ies is, by itself, not enough to create an anti-bias-and therefore truly inclusive-classroom, and neither is

simply teaching superficial acceptance and politeness

(e.g., "Be nice.". . . "Playwith everybody." . . . "We

love all children". . . . "We will get along"). Teachers

ancl clther staff must use intentional strategies to cre-

ate quality inclusive classrooms. In an active anti-bias learning cclmmunity, all chil-

<iren are equitably nurtured ancl everyone is respon-

sible for everyone's learning ancl well-being. (A good

resource on how to clo this is Copple & Bredekamp

2009.) All children-including chilclren with clisabil- it ies-need respectful teachers who knclw how to

fclster their competency, strengths, and modes of

interaction with the worlcl. All children neecl teachers

whcl make sure that people with clisabil it ies are visible

in their learning environment: in pictures ancl posters

on the wall, in toys ancl books, in program staff, and in

their communities. All children-those who are typi-

cally developing and children with disabil it ies-need to be able to ask questions, get accurate information,

explore their feelings, and learn positive ways to inter-

act with their peers.

Ghildren's early experiences and understandings of ability and disability By preschool age, children's developmental task of

figuring out how they are the same and different from

their peers includes understanding what it means

for someone to have a disabil ity. As in all identity

Written with help from Carol K. Cole and Bill Sparks, prograrn specialists and consultants in special education in Los Angeles. This chapter

cloes not discuss the specialized methods for working with children with various disabilities and special needs. A leading provider ol useful

resources offering such information is the Council for Exceptional Children's Division for Early Childhood (CEC/DEC). Visit its website at

www.dec-sped.org.

Goals for Chi ldren r All children wil l develop autonomy and indepen- dence (as they are able), as well as confidence and pride in their competence. (ABE Goal l)

. All children wil l learn accurate information, appropriate to their devel- opmental stage, about disabil it ies and special needs. (ABE Goals I & 2)

o All children wil l gain understanding about how their own abil it ies are the same as and different from others'. (ABE Goal2)

r All children will learn to interact knowledgeably, comfor tably . and fa i r ly with each other, whatever their abil it ies. (ABE Goal 2)

. All children wil l learn how to challenge name- call ing and stereotyping with respect to their own or others' abil it ies and wil l share ideas about accessi- bil i ty in order to promote interaction and indepen- dence. (ABE Goals 3 & 4)

areas, children's questions, comments, and behaviors reflect the interactions among their specific experiences, stage of development, cultural contexts, and individual personalit ies.

o Young children are curious; they want to know about what they see. The bulk of children's questions indicate curiosity. Don't assume too

quickly that a child's question reflects anything more than that. Listen for tone and other expression of feelings to help you judge whether the ques- tion reflects any bias and requires more than a matter-of-fact response. For example:

Lucy, the assistant teacher in a 3-year-olds class, has one arm shorter than the other and only two tiny fingers on the hand. She and the head teacher agree they wil l not make an issue of it, and she wil l talk to the children about her arm if and when appropriate. During circle time, the teacher notices 3-year-old Mia looking intently at Lucy. Mia reaches out tentatively and very briefly touches Lucy's hand.

After the song is over, the teacher matter-of-factly says to Mia, "l saw you looking at Lucy's hand. lt doesn't look l ike your hand. Do you wonder why her hand and arm are l ike that?" Mia nods. Lucy explains, "l was born with my arm and hand like this." Mia asks, "Does it hurt?" Lucy shakes her head. "Will my hand be l ike that?" worries Mia. "No," answers Lucy, "because you were born with your hand just l ike it is now. Do you want to touch my hand, Mia?" Mia feels all around Lucy's arm and hand. "Now, Mia," says the teacher, "why don't you show Lucy where we keep the juice, and you and she help each other get snack ready?" The two go off together.

Children are curious when they notice that a classmate sometimes receives one-on-one attention. They may ask about a chilcl who leaves for part of the day to visit specialists. Often a simple response is enough. Explain that the child is going to see another kind of teacher who helps her learn to talk, to strengthen her muscles, and so on. Children may also ask about peers who require the help of an aide.

"Why is Wendy always with Rosa?" Aaron asks their preschool teacher. Rosa, a child with disabil it ies, requires an aide (Wendy), who accompanies her through- out the day. The teacher explains, "Wendy helps Rosa play, learn, and move from place to place so she can be part of what we do."

o All children need accurate information atrout what people with particu- lar disabilities can and cannot do.

Given the l imited frame of reference about disabil it ies that most young children have and their early stage of cognitive development, it is under- standable that young children micht struggle to make sense of what they observe. Children may think that a child who uses a wheelchair is a "baby" ancl cannot participate in preschool activit ies; a child whcl is deaf cannot know what a hearing child knows; a child who is blind cannot be active ("She wouldn't know where to go, and she might hurt herself"); a child who is not yet speaking is stupid; or an adult who uses a wheelchair or who has a hear- ing or vision impairment cannot be a parent or a teacher.

Children who are typically developing need accurate information and opportunities to interact with people who have disabil it ies to counter their misconceptions. Children with disabilities, too, may have misconceptions about other children, and possibly about their own abilities and limitations. They also need accurate information, as well as positive role models who can show chil- dren how adults with disabilities function in their daily home and work lives.

126 Anti-Bias Education

o Young children have the capacity to appreciate their shared abilities and similarities.

As children who are typically developing and children with disabil it ies play and learn together in quality, inclusive learning environments, they come to understand and appreciate each other's strengths and challenges.

Four-year-old Tim, who has Down syndrome, is pull ing the wagon around the playground, one of his favorite activit ies. His classmate, Elena, joins him and gets into the wagon. She announces to the nearby teacher, "He's a messy painter, but he's a good wagon puller."

The Head Start teacher notices Miko, who uses a wheelchair, carrying blocks on her lap from the block area to the dramatic play center for two of her class- mates. Seeing their teacher watching her, Miko com- ments, "l can take more blocks than they can. They are the builders. I am the truck driver bringing the blocks."

o A child with a disability needs information, words, and emotional support for handling que*

tions from other children. Children with disabil it ies are l ikely to be askecl

questions about themselves in and out of the class- room, and indeed throughout their l ives. It is impor- tant they develclp cognitive and emotional strategies to know what they want to say and be able to say it. This is somethinq that anti-bias educators can sup- po r t c l r i l d ren i n <k r i ng .

First, f ind out how the family has explainecl the disabil ity to their chilcl ancl to others, inclucling what terms they use. Ask them how they woulcl l ike you tcr ta lk wi th the chi ld ancl to the group about i t .

' [ ' ry to c lo

this either before or when the chilcl f irst enters your

classroom. After the child has hacl a l itt le t irne to get

used to being in your class, explain tcl her that she has the right to choose whether and how to answer questions from other children; for example, she can answer, decline to answer, or ask you to respclnd, depending on the question, the questioner, and her feelings. In addition, support the child's feelings about being asked questions. For example:

"l know it 's hard sometimes when other children ask about why you wear a brace and that sometimes /ou wish they wouldn't ask so many questions. When you feel t ired or sad or angry about kids asking so many quest ions, le t me know and I wi l l he lp you."

It is important to help the child develop the vocabulary to express his feelings and answer ques-

tions. Privately discuss with him what he wants other children to know-what he wants you to say, and what he might say. Sometimes a child wil l want you

to respond to another child's question. Your choice

Learning About Different Abilities & Fairness

of words and emotional tone models how children can handle questions about disabil it ies themselves. Sometimes a child may first want to practice with you, so he can later express himself clearly.

"Why doesn't Miguel have to stay in the circle the whole time?" complains Taisha. Abram chimes in, "Why does he get to sit next to you all the time?" Their teacher checks with Miguel, "Do you want to explain, or do you want me to?" Miguel shrugs, but says nothing, so the teacher replies. "Miguel is learning how to sit sti l l for the whole circle time. lt helps him if he sits next to me while he learning how to do this. He also sti l l needs to get up and do something else for some of the time." She then invites Taisha and Abram to recall things they could not do but now can.

o Children may worry about "catching" a disability. Sometimes rejection can come from misplaced

worry about "catching" a disabil ity through contact with a child who has one or even with the child's equipment.

The teacher has brought a child-size wheelchair to the class. Eduardo refuses even to touch it. His teacher asks, "Eduardo, you decided not to try the wheelchair. How come?" Eduardo backs away, "'Cuz it 's too scary." The teacher probes, "What do you think wil l happen to you if you sit in the wheelchair?" Eduardo replies, "l won't walk." "You think that if you use a wheelchair then you won't be able to walk?" she asks. Eduardo nods h is head.

"When a person needs a wheelchair, it is because something happened to his legs before he needed the wheelchai r . S i t t ing in the wheelchai r wi l l not hurt your legs, Eduardo. Let's ask the other children who wheeled themselves around in the wheelchair." Eduardo and the teacher check with the other chil- dren, who each show him that they can sti l l walk. Eduardo gingerly sits down in the wheelchair for a few seconds, then gets up. "So you sat in the wheelchair. Let's see if you can sti l l walk." Eduardo walks, smiles, and goes off to a new activity.

o Young children may reject a child with a disability out of fear, impatience, or misconceptions.

Children need adult help to deal with being rejected by other children. So, too, do the children who reject another child because of a disabil ity. Sometimes, rejection might stem from the child being frightened by a particular disabil ity. For example:

Four-year-olds Patty and Selina are playing with blocks. Kathy (who has burn scars on her face and arms) tries to join in their play. Patty declares loudly to Selina, "l hate Kathy; she's ugly." Their teacher, Ms. Jacobi, intervenes, keeping in mind the steps for turning interactions such as this one into teachable moments (stay calm, state what you observed, set l imits, explore

127

feelings, and take action that respects children's learn- ing process).

Ms. lacobi: Patty, I heard you say that Kathy is ugly. That is a hurtful thing to say. What makes you say it?

Patty: Because she has those things on her face. I don't l ike them. They're scary.

Ms. lacobi: I know it looks different and scary to you. Kathy, do you want to tell Patty how you feel about what she said?

Kathy shakes her head no. The teacher puts one arm around Kathy and one around Patty.

Ms. Jacobi: Kathy, do you want to tell Patty and Selina about how you got your scars?

Kathy: You [delegating the task to her teacher].

Ms. Jacobi: Okay. Patty and Selina, Kathy has scars on her face and arms because she was in an accident when she was a baby. When Kathy was 2 years old, some very hot fat in a frying pan spil led on her and burned her. lt hurt her very badly at f irst, and she had to be in a hospital for a long time.

Patty: Do they hurt?

Kathy: No, they used to itch, but not now.

Ms. Jacobi: lt is okay to want to know about Kathy's scars, but it is not okay to say she's ugly or not let her play with you. Kathy, how did you feel when Patty said you were ugly?

Kathy: Sad.

Ms. Jacobi: What do you want to tell her about how you felt?

Kathy: Don't say ug/y.

Ms. Jacobi: Remember that in our classroom I expect us all to work and play together. Let's you and me and Kathy and Selina play with the blocks together.

Sornetimes children express anger toward a chilcl who has an affective ciisabil ity rather than a visible, physical one.

Rhea is a child who has greater than typical diff iculty controll ing her feelings of frustration and anger. She often expresses these feelings loudly or violently.

" l don' t l ike Rhea," says Corr ine emphat ica l ly as she watches Rhea with a teacher who is stopping her from throwing a puzzle. "Why not?" asks her snack teacher. "She's too noisy! And she throws stuff." "Yes," the teacher agrees. "She makes a lot of noise sometimes, and it can be scary when she throws things. l im (another teacher) is keeping her safe, and in a l i t t le whi le she' l l be able to p lay again." Corr ine frowns and mutters, "l don't l ike her!"

The teacher responds, "l think some things are really hard for Rhea, l ike not being able to put the puz- zle together. Then she gets so upset she throws things. Some day Rhea wi l l learn that when she is having a

hard time she can use her words instead of throwing. . . . Corrine, I remember when you first came to school and had a hard time pouring your juice. There were lots of spil ls, remember? But look how you learned; you sure are a good pourer now! And Rhea wil l learn, too. She wil l stop throwing things and use words to tell us when she needs helo. I th ink she wi l l learn how to be a good puzzle maker, too."

For more strategies about how to handle miscon- ceptions and fears about disabil it ies, see the section "Responding to Pre-Prejudice and Discriminatory Behavior" in chapter 4.

Stop & Th ink : Respond ing to peop le w i th d isab i l i t ies

r What haplterns when you meet sonleone with a cl isabi l- i ty? How easy is i t for yoLr to irr i t iate an interaction? How colrt fortablt : rkr you ft :r : l durinri i t?

I What cl icl you learn as a chi lcl about how "visible" a

l)erson with a cl isabi l i ty shoulcl be? Was i t okay to look at the person r l i rcc:t ly? Dicl yorr know/interact wit lr anyone with a cl isabi l i ty?

r What is your reactiou wlren c' [ t i l<lrcn trsk cluestions about a l )e rs ( )u w i th a c l i sab i l i t y w i th in the l tu rson 's hear in { range?

I How clo you evaluatt: wlrun a l)orson with a cl isalt i l i ty cloes or cloes not neecl l telp' . ' Ikrw c:an yorr terl l? Ikrw clcr you c lec ic le i f a ch i l r l w i th a r l i sab i l i t y i s c l t i i ng sorne- th ing c lanqero t rs o r i f i t i s sa feJ

I Whcn work inq lv i th a ch i l c l w i th a r l i sa l r i l i t v , how wc l l coulr l yorr (ancl clo you) talk about what the chi lr l is l i ke as a l )o rson (c .q . , l re r ca l tac i t ies o r in te res ts )?

r Wlrat opportrrnit ies clo yotr have to rt : fkrt ' t on Irow yorr feel as you work with ;r chi lcl with a sltecif i r : cl isalt i l i ty rtr clevelopnrental r:halkrngc'/

I Wlro i l re sorne people you coulr l approat 'h to trclp yorr think aborrt your feel ings ancl ski l ls whr:rr working wit lr chi lr l ren with cl isabi l i t ies or cleveloprnental chal lenges?

Fostering an anti-bias, inclusive learning community An inclusive learning community says in many ways, "Here everybocly lLrelongs, plays, and helps each other learn in her or his own time and way." All children feel nurtured, encouraged, and respected for their "whole" selves-by the staff and by their peers. The anti-bias concept "We are all the same; we are all different" holds as true for differences in abil itv as it does for other kinds of diversity.

Developmentally appropriate practice requires teaching in ways that cultivate each child's fullest learning. The following strategies well help you cre- ate and realize an anti-bias, inclusive program for the chi ldren in your group.

128 Anti-Bias Education

Be very thoughtful about the words you use Words matter. Some people use handicapped, a lerm

common on official government forms; some prefer

the word disabled: and some people dislike both. What is important to remember is that all people are

complex, full human beings-their disabil ity is just

one aspect of who they are. So instead of referring to a "deaf boy," it is more respectful to say "a child with a hearing loss" (which also leaves room for the great

range of possible hearing losses children may expe- rience). "Laurie uses a wheelchair" recclgnizes the power the chilcl has, as comparecl with sayirrg "Laurie

is wheelchair bcluud."

Regularly assess how well you are meeting all chi ldren's needs As in all areas of anti-bias eclucaticltt, clngoing assess- ment clf yclur learninq envirclnment antl practices

in relation to chilclren with disabil it ies is essential. Assessment enatrles you to iclentify where you can improve in meeting chilclren's neecls antl also where you are already succeeding. When assessing yclur practices, consicler the following:

o l)o I regularly observe how children are interacting, intervene in negative incidents, reinfclrce positive

interactions, and use rny observations fclr planrting

further activit ies I

o Are children with rl isabil it ies ancl special nee<ls able to participate in all activit ies in some way?

o Are there opportunities for all chilciren to contrib-

ute to the group and to help each other learn and

carry out activit ies?

o Does my teaching reflect respect for children's own

timelines and ways of developing?

o Is my teaching appropriately individualized so that

the entire curriculum is accessible to all children?

o Do I treat children's varying abil it ies, strengths, and

challenges as difference.s rather than as reasons for cornpetit iveness and hierarchy?

Support al l chi ldren's sharing of thoughts and feelings An anti-bias classroom encourages children to be open about their cluestions, ideas, and feelings about

themselves and others. This openness helps you

assess each child's cognitive and emotional develop- ment, thereby strengthening your abil ity to provide

accurate informaticln and to teach respectful ways of interacting. ln turn, this creates a sense of community arnong the children.

Tcl foster an open and safe environment, dcl not

crit icize children for noticing and asking questions

about clifferences. Children's behaviors such as star- ing clr pclinting at a person with a disabil ity are not

uncommon and usually indicate curiosity. Even so, the behaviors are hurtful (and when done by adults, also very rude). Adults are often embarrassed by

children's pointing or questioning and respond inap- propriately: "Don't look, it 's not polite!" . . . "lt isn't nice to ask tl 'rat question."

Learning About Different Abilities & Fairness 129

But these responses can imply to children that there is something "wrong" with the difference and can just teach them to stop asking questions. The adults also are communicating discomfort and ten- sion. Without follow-up, children are left lacking the information they need to learn how to act comfort- ably and caringly and to ask questions respectfully. Instead, answer children's questions and, if possible and appropriate, invite the person with the disabil ity to also respond. Afterwarcls ask, "Are you curious to know anything else?"

. Do not deny that differences in physical, cogni- tive, or emotional abilities exist.

For example, do not say to a chilcl who can hear well that a child who is cleaf is "just l ike you." This is confusing ancl does not give either child the informa- tion neeclecl for interacting positively with each clther. An anti-bias response helps the two chil<lren re< orlnize how tlrey are different und hctw they are the same:

"You both talk but, Cassandra, you talk with your voice and Belinda talks with her hands. You can see what she says, but she doesn't hear what you say. So use your hands to show her what you want to do as you play together. I wil l help you learn how to under- stand and use some sign language."

o Do not dismiss children's expressions of anxiety, fear, or rejection of disatrilities.

I f a chi lc l says, " l c lon ' t l ike Susie; she can' t walk," clcln't dismiss or iqnclre the chilcl 's concerns by rnak- ing statements such as "Yes, you clo; we are all fr iends here." Stopping children from expressing their rrega- tive feelings clclesn't elirninate them; it just teaches children to stop voicing them. lt also rnay leacl to avoiclance of the child with the clisabil ity because the fears interfere with getting to know her. Unresolved anxieties can fester, laying a founclation fclr prejuclice ancl c l iscr iminat ion.

Also, clo not try to handle children's anxiety by conveying that the child with the disabil ity is to be pitiecl. For example, don't say, "We must be nice to Danny. because he cannot walk." Instead, the goal is frlr the chilclren to see Danny as a member of the classroorn cclmmunity, all of whom contribute in their Llnlque ways.

o If you do not know the answer to a specific ques. tion, admit it.

Be honest. Tell children you wil l have to learn more in orcler to answer. You can even involve children in going to the l ibrary or looking for other sources of infclrmation to research the answer tosether.

Interrupt hurtful language By kindergarten and school age, some children have learned disrespectful terms for a person with a dis- ability (e.g., retard, dumb, cripple, spoz). And they may use these and other terms to tease or put down another child, with or without a disabil ity. While these children often do not know the adult meaning of the word they are using to tease or reject the other child, they do know that the word is a put-down.

Regardless of whether the children know what the word means, put-downs ancl disrespectful words sti l l hurt the targeted child. Preschoolers also hear these insulting worcls and may use them with no idea they are hurtful.

Considerately, yet f irrnly, interrupt any use of such language-as yclu woulcl interrupt hurtful lan- guage in any other area of identity. Carefully address the needs clf all the ctrilclren involvecl in any name- call ing inciclent. Make sure tcl follow up with activi- t ies that help children gain accurate inforrnaticln ancl terms fclr various disabil it ies. as well as activit ies that expancl their ernpathy ancl skil ls for interrupting hurtful lrehaviclr. For cl-ri lclren to truly clevelop under- standing, empattry, ease, ancl respect fclr people with disabil it ies, it is essential that yclu introduce activit ies that promote all four of the anti-bias education goals.

Beware mistaking children's cultural or developmental variations for disabilities Children with clisabil it ies clf any kincl come from every cultural, racial iclentity, ancl economic backqround. Hclwever, a clisproportionately high number of chil- dren clf color end up in special educaticln classes, whictr inclicates that other factclrs besicles disabil ity are at work. The federal Office of Special Eclucation and Rehabil itative Services warns that greater efforts are neeclecl to prevent mislabeling chilclren of color as having disabil it ies (see Posny 2007).

Researchers (see, e.g., Ladner & Hammons 2003; Skiba et al. 2005) fincl that schools identify greater proportions of African American chilclren as having mental retardation and emotional disturbances than they do White children. More minority children are placed in special education classes than one woulcl expect based cln the percentage clf minority students in the general school population. And schools with predominately White students and teachers place disproportionately high numbers of their minority students in special education.

Unexamined attitudes and assumptions and inad- equate or inaccurate knowledge on the part of teach- ers or other school personnel can result in labeling as disabil it ies the cultural. racial identitv. economic

Anti-Bias Education

class, and developmental uariations in how children learn and behave.

Mislabeling can come about under several cir- cumstances. A teacher may not understand the learn- ing style of a child if i t differs from her expectations of how children learn. For example, a teacher may not recognize that a chilcl is a kinesthetic learner who has considerable diff iculty learning while sitt ing for any period of t ime. Or a teacher may misunderstand a child's struggle to communicate and learn in an English-only classroom. The chilcl may withdraw and not engage, clr he may appear not to know concepts that he actually cloes understancl in his home lan- guage-if tested only in English, he may appear to be developrnentally delayed when he is not.

A thircl source of rnislabeling can stem from clif- ferences in guiclance techniclues between home ancl school. ' fo

a teacher who is unaware or unapprecia- tive of these differences, a chilcl nray appear to have a "behavioral" prclblem because he cloesn't respond to the guidance cues of the teacher's own culture.

o Explore all possible sources of a child's learning difficulties.

When any chilrl exhibits a learniur{ clr behavioral prclblem, first consider whether factors in the class- room or center rnay l>e causing the cliff iculty. Ask yourself: "What in the school environment c'oulcl ltc contr ibut ing to the chi lc l 's not f i t t ing in?" . . . "What in my teaching style ancl nrethclcls n'right not be a goocl match for the chilcl?" Think about each question front developmental and cultural angles.

Then, observe the chilci 's behavior irr many cliffer- ent contexts throughout the day tcl iclentify when the learning or behavioral prc-rblem mclst often occurs. Talk with the child's farnily about how she acts in various farnily situations ttrroughcltrt the clay. You rnay want to get some assistance from a special educatiorr specialist (if you are fortunate to have access to a person in that role).

o Work to ensure cultural continuity tretween home and school.

If a child seems unable to control her behavior. it may be an indicatclr of a possible cognitive or emotional disabil ity, or it may be a reflection of the different guidance style she experiences in her own culture and family. Make a bridge between home ancl school by integrating some of the child's home cues in your classroom, while also teaching the child the classroom cues.

If this step yields no progress, then further devel- opmental assessment of the child may become neces- sary, along with adaptations in classroom practice according to the results of the assessment. Making

Learning About Different Abilities & Fairness

assessments and creating solutions wil l require work- ing with the child's family so that both are cultur- ally compatible with home and school. (One useful resource on this topic is the DVD "Building Culturally Responsive Relationships with Diverse Families of Children with Disabil it ies," from the National Association for Multicultural Education.)

o If it becomes necessary to talk with families about their child's possible disability, be sensitive, caring, and patient. One of your more cliff icult, though essential, tasks as a teacher is letting families know when yclu believe that their child may have some kincl of disabil ity and requires further assessment to figure out how best to help him. Opening up this communication can be hard to clo. This is one of the times when it is very important fclr teachers tcl know and objectively manaqe their own feelinqs. As Carol Cole, a longtime educator clf chilclren with physical, developrnental, and emot ional d isabi l i t ies, expla ins:

It can be heartbreakinq for a farnily to he:rr for the first t ime that their chi lcl may have special neecls, or in ir parent conference to hear a teacher verbal ize r.r 'hat they rnay frave l tr ivately fearerl . So I get upset i f I hear a teacher or aclministrator say that "the p:rrents are in clenial" or that "the f:rmily shoulr l have known there was a problenr" or that "they shoukl just acceltt i t and move forwarul."

Such statements cleny a farni ly 's r iqht to their part icul:rr process of acceptance ancl copinq. They als<r r isk underrnining the relat ionship between program and family.

Even if the pace of :r fanrily's process is frustrat- in{.I at t imes, better tO s:ry to them: " l know a lot about young chi lclren in general, but you wil l always be the expert of yorlr own chi ld. So i f we put our heads t<> gether and share what we each know, we can come up with the l ;est plan." . . . Even better to truly bel leue this.

Strategies for teaching about abilities and disabilit ies Here are a number of classroom-testecl icleas to sup- port children in developing an anti-bias understand- ing of people's cliffering abil it ies. As with other anti- bias education topics, these activit ies are designed to provide accurate information and images, respectful interactions, and empowerment for children regard- less of abil ity level.

Introduce a variety of disabil i t ies through pictures, books, and dolls Choose materials that show children with disabil it ies being active in a range of contexts.

o Regularly read children's books that honestly depict children and adults with various disabil it ies. Invite

131

children to express their feelings and ideas about the stories, then plan activit ies based on what they say- especially to counter any misconceptions or feelings of discomfort or fear. Choose books and pictures that show people as whole, competent human beings and that address both their disabil it ies and their abil it ies.

o Mount posters and photographs and make games

that show people whose lives contradict children's misconcept ions.

o Provide commercial and homemade dolls that have various disabil it ies. These help chilclren develop familiarity and ease with clisabil it ies, open up conver- sations, and play their ideas ancl concerns.

o Use persona clolls that have disabil it ies to tell sto- ries that explore sirnilarit ies as well as clifferences with the chilclren in the class. Use the clolls to tell about ttre comnlon trials ancl tribulations (e.9., getting usecl to a new sibling, clealing with a granclparent's death, rnaking a trip to the cloctor) ancl t l 're joys (e.g., getting a new pet, going on a special farnily outing) that all young children share. Alscl create stories that help children understancl the adaptations that people

with various disabil it ies need (e.g., a wheelchair, extra time during an activity, an aide).

Provide supervised times to explore adaptive equipment Adaptive devices and equipment might include wheelchairs, crutches, braces, walkers, hearing aids, glasses, Brail le print, canes, and prostheses. Handling and trying out such equipment can satisfy children's curiosity, help take the mystery out of specific dis- abil it ies, and provide the information and experience that foster understanding and comfortable interac- tion with people wearing or using them. Contact orga- nizations that have equipment pools for people with disabil it ies or a medical supply store to inquire about borrowing or renting equipment. Be sure to get child- size equipment! If you do a curriculum with children's crutches, carefully f it them to each child for safety.

Caution!-Do not let the other children touch a classmate's adaptive equipment without f irst getting permission from the child's family and then from the child. If permission is granted, always supervise children while they are touching or holding the equip- ment: it may be expensive to fix or replace. This is a goocl opportunity to teach children to respect other people's things.

Help a// chi ldren f ind ways to learn from each other Through your actions as well as your words, always convey the message that although we are all different, we all contribute. Here are some suggestions for ways to create opportunities for children with disabil it ies and children who are typically developing to work together in a range of activit ies:

o Intentionally set up small groups for using the vari- ous activity centers. For example:

It is the first month of preschool. Eight children want to play in the block area this morning, but there is room for only five at a time. The children and teacher agree to set up a schedule so that one group of four plays for a while and then the next group plays. The teacher creates the two groups himself, making sure that each group includes at least one of the three children with disabil it ies. He keeps an eye on their play and, when necessary, helps them flgure out how to interact with each other.

o Model specific ways to interact. For example:

The preschoolers are getting ready to dance the Hokey-Pokey. The teacher brings Melinda into the cir- cle next to him and moves her wheelchair through the steps. (Melinda is not yet able to move her wheelchair

Anti-Bias Education

herself.) The next t ime the children dance the Hokey- Pokey, the teacher asks Ling to dance with Melinda. Eventually the children init iate involving Melinda on their own.

o Arrange partners or small groups to work together

on a specific activity that draws on each child's abili

t ies; children can then help each other. In the follow-

ing example, the child with a disabil ity has an aduan-

tage in an area pertinent to the activity (e.9., knowing

the colors) and is therefore able to teach her typically

developing partner:

During another activity, the teacher teams Melinda, who knows many color and shape names, with Susie, who is just beginning to learn them. They play a clas- sif ication game together and Melinda teaches Susie red, yellow, blue, green, squore, circle, triongle, etc.

o Provide resources to help children with clisabil it ies and children who are typically developing understand

each other. For example, have an age-appropriate sign

language dictionary in the room to which you and

children can refer: Take pictures of a person signing

the names of objects in the classroom, ancl post them

next to the word labels on shelves ancl cabinets.

Plan learning experiences to counter misconceptions Find out the children's ideas about what people with

different kincls of disabil it ies are and are not capable

of cloing. Use this information to plan experietrces

that expand their awareness and unclerstancling. For

example, if you learn that sclme chilclren think tttat

a person who uses a wheelchair or has a hearing

or visual impairment cannot be a mother or father, you can read a book or invite in a parent who uses a

wheelchair, and so on.

o Invite people with disabil it ies to visit your program

regularly. Ask them to tell the children about their families, their work, and their hobbies. Plan for thern

to interact with the children throughout ongoing

activit ies (e.g., reading aloud, working on a craft proj-

ect). Before they commit to coming, make sure the

visitors wil l be comfortable with answering the very

direct questions of young children and that they can

do so in a developmentally appropriate way.

o Visit workplaces that employ people with special

needs. Disabil ity rights organizations are especially good places to visit because children can see peo-

ple-those with and without disabil it ies-working together to improve the quality of their own and oth-

ers ' l ives.

Teach children how to help in ways that also support the other child's competency The objective is for children to know how to offer

help, as well as how to actually provide assistance.

Teach children to always ask before they start helping ("Do you want help?"). Remind children not to do for

the other person something that she can do for her-

self, and to provide only enough help to enable the person to do it herself as much as possible ("ls this

the way to help?). For example:

Juanita (age 41h) is working on a collage. Born with cerebral palsy, which causes her hand muscles to spasm, Juanita is having trouble with one of the pieces. She gets a lot of paste on herself. Jasmine (also 41h) says to her, "l ' l l do that for you." Juanita keeps pasting and ignores Jasmine. The teacher intervenes, "Juanita,

do you want help now?" Juanita responds, "No. I do it myself."

Their teacher explains, "Jasmine, I can see that you want to be a friend to Juanita. But it is important that you give her help only when she wants it. Next time, why don't you try asking first, 'Do you need help?" 'To Juani ta the teacher says, " l 'm g lad you are making the collage by yourself. You are really being independent . "

If the other person does want help, I incl out what

specific kincl clf help he clr stre wants or neecls. (lf the

chikl being helped is uttsure clf how tcl answer, help

the chilt l f incl ttre wclrds.)

Foster chi ldren's awareness and ski l ls as al l ies

Anti-bias eclucation inclucles fclstering chilclren's

skil ls for taking actiotr to rnake unfair situaticlns fair

on behalf of classmates who experience any fortn

of prejuclice or cliscrirnitration. Of course, activit ies

shoulcl take into account cfri lclren's experiences ancl

abi l i t ies.

o As a class activity with the chilclren, check the

accessibil i ty of your classroom, then problem solve

ways tcl make it work better for any children who

have disabil it ies or any who might join the class

in the future. For example, you can rent a child-

size wheelchair and let children explore whether

the different learning spaces ancl materials in their

room are accessible. Then they can make a l ist of

improvements.

o Matter-of-factly talk with children about the dif-

ferent needs of specific children and the adaptive

strategies you choose to use with them (see the box "When the Teacher Behaves Differently with Different

Children"). When you explain it in a clear way, chil-

dren can appreciate the reasoning behind individual-

izing your methods to meet specific needs.

Learninp About Different Abilities & Fairness 133

. Use persona doll stories-to help prepare for the

inclusion of a new child with a disability, for example.

A chi ld wi th a hear ing imPairment is coming into thei r preschool program, so Kay decides to do a series of persona doll stories about "Samantha"-a persona doll who wears a hearing aid and communicates mainly through signing. After some introductory stories about Samantha, she asks the children, "How could you let Samantha know you want to play with her if you don't know sign language?" One child suggests, "We could talk loud in her ear." Kay explains that Samantha cannot hear voices, no matter how loud they are. The children think of other ways: "We can touch her." . . . "We can show her what we want." . . . "We can wave to her if she is too far to touch."

Kay ends by tell ing the children, "A new child named Ashley wi l l be jo in ing our c lass next week. Ashley, l ike Samantha, cannot hear voices. She also

When the Teacher Behaves Dif ferent ly with Di f ferent Chi ldren

by Carol Cole

I hacl given . lesse a special cl tair ancl had hirn sit l ty

me every day at lunch. Some chi lclren wanted a turn in that chair. "He <loesn't do what he's supposecl

to, so why cloes he get to sit by you every clay?"

Some teachers felt I was reinforcing Jesse's nefJative behavior.

To ttre teachers, I explained that, given Jesse's background (he was born with fetal alcohol syn- clrome), i t was important that he experience the pre-

cl ictable structure ancl the incl iviclual attention that the chair next to me provicled. This support woulcl not need to last forever. To the chilclren, I rnatter-

of-far:t ly explainecl that Jesse needed help and that sorneday he woult l not need the special chair but for now he cl icl . I helped them to recal l things they coulcl not clo before but now coulcl do. ' l 'he other chi lclren joinecl in rny plan, ancl began rernincl ing each other not to sit in . lesse's chair. Within the month. Jesse acl justed to classroom expectations. He chose to sit

by his new fr iend Robert insteacl of in the special chair.

Chilclren general ly are very receptive to expla- nations about wl.ry a teacher might use a dif ferent strategy with one chi ld. They are more accepting than some aclults are. Talking openly about one chi ld needing help enables the rest to understand a teach-

er's rat ionale, and i t lets them feel l ike part of the

solut ion. Most important, the talk reinforces the idea that everyone sometimes needs help, and because their classroom is a learning community, when they are the one who needs help, someone ut11 help.

uses sign language. Samantha and I wil l be teaching you how to sign your names and other words so you can begin talking with our new classmate."

The next day, after a fire dri l l , Kay tells the chil- dren that Samantha had not heard the bell for the fire dril l , and when everyone jumped up suddenly, she got scared. "What should we do the next t ime there is a fire dri l l?" she asks. From the children's various ideas, the group draws up a plan for next t ime.

o With kindergarten or school-age children, you can

make a book together about the various unfair ideas people have about people with clisabil it ies. (For exam- ple: "Some people think a person who uses a wheel-

chair cannot drive. We know he can because )

o Bring photographs you have taken of various aclap-

tations around the community. Then take an acces-

sibil i ty walk arouncl your school: Are there workable

ramps and doorways sufficiently wicle fclr wheel-

chairs? Are bathrooms, water fountains, and tele- phones accessible? Are there curb cuts on the streets

near your school? Is there an identif iecl handicappecl parking space? Are ttrere accessible pedestrian sig-

nals (APS) at the crosswalk nearest your school? lf

accessibil i ty is insufficient, this can leacl tcl an acticltt project in wfrich chilclren, teachers, and families

choose an issue to work on tclqether.

A quality, inclusive classroom integrates anti-bias education into its daily activit ies. Helping children understand that "clifferent is just how peclple arel"

as one 4-year-old put it, is an important lesson for all

children, regardless of their abil it ies or clisabil it ies. For children with clisabil it ies, a stronll self-iclentity requires skil ls to stand up to stereotypes and biases

that convey infericlrity. For children clevelclping typi-

cally, knowledge about and cclnnection to pertple with

disabil it ies recluces the l ikelihoocl of fear and discom- fort when they inevitably encounter clisabil it ies (or if

they become disablecl) in the future. All children benefit from gaining accurate knowl-

edge and caring, respectful skil ls for interactittg

with a wide range of people. And making friendships

across abil ity levels brings joy to the whole class- room community.

Note The c l iscussion in th is chapter stands on the shoulders of

p ioneers Mer le Froschl , L inda Col6n, El len Rubin, and Barbara

Sprung and their 1984 book Including All ctf Us; An Earllt

Childhood Curriculum about Disctbility (New York: Educational

Equi ty Concepts) .

Remember to do abi l i ty /d isabi l i ty act iv i t ies that cu l t ivate a l l four ant i -b ias educat ion goals

Anti-Bias Education