Reflecting on Barokka’s article, issues around disclosure of disability arise. In my practice I find that people are not always comfortable with disclosing ‘disability’, or even aware they may have a ‘disability’. Learning differences and/or hidden ‘disabilities’ may effect a students’ ability to engage/participate in learning or to access meaningful support. Asking students directly whether they have a disability is an intrusion of privacy, perhaps too confrontational, particularly for young adults who may not have the support, language or confidence to express their experiences within academic spaces, that my not feel like ‘safe’ spaces, in particular for marginalised individuals.
I aim to design and deliver teaching through reflexivity, with the knowledge that there is likely to be hidden ‘disabilities’ within any group. I encourage students to consider ‘difference’ among their peers and allow time and space for ‘points of rupture’ that are not planned, but that allow for students to work at their own pace, to offer support to each other thus reducing the teacher/student gap, and the traditional, hierarchical dynamic that my be expected or desired. This promotes critical thinking, ownership and student autonomy. Sun Kim’s film prompted me to reflect on possible ways that a multi-sensory approach to creative teaching and learning might support students who may not disclose or be aware of (their) disability.
Teaching and supporting learning through a lens of critical pedagogy (Friere, 1970) is to consider diverse needs, abilities, difference, to include all students. New strategies informed by inclusive practices and awareness of difference, ‘disability’ and hidden ‘disability’ include: checking that I can be heard and seen with my delivery/demonstration; repeating instruction of practical tasks; reading the room, ie. observing and listening to student activity, body language, non-verbal communication; seeking out student voice and feedback during activities; showing empathy; encouraging peer-to-peer communication and sharing of resources and new knowledge; communication – engaging with all individuals, offering equal attention and making space for each voice, including those who are less vocal or forthcoming in offering their thoughts, considering that some students may be more comfortable with quiet exchange rather than open and audible conversation within a group dynamic.
Recently ‘diagnosed’ as dyslexic, with the knowledge that dyslexia is a protected characteristic in the Disability Act 2010 I question what ‘disability’ means to me and how it is perceived by others. My experience as a mature student accessing UAL’s Disability Service was straightforward however, I imagine this may not be the case for many young people on undergraduate courses, who may lack the confidence, safety and/or support to disclose; again, particularly marginalised individuals.
People with differences, to me that is mostly all people!, are sometimes labelled as ‘disabled’. This does not mean they are lacking in any way, but that our societal and educational structures are ‘ableist’, designed to ‘dis-able’ and disadvantage people with differences. This labelling intersects race, class, gender, faith, etc, and can compound the marginalisation of certain groups and communities. ‘Disability’ is a political word. Reflecting on #disabilitytoowhite article and Shades of Noir Disability resources my pedagogy is newly informed by a deeper understanding of inclusive practices and my positionality as a woman of colour, that intersects ‘disability’, race, gender, class. All the articles raise the issue of ableism and the importance of addressing unconscious bias within myself and during interaction with my students and colleagues.
If, as a community within the art school, we are to develop inclusive practice around ‘disability’ we must begin to develop exposure to Krip theory, intersectionality and critical race theory, new language and debates among all stakeholders to promote Art and Design as a vehicle for freedom of expression, activism and social justice. Maybe this is a utopian dream. Small changes by a few might lead to big changes for many.
References
UAL Disability Service Webpages
Christine Sun Kim (2012) A Selby film
Thompson, V. (2017) Confronting the Whitewashing of Disability: Interview with #DisabilityTooWhite creator
Barokka, K. (2017) Deaf Accessibility for Spoonies: Lessons from Touring Eve and Mary Are Having Coffee
Shades of Noir Terms of Reference (2020) Disabled People: The Voice of Many
Friere, Paulo, 1970, Pedagogy of the Oppressed
Thank you. I didn’t think about the fact there are people who will remain in a disadvantaged position because they would rather not mention a disability and how a tutor has to work around that. You give very clear, practical solutions. It reminded me of a dance class I attended with my anxiety walking ahead of me. When it came to pairing up, the tutor gave an option of doing the activity on our own. I was getting very anxious not wanting to pair up but not being able to voice it. She noticed how I was feeling and made it easy for me to let her know. At the end of the session I explained my position and she replied by saying not to worry, she always assumes that everyone walking through the door has an anxiety and that the whole point of the class is to work that out. Thank you.
Thank you for reminding me about those that won’t want to disclose a disability and so remain in a disadvantaged position,. You give clear points on how to manage such a situation. I remember going to a dance class with my anxiety walking way ahead of me. When it came to making pairs the tutor gave us the option of doing the task on our own. Although anxious I couldn’t voice my concern but she picked up on it and suggested it to me instead. At the end of the class I explained my position and she replied with ‘I have to assume everyone walking through the door has some sort of anxiety and the class is here to ease that not make it worse”
Apologies for the duplicate reply. I checked and couldn’t see my reply. Obviously it hadn’t updated yet. So I left it again!
Sarah, thank you for your post. You have made me think about my students and colleagues who may not want to disclose that they have a disability and also, the huge number of us that don’t even realise we have one. I agree with your thoughts that we can not ask students directly, I wonder if by talking about the Disability Service at Ual, we can engage our students to realise that there is support available if required, and that they can get help such as being tested for things such as dyslexia if they have concerns. I love that you have thought about this and how to engage with students who are considered ‘other’ especially through a multi-sensory approach to teaching which allows students to work at their own pace. I am inspired by your reflection to ‘consider diverse needs, abilities, difference, to include all students’. Your list of new strategies informed by the inclusive practices unit to support and engage students in a variety of ways is incredibly useful. Thank you. I will look back on this and keep it in mind when I return to teaching in the Autumn.
As we have discussed I am also a newly diagnosed person with a disability despite being a diabetic for 44 years. I also question what ‘disability’ means to me and in the context of my work but I am also incredibly grateful for the wonderful care and support I have received at Ual and I hope that this will help me to convey to students all that is on offer.
‘My pedagogy is newly informed by a deeper understanding of inclusive practices and my positionality as a woman of colour, that intersects ‘disability’, race, gender, class.’ We have learn so much through this unit and you are right, thank you for your writing, which has really made me think and reflect on my own journey and how I can put it into action all this learning through my teaching.
Thank you for your comments Sarah, and for sharing your own experience of ‘disabillty’. I’m pleased you found my post useful. I hope to develop these ideas through the ARP next term and would be happy to share my research findings with you if you think it might be useful for your practice.