Christopher Kliewer – Citizenship in School: Reconceptualizing Down Syndrome

1. “The movement to merge the education of children with and without disabilities is based on the belief that to enter the dialogue of citizenship does not require spoken, or indeed outspoken, language. Rather, communication is built on one’s ability to listen deeply to others. It is an act through which each of our lives comes to be defined by those around us as “precious and irreplaceable”…the dialogic of democracy is ultimately a set of values based on respect, humility and creative listening” (p. 73)

This quote although in this reading is applied to those with down syndrome reminds me of our conversation in class last week while discussing Anyon and Oakes and the topics of tracking and ability grouping and the reasons against those choices. Having children together learning is beneficial. We are all different. We all look, talk, walk, think, eat, and sleep, on, and on, and on….different. I understand the concept and arguments presented and agree with them. But… there are also times you can understand the concepts and arguments for the other side too. I don’t mean to marginalize or segregate others but for individualized learning for the student or special schools like Meeting Street. If you connect to the link and watch the parent testimonial video on Sammie you will learn about my 2nd cousin. She doesn’t have Down Syndrome. She has a syndrome that hasn’t been identified yet. She is a special case study for Doctors throughout the country. Her parents moved to Seekonk from Cranston because the support to families and the way the children are selected for this school is based partially on where you live. They credit this school with much of her progress and accomplishments and don’t feel a public school would have ever come close to meeting the needs and making the progress she has to date even with inclusion.

2. “To value another is to recognize diversity as the norm. It establishes the equal worth of all schoolchildren, a sense that we all benefit from each other, and the fundamental right of every student to belong.” (p 79)

I like this quote and I think it applies to all. Just as I stated above…we are all different. On some it is more apparent upon looking at them due to a disability or handicap or some other reason but if people see that first and stereotype, just as it talks about later in this reading when referring to the young boy “Lee” They see Down syndrome they don’t see Lee. That can apply to anyone about any diversity or quirkiness or anything else somebody wants to see to point them out as different and not belonging. That isn't something wrong with the individual with the disability or quirkiness...that is a problem with the person who see that one aspect of the person and judges based on it. The other problem of course if the affect it can have on the other individual.

3. “Only getting to know a person in all his or her multifaceted individuality can cause the “huge” disability (spread) to magically shrink and assume its real proportion – only one small facet of a person. Only then will we find ourselves able to see and receive the variety and richness of possible gifts.” (p 87)

I think this is the same message as the previous quote but that is the message of this whole reading along with inclusion of children with down syndrome or I believe any disability can only add to the classroom by enriching and adding a new dimension to the learning of all that participate in the “community’ of that class.

Some parts of this reading dragged on forever…or I am just extremely tired. Overall it was of interest to me. Between this class and my Childhood Psychology class this semester there has been so much to think about in the way of teaching methods and theories my mind is spinning and overly confused. What is best for these children? How can we make the changes? What is going on now in my child’s class?