Images of Disability in Twin Peaks

Happy 20th Anniversary of David Lynch's "Fire Walk With Me".

Joel Wright ‏@joelwrig

Going to teach a functional life skills class after watching a bunch of David Lynch clips. I am the best special-ed teacher ever. 

Joel Wright ‏@joelwrig

Speaking of which: Who's written about Lynch and images of disability? 

 

 

 

 

 

 

The Big Business of Charter Schools

CNBC, from k12newsnetwork.com :

Tuesday Links

Orientation at the high school today!  Oh boy!

People with Autism and the Budget Crisis -

"Preservation of the most essential programs for people with autism, intellectual, or developmental disabilities is vital. Medicaid is a lifeline for the majority of people with autism and other forms of significant disabilities. Medicaid is the largest funding source of long-term family and individual supports in the state and federal developmental disabilities systems and is, for many people, their main source of health care payments."

Agencies Spar over Standards for Special Education Students -

"The policy says, essentially, that only students with severe cognitive disabilities and English-language learners who have been in the country for less than one year should be excluded from taking the exams in reading, mathematics, and other subjects.... As it now stands, states that exclude more students with disabilities and ELLs have a record of posting better scores than states that are more inclusive."

Getting the Most out of Working with a Learning Disability - 

"Madaus polled 500 university graduates from three different schools, and found that while 100 percent of these students disclosed their disability in college, only 55 percent did so on the job, and of that 55 percent, only 12 percent asked for workplace accommodations. Furthermore, 20 percent of the students who disclosed reported experiencing negative consequences such as lack of respect, lowered expectations or confidence from others, lost job responsibilities, and exclusion from promotion."

Why Special Education Should be Cold to Charter Schools

From the AP this morning, "Special Needs Students Staying in Traditional Schools":

"The high cost of educating students with special needs is disproportionately falling on traditional public schools as other students increasingly opt for alternatives that aren't always readily open to those requiring special education."

Highlights:

- In Cleveland, the district has lost 41 percent of its students since 1996 while its proportion of students with special needs rose from 13.4 percent to 22.9 percent last year. In Milwaukee, enrollment has dropped by nearly 19 percent over the past decade, but the percentage of students with disabilities has risen from 15.8 percent in 2002 to 19.7 percent in 2012.

- The U.S. Department of Education's office of civil rights is investigating charter school practices relating to students with disabilities in five districts around the country.

- While the number of students with special needs has not increased, the rising proportion has driven up costs for cash-strapped schools.

- Public Schools of Philadelphia, for example, spent $9,100 per regular education pupil in 2009, $14,560 per pupil with milder disabilities and $39,130 for more severe disabilities

- As districts increasingly offer other options, kids with disabilities are not enrolling in the alternatives at the same rate. (NB: This seems poorly worded, as if the students are the ones making the decision NOT to enroll.  When politicians support "school choice," we should ask them "who's choice?" - JW)

- Many charters have been reluctant to tackle special education because they lack expertise, but that is starting to change.


There may be a place for charter schools in the public education system.  But what is trending right now across the country is that public money is being transferred from public schools to private schools that do not have either the capacity or the cash incentive to provide appropriate education to students with disabilities.   Therefore, the per pupil financial burdens on urban public schools is increasing rapidly while their funds are being depleted. 

Even charter schools that do educate students with disabilities are not held to the same standards as public schools.  Their teachers often do not have the necessary training or experience as public (read: unionized) teachers, and their schools do not have to operate under the same "zero reject" principles that public schools have to.  (Although federal law prohibits charter schools from rejecting a student because of a disability, many of them have certain stated student minimum requirements that prevents many students with disabilities from enrolling.) 

I believe the appropriate phrase for this is "resegregation." 

Charter School Shut Downs Abandon Thousands of Students

It is a cool and breezy August afternoon here in east central Illinois.  Robyn and I have been taking it easy.  We watched the "Hunger Games," and I was like, "Holy crap!  This is PG-13?" Then we watched "Zombieland," because I wanted to watch something uplifting, and I guess I was into having a "Woody Harrelson Drunkenly Stars in Post-Apocalyptic Films" Festival.  That should be an entire genre in itself. 

So that's what I did instead of blogging.  I do have a lot of things to share though:

Kansas City Public Schools are expecting a huge increase in enrollment this year after several area charter schools were closed down for failing to provide their students with a curriculum aligned with state standards.  Via the AP:

Enrollment has swelled in unaccredited St. Louis and Kansas City public schools as about 5,000 students from shuttered charter schools find a new place to get an education.
Years of declining enrollment, spurred by families moving to the suburbs or enrolling child in private, parochial or charter schools, meant the two districts saw less money from the state, which forced deep budget cuts. The Kansas City district had to close nearly half of its buildings before the 2010-11 academic year to avoid bankruptcy.

Of course, because of these budget cuts - partially caused by the loss of revenue as students left the district for these same charter schools, run by the Imagine Schools management company - means that KC is not able to accommodate all of these new students.  There was a plan to move some of these students to neighboring districts, such as Independence, Lee's Summit, and North Kansas City.  According to EdWeek, "Missouri law allows students in Kansas City to transfer to nearby accredited school districts, at the expense of the Kansas City district."  However:

A Missouri circuit court judge sided Thursday with three school districts that said they would suffer financial harm if students from the unaccredited Kansas City, Mo. school system were allowed to transfer in to their smaller, accredited districts.... The judgment was a victory for three Kansas City-area districts—Independence, Lee's Summit and North Kansas City—which were able to demonstrate to the court that the cost of educating transfer students from Kansas City would impose a financial burden.

 This is the danger of the public-private charter school system: Public funds went to Imagine Schools, which are not held to the same state standards, and eventually leave town.  This leaves their students, who are predominantly minorities, and have high levels of students with disabilities who have a federal guarantee to an education back in a system that has been robbed over the previous years.  And there is no incentive for the suburban districts - which are both whiter and wealthier - to take in those urban students.  I have no idea what Kansas City is going to do.

Paging Professor Harold Hill:

More on the social construction of disability

Here are a few of the articles that I have read today, and pieces that I plan to incorporate later into some of the larger themes of this blog, themes of inclusion, education, and access.

First, is this op-ed in Education Week by Rick Hess, a fellow at the conservative American Education Institute.  Mr. Hess is concerned about certain criticisms of charter schools in Washington, D.C., specifically, that critics of these charter schools will not be able to "meet the needs of low-performing, English-language learners and special education students."  Mr. Hess believes that highest achieving students in the D.C. area deserve to have access to better performing private/public charter schools, and that it is unfair for bureaucrats to prevent the upward mobility of these inner-city students because of the needs of low-performing students.  He goes on to say that "the notion that families and students in DC shouldn't have access to a high quality liberal arts curriculum just because many students in DC need something more remedial in scope strikes me as a perverse vision of 'social justice.'"

I disagree.

Second, is this piece from Disabled World on the social construction of disability, a topic that I briefly touched upon yesterday, by Wendy Taormina-Weiss.  Ms. Taormina-Weiss emphasizes the application of new technologies such as email, web conferences, and cell phones, that allow persons with disabilities the ability to access situations in which they do not manifest themselves as disabled.  She says:

The world today still finds many people viewing those who experience forms of disabilities in ways that are incorrect or misconceived. For example, some people still view the experience of a disability as the person’s entire life instead of something that is located within their body or mind and merely a part of who they are. Social constructions identifying people with disabilities with the diagnosis they have received from a physician such as autism, intellectual disability, cognitive disorders, or many other forms of disabilities identified through use of medical terminology are still used to label and somehow construct the entire perceptions of some in association with a person who experiences a disability.

I like what Ms. Taormina-Weiss says about the construction of disability, and I applaud her efforts.  However, a part of me wishes that she would go ... further ...  That she would take a stand that is, maybe, a little more radical.  Specifically, that she would get rid of the notion that a disability is located at all in the body or the mind, that, instead, that it is entirely a social construct.  I think she is right to say that a disability cannot define the totality of what a person is, but she should push this thought further, to the point that a disability exists only in context, is only something that is socially constructed, and that exists only outside of the body and the mind.

On the other hand, this contention may work against another principle that I think is important: that individuals with disabilities ought to take ownership of their abilities, and take responsibility for them.  (This is not a real contradiction, just one that I am entertaining for the moment, in blog form.)

Rethinking Disability in Contexts

Also, another reason why I wasn't blogging was that bad stuff just kept happening.  One of the things we talked about in my Education and Technology class this Summer was whether or not we need the ability to "tune out"* all of the media and information that we are bombarded with on a constant basis.  I hardly ever watch television, but between Twitter, Facebook, my iPhone, my online classes, and my job researching online, I am pretty much attached to some stream of news and information for my entire waking experience.  The singularity approaches. 

So, one bad thing that happened that I would like to share with you is that a judge in Pennsylvania decided not to issue an injunction blocking the state's voter identification law.  Hopefully you know this by know, but voter ID laws in Ohio, Pennsylvania, Florida, and other states are being passed in an attempt to suppress voter turnout amongst the poor, students, and minorities this November.   Why should someone in special education care about this?  Well, in a word, accessibility.

Part of the definition of "disability" is that a disability necessary restricts access for a person to something.  A physical disability restricts access to certain physical environments, a reading or learning disability restricts access to texts, a behavioral disability restricts access to social environments and cultural exchanges.   Voter ID laws disable a huge amount of the population - as many as 1 in 7 in Pennsylvania and as many as 1 in 3 in Philadelphia - by restricting their access to the voting booth.  Call it a political disability.  And the connection to disability rights is very real; according to this study from USA Today, only 27% of polling places in the U.S. are unobstructed, which may prevent 3.2 million Americans with disabilities from voting in 2012.

I have read some very good literature this Summer about how we need to rethink the ways in which we consider disabilities, and how a disability is constructed through context. There is a tendency to think about "being disabled" as a permanent state, but it's not, it is a state of flux.  A person in a wheelchair may not be disabled working as the IT lady when your cable is on the fritz; a student with a reading disability may not be disabled when she's on the track team; another student with an emotional disorder may not be disabled when he's in the chemistry lab.**  The big idea here is that "disability" is not something that people are born with and always have, but it something that is created when an individual's access to something desirable - a job, an education, an ID card, leisure time, the brand of dish soap on the top shelf of the grocery store, a vote - is restricted. 

Or what about liberty?  Being a minority student may be considered a disability in New York City, where more than 95 percent of the 882 students arrested during the last school year were black or Latino.

* "Turn off, tune out, drop in"?
** Or maybe they are still disabled.  What happens when the Chem teacher decides that 50% of the grade is based on class participation and etiquette?

Preparing for Returning to the Classroom

I haven't been writing in this space for the last couple of weeks.  Robyn and I have been pretty busy having fun here at the end of Summer.  We went up to Chicago for her birthday, and saw Goodbye Cruel World by one of our favorite theater troupes that we also saw three years ago.   Two weeks ago, we went to New Hampshire for Robyn's cousin's wedding, and we got to spend some quality time with her family, and then last weekend we got a visit from my sister and her family, and then went back up to Chi-town for sole and very serious purpose of introducing my brother-in-law to Chicago-style pizza.  Phew!  Now, we are in that brief, two week period between the end of summer semester and the beginning of fall, and have some time to catch up on things like blogging and jogging and, um, clogging?  (Also, I am a level 15 orc!)

So, there has been those, practical reasons for why I have been absent longer than intended.  The other reason has been that, sometimes, the absurdity of certain things is just too sad to write about it.  For example, in education and specifically special education, we speak often of the school-to-prison pipeline, the mechanism in the United States by which disadvantaged students are moved from the public education system into the penal system.  Think cradle to grave, in a very real sense. 

However, when we speak of this system, we have not meant it in the most literal of meanings ... until know.  According to CNN.com, Lauderdale County, Mississippi, has been incarcerating students in a local prison for school disciplinary actions.  The Justice Department is planning a suit against Mississippi, and is citing that, "Students most affected by this system are African-American children and children with disabilities." 

The alleged mistreatment included youngsters being "crammed into small, filthy cells and tormented with the arbitrary use of Mace as a punishment for even the most minor infractions -- such as 'talking too much' or failing to sit in the 'back of their cells,'" the [Southern Poverty Law Center] said in a statement.

One of the issues that I consider to be the most pressing for special education teachers is the ways in which race, poverty, and disability intersect in the lives of their students.  In June, I attended a conference on Critical Race Studies in Education, and came away with a lot of exciting ideas, which I plan to put into action over time here and in other spaces.   However, one of the things that always unsettles me is how, as a teacher, I see the theories and ideas and philosophies that are bandied about in university lectures and conferences having real, sometimes terrifying, effects on the lives and the bodies of students.  This is very real, very serious work, and when teachers fail, they are not the ones who feel the worst of the consequences.