By Emelina Minero — 2020
By focusing on play, schools are finding ways to bring students with and without disabilities together, to the benefit of both groups.
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We’ve been taught to refer to people with disabilities using person-first language, but that might be doing more harm than good.
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Millions of young people grew up knowing the landmark Americans With Disabilities Act as a birthright. They now demand its guarantees — and even more.
When I walk into a room, most people see me as confident and ready to take on the world. As an engineer in the aerospace industry, that’s the persona I would like them to see. But in reality, I’m most likely experiencing a serious level of anxiety stimulated by my invisible disability.
The ongoing dialogue I have with my own perspective and emotions is the biggest job I’ve ever undertaken. Exploring this internal give-and-take forces me to grow in surprising ways.
Often, disabled people have their disability treated, but they don’t have their emotional or spiritual needs addressed.
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Depression and suicidal ideation are more likely among people with disabilities due to factors like abuse, isolation, and stressors related to poverty, among others.
Adults with disabilities report experiencing frequent mental distress almost 5 times as often as adults without disabilities.
Most, if not all, colleges have resource centers devoted to helping students with all types of disabilities, but many obstacles still need removing in order to make college truly accessible to everyone.
Colleges and universities are making progress on efforts to serve disabled students, but some advocates and scholars say higher ed has been slow to recognize disability as an identity group or include it in programming around diversity and inclusion.
“It’s about going beyond compliance in terms of what the ADA really means and what it means in terms of disability and inclusivity,” one expert said.