Principles for Educating Students with Disabilities
| Introduction Principle 1 Principle 2 Principle 3 Principle 4 Principle 5 |
Principle 2: Students with Disabilities Have Different Abilities
Everyone has strengths and weaknesses. Kim, the kindergartner, has strengths in math, art, music, and reading, but weaknesses in physical and social skills. Natalie’s classmates may tease her about math, but they are impressed with her talent when she plays the piano. Katrina has a "severe disability," but few of her peers will compete against her in the 100-yard dash. They are unaware of a "disability" when she is breaking the tape at the finish line.
Sometimes, labels like "disabled" make us think of students in a narrow way. While labels may help us communicate with each other, they sometimes prevent us from considering the whole person. We need to focus on students’ strengths, not on weaknesses; on their abilities, not on disabilities. Knowing a student’s disability tells us very little about their capabilities. Knowing a student’s goals, enthusiasm, and skills tell us about how their dreams will come true.
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| Have you heard the saying, "Attitude is the only disability"? I know that I definitely would not appreciate it if other people only knew me by my weaknesses. |
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