Transformability and learning without limits for all

Teachers hold the responsibility for the learning of all students in their class and
should presume competence as it is important for the learning to be effective.
Without the presumption of competence students are robbed for their right to
education as they are not given a fair chance to prove their ability to learn. Snow
(2007-2012) argues that normally when people meet someone they presume
competence, that it is not until that person has proven otherwise that it is thought
differently. However this is the opposite of what happens when someone meets a
person with a disability, in this case the first thing they assume is incompetence.
According to Snow (2007-2012) one of the roles in which people assume a
person is competent of doing is being a teacher. Often when teachers are given
the job of teaching someone with a disability they assume they themselves are
incompetent of doing so, either because they believe that student cant learn or
because they think that only certain people can teach them (Valle & Connor,
2011). When this happens those students with disabilities are disadvantaged
because they are then excluded from learning experiences that they could
actually learn from. Disabled students are instead placed in the care of un-trained
teacher aides or special education teachers and forced to do work that does not
stimulate or challenge them and therefore does not give them a chance to prove
their competence.

How can someone demonstrate competence, how can they learn from
others if they are shut away from society? Learning is a social process, in
which people learn from each other and with each other. Therefore,
learning cannot occur without interaction (Vygotsky, 1978). Inclusion in
typical classrooms with access to rich educational experiences is a
necessary means to this end. (Ashby & Causton-Theoharis, 2009, p. 513).

It is important that teachers have a presumption of competence as without the
this children fall further and further behind in the education system and are
restricted to the opportunities they can have after school. In the documentary
Certain Proof Josh was placed into a special class because his way of
communicating was not typical. The teachers believed that Josh couldnt learn
due to the fact that he could not communicate and learn how they expected.
However when given the right support and tasks during a session with a research
team it was proved that Josh could communicate (Ellis& Ellis, 2013). This shows
that when people presume competence they open up opportunities that actually
allow a person to show their true abilities rather than restricting them which only
confirms the belief that they are incompetent.
The belief that people with disabilities are incompetent is rooted deep in history
and therefore it will take time, effort and evidence for people to change the way
they think. The presumed Incompetent mentality cannot be changed
systemically in one fell swoop; the change has to come from each of us,
individually. Then, the cohesion of our collective attitudes can and will influence
the system and our society as a whole (Snow, 2007-20012, p. 2). It can not
happen instantly, it will take time for society to believe that everyone is
competent. In order for society to diminish deficit thinking towards people with
disabilities, people need to start presuming competence and allow them to prove
to the rest of society what they can do. Therefore the reconfiguration of separate
facilities and the inclusion of children described as having special education
needs is seen as an essential component for achieving education for all
(Rouse, 2006, p. 8). If teachers believe that they are qualified to teach students
who have a range of learning abilities and are given the right support and
resources to do so then inclusive education for all is more likely. With the
existence of separated learning facilities it sends the message that teachers do
not have to teach all students, they are not required to adapt their teaching style
to accommodate for all. However once teachers are expected to include all
students in their classrooms, once it is seen as normal for disabled students to
be in general education then teachers will learn to provide learning experiences
that cater for all.


References:
Ellis, S. (Producer), & Ellis, R. (Director). (2013). Certain Proof: a question of worth
[Documentary]. United States: Footpath Pictures Inc.
Rouse, M. (2006). Enhancing effective inclusive practice: Knowing, doing and
believing. Kairaranga, 7, 8-13. Retrieved from
https://www.massey.ac.nz/massey/learning/departments/school-curriculum-
pedagogy/kairaranga/journals-2004-2010.cf
Snow, K,. (2007-2012). Presume competence: Challenging conventional wisdom
about people with disables. Retrieved from
http://www.disabilityisnatural.com/explore/new-attitudes
Valle, J. W., & Connor, D. J. (2011). Creating a dynamic classroom culture. In J.
W. Valle & D. J. Connor (Eds.), Rethinking disability: A Disability Studies
approach to inclusive practices (pp. 106-141). NY: McGraw-Hill