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shared by Natalie Hebshie on 31 May 17 - No Cached

Not only does that message put the burden of access on the student, it also positions the accommodations talk as a moment to wean students off their accommodations. Such images are common in disability representations: the individual with a disability is presented as the "problem" and the simple resolution is that they "overcome" the disability. In other words, just make it go away, like magic!
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he most important voices we need to be listening to are the students themselves instead of "speaking for, through, and about" them.
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disregards the significance of accommodations and perpetuates the attitude that the burden of access is something individual students can carry on their own — with just a little bit of elbow grease.
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We also believe that disability is an identity marker for many students and, as such, deserves respect, dignity, and acknowledgement of value.
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Disability can positively reshape the conditions and spaces in which students learn and can work to generate new ideas, new understandings.
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This myth is the most insidious of all because it is presented as a matter of common sense: that disability is something to dread. Now imagine students who see disability as a part of their identity.
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Disability is not something to dread. It just is. We, too, should recognize, value, and (automatically) validate the experiential knowledge of students
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