Disability Awareness and Inclusion

I walked into the south space eagerly anticipating working with the 7th and 8th graders. Ms. Marquis warmly welcomed me into the 7th grade classroom. A number of students were lightheartedly and awkwardly moving one of the platforms into the room, so I could stand before them and be seen. For those of you who don’t know me, I am Meg Weber, former longtime Waldorf Teacher and current Disability Inclusion Advocate. I have achondroplasia, a type of dwarfism that affects my long bones. I am 4’0” in stature. My disability is very visible. I am also a mom, sister, auntie, great auntie, tutor and activist.

I stood before a group of inquisitive, caring, thoughtful and very respectful students who had matured and grown physically, intellectually and emotionally. I taught many of these students when they were in first grade. Now I was standing before them as a guest speaker, speaking about disability awareness and inclusion. I felt deep emotion as I looked out at my former class. Rather than teaching fairytales, letters and numbers as I had in first grade, I shared my biography and created a space for us to talk about visible and invisible disabilities. Many of the students began to share about their own invisible disabilities.

I also had the opportunity to teach two main lessons to Ms. Norman’s 8th-grade class. I knew many of these students when they were in 2nd grade. Ms. Norman graciously invited me as a guest teacher to teach about disability and inclusion. I spoke briefly about my own life and focused primarily on teaching Judith (Judy) Heumann’s biography. Judy had polio and used a power wheelchair. She was a lifelong advocate for the rights of disabled people. Her contributions extend the international reach of the independent living movement. She was also one of the main leaders in spearheading the passing of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.

We also discussed accessibility, or the lack thereof, on the campus. I shared about my personal experience with navigating an inaccessible world. I gave the students the assignment to visit their local grocery stores and view their neighborhood from the perspective of a person who uses a wheelchair.

The students were insightful, thoughtful, respectfully inquisitive and fully engaged. A number of students shared their previous knowledge and insights about accessibility. Some students also shared about their neurodiverse disabilities. Ms. Norman’s and my desire was to create a safe space for the students to ask questions and share their experiences. My objective is to educate others to advocate for themselves and become allies and advocates for all people with disabilities.

Definition of a Disability: Any physical or mental condition that impacts daily life. Conditions that limit a person’s movements, senses or activities. Often what creates barriers for people with disabilities is the lack of accessibility, accommodations and understanding in society. These barriers range from physical and attitudinal to systemic and organizational.

To be an ally is to unite oneself with another to promote a common interest. People who are allies are not only supportive helpers, but also have a common interest with those they desire to help. In an alliance, both parties stand to benefit from the bond or connection they share.

Disability Awareness is the practice of knowing, acknowledging, and accepting individuals' experiences as they relate to disability. Knowing, being aware, and moving beyond your own level of comfort is key to a greater understanding as well.

Around 49 million Americans and one billion people in the world have a disability, visible or invisible. Through disability awareness, the misconceptions and stereotypes surrounding those with disabilities can be brought to the forefront.

Written by Meg Weber

Disability Inclusion Advocate

megweberconsulting@gmail.com

disabilityadvocatepdx.com