Kauffman and Pullen (1996) argue that a myth is distinguished from reality by its overgeneralization, distortion, or misplacement of fact” (p.1). Furthermore, “no category or label comes close to telling us everything we need to know about a person” (Kauffman and Pullen, 1996, P.12). As a society and within education, we are shifting paradigms. We are moving away from focusing on an individual's limitations and moving towards recognizing “disability” as a social construct, with the focus on proactively removing barriers. Accessibility means that we take reasonable efforts to provide our teaching and learning in a way that respects the dignity, independence, integration and equality of opportunity of all students, including students with exceptionalities.
“For some students, being separated from the mainstream and becoming part of a special class in which their instructional needs are being addressed effectively can be self-enhancing” (Kauffman and Pullen, 1996, p.7). My experience working in an alternative program for gifted students has allowed me to witness these students who are proud to be separated from the mainstream. I had the opportunity to teach a language unit on perspectives and most of the students wrote about their positive perspective on the gifted program. Most of the responses were related to the differentiated approach to teaching and the various inquiry projects they got to do as opposed to a “regular classroom that consisted of worksheets”. I couldn’t help but wonder why they couldn’t receive a similar education in a “regular classroom”. Admittedly, the program moved at a faster pace and the content was expanded upon but the overarching themes of inquiry and differentiation to meet the needs of all students is something that sticks with me.
Resources: Kauffman, J. M., & Pullen, P. L. (1996). Eight Myths about Special Education. Focus on Exceptional Children , 28(5), 1–12. Retrieved fromhttps://mycourselink.lakeheadu.ca/d2l/le/content/62054/viewContent/750791/View
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