Embedded Files
FDR at Warm Springs Rehabillitation Center
FDR using podium for support during speech
Reframing FDR in Teaching Disability
FDR was a major figure in American history that is discussed in any American history class, however, his full story as a disabled person is merely footnoted. This requires teachers to examine his depiction and adapt in order to better redress the common depictions of the president. Often times curriculums and textbooks treat FDR’s disability as a mere episode in his life that has been removed from his work and achievement. Ignoring the aspect of disability in FDR’s story neglects how disabled peoples have existed in American society at all levels. In another sense FDR’s disability becomes a narrative of “overcoming” disability. The overcoming narrative is similarly damaging as it assumes that FDR was strong enough or determined enough to “beat” his disability. This narrative then not only makes disability out to be a “beatable” aspect of someone’s identity. Both of these constructions do not take into account the social isolation and discrimination that FDR and all disabled people face and have faced. FDR was fearful to show the public that he was disabled and was constantly staged and had his body hidden so people would adopt a negative opinion about him due to his disability especially in the 20s and 30s. Teachers then must break down these narratives they carry with them into the class and introduce narratives to their students and themselves of a more inclusive history around disability rights surrounding one of the most famous disabled voices in American history. Teachers must ask students to examine FDR’s individual history through his disability. Teachers can introduce students to FDR’s contributions to major rehabilitation programs at the Warm Spring Hydrotherapeutic center, as well as how FDR concealed his disability in appearances to the general public. Teachers can also take this opportunity to help students understand how FDR concealed his disability and have students engage in discussion on why he may have done so or what informed his decision to conceal his disability to the general public. All of these methods can help students better understand the context of discrimination in the lives of disabled people today and years prior.
Having students examine these issues surrounding a well known figure like FDR helps students better understand the historical nature of disabled persons in the scope of American society. However, not only students need to learn this more inclusive history that does not ignore nor emphasize “beating” disability, teachers need to as well. As teachers, students with various disabilities will enter into the classroom. Some of these students may be open about their disability, others may try to conceal or mask their disability. Having students and teachers understand the social implications for being considered disabled can inform the lived experiences and discrimination students have faced or fear facing. FDR’s history through the lens of disability then allows students to have a critical look into the discrimination faced by disabled persons. This will help teachers and students hopefully gain a better view of the diversity of abillity that has existed within American society at all levels.
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