1. The
disability and accessibility article says that a better question for
anticipating disabled students is “‘how can a classroom community be
productively and continually transformed by an orientation of inclusion?’”
(148). Discussing disability, accessibility, and adaptation in the classroom is
great, but I wonder how does an instructor avoid singling out students with
visible disabilities during these conversations?
2. Royster introduces her readers to the term, “trespass
vision," which is the idea that our perspective/vision is created through
a combination of imagination and existing intellect, but tends to exclude lived
experience and/or research on the subject (34). I think that this ‘trespass vision’
guides thoughts and comments during group discussions more often than we
realize. Is it always a negative thing to take on ‘trespass vision’? How do you
engage students in a conversation that involves a culture they do not belong
without this occurring? Is there exemptions to the judgment of taking on ‘trespass
vision’ if it is done in an engaging environment to learn and not criticize?
Sidney,
ReplyDeleteI don't think anyone should ever be singled out for having a disability. Nowadays, any disability should be known beforehand and teachers can accommodate students before the class has begun, whether that be visual or hearing problems, students can sit up front if they feel so inclined. As for other disabilities, I think more group work would help rather than hinder an individuals ability to understand the concepts of the lessons that are being taught.