Talking Points # 8 - Citizenship in School: Reconceptualizing Down Syndrome

by Christopher Kliewer

The author argues that all children can learn and be a part of the community, but only when they are seen as the people they are, and not their disability, and are then accepted into that community. This requires the listener to actually pay attention to what the child says he or she needs, and also to acknowledge that the reciprocity is important as well.

• "Success in life requires an ability to form relationships with others who make up the web of community."

In order to be successful, we must be able to communicate with others, regardless of the job we hold. Children who are segregated from non-disabled students will have trouble forming any relationship with them. School is an institution that is designed to not only educate students, but also to prepare them for life, and segregation is in no way doing that for them.

• "So what if you don't fit exactly what you're supposed to? You know, it's not like I fit many people's idea of what a teacher's supposed to be like," Shayne Robbins had said of her students.

When children seem to fall short when measured against high expectations, these students are labeled disabled. Shayne had not thought of her students' idiosyncrasies as an unfortunate result of their genetic defect, rather, she recognizes it as "natural human diversity," Teachers should recognize the individual values of students instead of simply concentrating on the obstacles they may face.

• "To eliminate a single person through any form of banishment, no matter how benevolent the logic, reduces the web and makes the community a less democratic and less rich place."

Class membership views diversity to be the norm and views all children as equals. Community is made up of a "web" of all individuals who constantly change and develop, but all interact and benefit from the relationships that result with communication and acceptance. Community is only reached when all human beings are accepted, regardless of status or disability.

This was a good read. I really enjoyed reading about the individual students and their experiences in the classroom and the community. But it made me sad when Shayne Robbins was describing her experience with the transition committee regarding Anne's work site. She had wanted to work with movies, and not children, but they were all but insisting upon it. What really stopped me in my tracks while reading was when she had stated that they thought the movie store job was unrealistic for her, that it was above her ability level. A movie rental store? And they wanted her to teach children? "Here they have her educating America's future, but they're scared to let her work at a movie place," Shayne had said. People just don't think sometimes!

A major point that I will take away from this is that teachers must learn to look past the label of Down Syndrome, and other disabilities, and look at the student him/herself. Only then will the condition shrink back down to size and his/her true light will be able to shine through, and the student will be seen and appreciated by others. "Only then will we find ourselves able to see and receive the variety and richness of possible gifts." (Van der Klift and Kunc)