Thomas Hehir’s article Eliminating Ableism in Education made me reflect on my own school experience. He explains that ableism in schools happens when students with disabilities are judged or treated unfairly because they don’t learn the same way as others. This made me think of my own struggles with ADHD. I was labeled as a “distracted” or “difficult” student from a young age. Teachers would often call me out for not sitting still or not finishing my work on time. It made me feel like I was a bad student. I didn’t get the support I needed, and I didn’t understand why I was struggling and couldn't keep up like my classmates. Like Hehir says, students with disabilities often get blamed for things that are not their fault, when what really needs to change is the way we teach. If teachers had seen my behavior as part of how I learn instead of a problem, they could have helped support my learning. This reading helped me realize that we need schools to work on adapting to students needs, not the other way around.
I chose this image because it helps raise awareness about how big this issue really is. It shows that millions of students have ADHD, dyslexia, or other learning challenges, but only a small number get official support like IEPs or 504 plans. I think this is important because it helps teachers and others understand that we need to do better at identifying and supporting these students.
Patrick Finn’s Literacy with an Attitude connects with Alfie Kohn’s article What to Look for in a Classroom . Both authors talk about how schools often focus too much on control and order instead of helping students become active, thoughtful learners. Finn explains that working-class students often receive a basic kind of education that teaches them to follow directions and stay in line. He calls this “functional literacy.” On the other hand, students from wealthier backgrounds are given “powerful literacy,” which helps them ask questions, speak up, and become leaders. This idea connects to Kohn’s writing because Kohn also believes that good classrooms are not about quiet students doing worksheets. He wants schools to focus on group work, student choice, and learning that matters. In both texts, the authors agree that schools need to give all students the chance to grow, think, and participate, not just obey. They also both point out that teachers have a big role...

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