Give & Gain: The Truth About Childhood Disabilities

How many of you know a child that struggles with a disability? Do these children have trouble learning in school, making connections with others, maneuvering through everyday tasks, or are they bullied because of their personalities? Have you ever stopped to think about what your life would look like if you or your child had a disability? Well, this situation is the reality for 2.8 million school-aged children as well as their family members in the United States (Brault, 2011).

Although children with disabilities often struggle with everyday life due to their differences, it is these differences that make them special.

You may be asking yourself: Do I know a child with a disability? What does that mean?

Developmental/Intellectual Disabilities

15% of children are diagnosed with a developmental disability. That’s one in every six kids (Paris, 2012). Now picture how many children with disabilities you encounter on a regular basis. Your answer is probably not many. So where are these children and how can we nurture them in our society? The first step is awareness.

You may be wondering, what exactly is a developmental disability? According to the Centers for Disease Control, a national public health institute, a developmental disability occurs in physical, learning, language, or behavioral areas (Paris, 2012). You most likely have met or heard of someone with autism, which is a common example of a developmental disability. Inattention to completing simple tasks or finding challenges in social situations are signs of autism, which is often detected before adulthood (May Institute, 2010).

When I was younger, my friend’s brother had autism. In the memories I have of him, he was brilliant with lights. He knew everything imaginable about light bulbs and could talk for hours about the science behind them. His passion for that one topic far exceeded any other passion I have seen in others. With the memories of my friend’s brother in mind, I wonder, why do we not hear more about brilliant minds like his in society? The simple, heartbreaking conclusion I’ve drawn is we don’t listen, and we don’t appreciate what children with disabilities have to offer because we’re too busy trying to “fix” them to meet our standards.

Although most developmental disabilities do not have a cure, most symptoms can be improved through speech therapy, occupational therapy, surgery, and special education (Paris, 2012).

A specific and most common type of developmental disability is an intellectual disability. This involves limitations in general mental capacity and originates before age 18. (May Institute, 2010). When considering treatment, a child’s cultural environment and peers must be taken into consideration. Often, children will improve solely with individualized support.

An Individualized Education Program (IEP) is developed in most schools to meet the special education needs of disabled children. This includes present academic performance, goals, and services needed to help children optimize their learning (Center for Parent Information and Resources, 2017). Although the IEP can be effective and sounds like a solution, it often does not meet the individualized needs of these children. Often, teacher assistants are used in place of trained teachers, so they are not familiar with the individual student’s case.

According to Gill Rutherford, special needs education expert at University of Otago, “Essentially we value the normal over the abnormal, thus our resources are aimed at normalising. The normalising approach of special education, therefore, is one that conceals the rights of students in and of themselves as human beings not regardless of difference but because of difference” (The Conversation, 2016).

Cultural attitudes towards children with disabilities lead to exclusion because educators do not recognize the learning potential and capabilities these children do have, and education standards are being set without considering their needs. Children with intellectual disabilities benefit from using the same technology and materials as other students. (Center for Parent Information and Resources, 2017). Although teachers having them do different or easier assignments may appear to comfort the student, it does not teach them to solve problems on their own in a safe environment.

Although the most common approach to helping children with disabilities is through plans developed in school, they often cannot connect with others without using other resources, such as creative outlets. Art therapy can be used to help children with disabilities express thoughts and emotions they could not convey any other way. (Masters in Special Education, 2018). Self-confidence can be raised in children using art therapy because they often rely on adult figures for guidance, but they find a sense of worth in the art. This can lead to behavioral benefits because children who previously acted out can find connections and trust in counselors or therapists, when they once resented authority figures.

After learning more about developmental disabilities and how they differently affect every individual, imagine yourself in the position of these children in their day-to-day life. How would it feel to travel down the school hallway in a wheelchair? How would it feel to not understand what your peers are easily learning in school? How would it feel to have so much to tell the world, with no way to express it? We hold the power to listen, and it’s time to use it.

Just like the roots provide a strong foundation for the tree’s trunk and branches to grow, developmental differences allow children to physically grow within our community.

Physical Disabilities

Think about something you have done that changed your view on the world. Maybe it was volunteering at your local soup kitchen or maybe it was donating clothing to a women's shelter. For me, my view on the world changed after spending a week at Pennsylvania Vent Camp.

So what is PA Vent Camp you might ask?

PA Vent Camp is a camp designed for children with BiPAP and tracheas machines. This camp provides children with physical disabilities the opportunity to complete what they once thought was impossible.

So how did this camp open my eyes to a whole new world?

When doing research, I found no statistics showing how children with physical disabilities are treated and cared for. Although disappointed, I was not surprised. No company or organization wants to admit that their equipment and treatment for children is outdated. So how do we as a community help the 1,723,461 children in Pennsylvania with disabilities? (Brault, 2011).

Without the commitment and encouragement from volunteers, camps like Vent Camp would not be successful. This camp would also not be successful without donations from the community. Without donations to buy diapers, clothing, machines, and more, these children would not be given the opportunity to grow with others just like them. Not only are camps provided for children with disabilities, there are also local child care centers in Adams County. Adams County Head Start provides “comprehensive early childhood education, health, nutrition, and parent involvement services to children with disabilities” (Adams County Head Start, 2017).

Believe it or not, the best way to help children with disabilities is to accept them. Giving them a place to belong and showing you love them for their differences means the world to them. Although Tatianna lives in a child home, she has gained a family that cares, understands, and most importantly, loves her for her.

Sensory Disabilities

(Signing, mouthing) “Can you understand me? You don’t understand the beautiful sign language? No? Okay.”

(Signing and speaking) “Here, let me use my voice.”

“If people learned a few signs, such as their name, how are you, or nice to meet you, the deaf community may not feel as pushed aside. It just takes a little time and effort to help others. Signing (is) not hard. Here, I’ll teach you.”

(Teaching) “Hi, nice to meet you. My name is…” (Signing my name as example)

The importance of this simple gesture is to show you are willing to learn to communicate with a deaf person in their language. With many resources online, it’s easy to learn the basics of sign language to brighten someone’s day.

Hearing impairments are one type of sensory disability, and while sensory disabilities can include any of the five senses, they mostly refer to visual and hearing impairments. Students with a sensory disability face bullying, learning setbacks, and, most importantly, issues communicating with the world.

The truth is: we need a wake-up call. Everyday, we take our eyes, our ears, our minds, and our motions for granted. What would happen if you woke up one day without one of them? Perspective. You would see the world from an entirely different view, face different challenges, and learn to overcome these new obstacles.

Society reminds us we are each unique, yet bombards us with images on the way we should look, act, & speak. These societal norms damage our chances of accepting disabled individuals they way they are. The goal in helping and treating disabled children is not to erase their disability, it is to work with it and allow them to function in society.

Deafness affects hundreds of millions of people worldwide, according to the World Health Organization (“Deafness and hearing loss,” 2018), and as of December 2017, there are 62,528 legally blind children in the United States enrolled in school (Blindness Statistics, 2017). Gallaudet University (2014), a famous college for the deaf, explains the last time the United States government counted the deaf population in the National Census was 1930, and the last census taken in 1971 was privately conducted by the National Association of the Deaf. Our country does not have accurate data tracking the rise and fall of the Deaf community, and this predicament is similar to those with a vision impairment. The only numbers organizations have to use are from smaller survey samples that are applied to the larger population, and this sampling method presents many data issues (Harrington, 2014).

Let’s get to the root of the problem. What do you think of when I say the word “disability”? Disability implies directly that something is missing from the “normal” person. However, the numbers we have presented show that having a disability is not uncommon, and these individuals' disabilities do not exempt them - should not exempt them - from a beautiful life. What makes them different does not make them less than but gives them a perspective we may not ever know, only open our minds to understanding.

Not only is the video incredibly eye-opening, it is interesting to review the comments below the video. They range from ignorant to understanding to inspired. Looking at these comments, it is clear some people have issues trying to see a new perspective.

Before this year, I had no idea we had five students in our school district in the Deaf community, with other students receiving Deaf and Hard-of-Hearing (DHH) services. With a class of 151 students and knowledge of the small size of our school, five students is a significant number. How many of these students are at larger schools around the state and country?

So, are we, as a society focused on the right improvements in education? We should not just be focused on the students who we view as “normal,” but we should be focusing on improving education for students with disabilities. This includes improved technology, programs, teachers, specialized curriculums, and updated equipment (Martin, Williams, & Gassen, 2011). Marci Gassen, Marni Martin, and Mandy Williams, a team of two audiologists and a speech-language pathologist, conducted surveys around the University of South Dakota tracking deaf and hard-of-hearing accommodations in the classroom. They found that many teachers had issues helping these students, from problems with special equipment to a lack of funds for accommodations to a lack of understanding. Additionally, the most used accommodations included visual aids and repetitive explanations, while the least implemented included special lighting, counseling, and tutoring. Can you believe the latter are implemented least according to their study? Services such as counseling and tutoring are important to help students stay healthy and succeed in their education. It is vital to sensory disabled students’ development to get proper education from the beginning, so their brains can adapt and grow to their full potentials. For example, my cousin Chandler has cerebral palsy with an intellectual disability, and at age 17, she is still at a mental age of two and remains unable to speak. Interestingly, she lacked proper education for her disabilities when she was young.

Not only do these students face issues learning the same way or at the same pace as peers, they also face bullying. In fact, the National Bullying Prevention Center (2016) cites that disabled individuals are “two to three times more likely to be bullied than their nondisabled peers.” Bullying is harmful to any child’s self-image, especially to a child who may already feel left out, and can additionally prevent them from learning effectively.

Outside of the classroom, however, companies such as EA and Starbucks are making strides to accommodate to sensory disabled individuals. Starbucks (2015) revealed its first two-way video calling system for their drive-thrus, allowing hearing impaired individuals access to this service. EA (2018), a popular gaming company, is creating their new video games accessible to all players, including hearing and visually impaired players. These creators are using their tools and technology to make a positive change in society, but for these implementations to be widespread, they need to be shared and supported.

The next time you have to wait for someone to order, walk, or get somewhere, be patient. You don’t know their story. Disabled citizens should not have to use their disability as an excuse to make you more understanding, and being “normal” is certainly no excuse to act like disabled individuals are in some way disrupting your life. Hearing and visually impaired individuals can accomplish so much more if they are treated with respect and given help in their education. We are barring them and setting limits for them. Don't be part of the crowd enforcing these barriers. Help these children smash them down.

Being aware of children with disabilities in our community is a great place to begin change. Just like a tree, children with disabilities will continue to grow, change, and adapt. It is our responsibility to nurture and raise awareness for the individualized needs of each child. If we recognize their strengths, we will gain their wonderful, unique spirits. Most importantly, we can instill value and love in the hearts of children viewed as “different” by society. They are valuable. They are empowered. They are the future.

REFERENCES

Adams County Head Start. (2017). Retrieved May 2, 2018, from http://www.achsaccess.org/

Blindness Statistics. (2017, December). Retrieved May 2, 2018, from https://nfb.org/blindness-statistics

Brault, M. (2011, November). School-Aged Children With Disabilities in U.S. Retrieved May 2, 2018, from https://www.census.gov/prod/2011pubs/acsbr10-12.pdf

Center for Parent Information and Resources. (2017, June 16). Intellectual Disability. Retrieved May 2, 2018, from http://www.parentcenterhub.org/intellectual/

Deafness and hearing loss. (2018, March 15). Retrieved May 2, 2018, from http://www.who.int/en/news-room/fact-sheets/detail/deafness-and-hearing-loss

Harrington, T. (2014, February). Deaf Statistics: Deaf population of the U.S. Retrieved May 2, 2018, from http://libguides.gallaudet.edu/c.php?g=773916&p=5552995

Idea Partnership (n.d.). Definition of a Child with a Disability. Retrieved May 2, 2018, from http://www.ideapartnership.org/topics-database/idea-2004/idea-2004-part-b/1396-definition-of-child-with-a-disability.html

Martin, M. J., Williams, M. J., & Gassen, M. (2011). Classroom Accommodations for Students Who Are Deaf or Hard-of-Hearing [PDF]. Vermillion, SD: University of South Dakota.

Masters in Special Education. (2018). How is Art Therapy Used in Special Education? Retrieved on May 2, 2018 from https://www.masters-in-special-education.com/faq/how-is-art-therapy-used-in-special-education/

May Institute. (2010). Developmental Disabilities. Retrieved May 2, 2018 from https://www.mayinstitute.org/pdfs/developmental_disabilities_fact_sheet.pdf

Paris, A. (2012, December 7). What is a Developmental Disability? Retrieved May 2, 2018 from https://www.t2000.com/what-is-a-developmental-disability/

PA Vent Camp. (2018). Retrieved May 2, 2018, from http://www.paventcamp.com/

Pxhere. (2017). Photographic Image. Retrieved May 13, 2018, from https://pxhere.com/en/photo/1001038

Rosemoons. (2013, February 11). Not hearing loss, deaf gain [Video file]. Retrieved May 2, 2018 from https://www.youtube.com/watch?v=F5W604uSkrk

Starbucks Barista and Customer Inspire Social Media Buzz. (2015, November 4). Retrieved May 8, 2018, from https://news.starbucks.com/news/sign-language-exchange-at-starbucks

Stevens, K. (2018, February 20). Road to GDC: Triple-A Gaming While Blind. Retrieved May 6, 2018, from https://www.rollingstone.com/gdc-ea-inclusive-gaming-blind-w516881

Students with Disabilities - National Bullying Prevention Center. (2016). Retrieved May 6, 2018, from http://www.pacer.org/bullying/resources/students-with-disabilities/

The Conversation. (2016, May 29). Children with Disabilities are Being Excluded from Education. Retrieved May 2, 2018 from http://theconversation.com/children-with-disability-are-being-excluded-from-education-59825