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Infinite Diversity in Infinite Combinations: Portraits of Individuals With Disabilities in

Terry L. Shepherd

An Article Published in TEACHING Exceptional Children Plus

Volume 3, Issue 6, July 2007

Copyright © 2007 by the author. This work is licensed to the public under the Creative Commons Attribution License. Infinite Diversity in Infinite Combinations: Portraits of Individuals With Disabilities in Star Trek

Terry L. Shepherd

Abstract

Weekly television series have more influence on American society than any other form of media, and with many of these series available on , television series are readily ac- cessible to most consumers. Studying television series provides a unique perspective on society’s view of individuals with disabilities and influences how teachers and peers view students with disabilities. Special education teachers can use select episodes to differenti- ate between the fact and fiction of portrayed individuals with disabilities with their stu- dents, and discuss acceptance of peers with disabilities. With its philosophy of infinite diversity in infinite combinations, Star Trek has portrayed a number of persons with dis- abilities over the last forty years. Examples of select episodes and implications for special education teachers for using Star Trek for instructional purposes through guided viewing are discussed.

Keywords videotherapy, disabilities, television, bibliotherapy

SUGGESTED CITATION: Shepherd, T.L. (2007). Infinite diversity in infinite combinations: Portraits of individuals with disabilities in Star Trek. TEACHING Exceptional Children Plus, 3(6) Article 1. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol3/iss6/art1 "Families, societies, cultures -- A Reflection of Society wouldn't have evolved without com- For the last fifty years, television has passion and tolerance -- they would been a reflection of American society, but it have fallen apart without it." -- to also has had a substantial impact on public the Doctor (Braga, Menosky, & attitudes. Television has addressed racial is- Singer, 1997). sues through casting the first black actor in a starring role (Bill Cosby in I Spy, 1965 – Television has always been a powerful 1968), the first interracial kiss (Captain Kirk medium. Television can entertain, inform, and kisses Uhura in Star Trek, 1967), and ridicul- educate. As with motion pictures, it can influ- ing racism (, 1971 – 1983); ence the way we think and how we perceive challenged the (M*A*S*H, things. Often, in life, it does not matter how 1971 – 1982); and promoted feminism (The things really are, but how they are perceived. Mary Tyler Moore Show, 1973 – 1980). Of- This is especially true how individuals with ten, television served as the only source on disabilities are perceived in the media. With the nature of disabilities for many Americans, the increasing numbers of students with dis- and very few television series feature indi- abilities entering the general education class- viduals with disabilities. Dennis Weaver por- room, this media-induced perception of dis- abilities influence how teachers and peers trayed a deputy with a physical disability view students with disabilities. For example, (Chester Goode on , 1955 – 1964). Dustin Hoffman in Rain Man (1988) accu- Gene Sheldon played a deaf mute (Bernardo, rately portrays an individual with autism. His manservant of Don Diego De La Vega in character repeats or echoes what he hears Zorro, 1957 – 1959). Raymond Burr played a from other people (echolalia), and he is resis- paraplegic (Robert T. Ironside in Ironside, tant to change. However, Rain Man has sa- 1967 – 1975). vant syndrome, an unusual condition in which Even fewer television series have ac- extraordinary abilities are displayed. In this tors with disabilities portraying individuals case, Rain Man has remarkable mathematical with disabilities. In one of the earliest por- abilities. Because of this movie, teachers and trayals on a television series, Susan Peters peers may think that all students with autism played a female attorney in a wheelchair in have some exceptional ability, and may look Miss Susan (1951). The real actress, Susan for this “unfound genius” (Safran, 1998a; Sa- Peters, was paralyzed from the waist down fran, 1998b). Unlike movies shown in theaters, from a spinal injury. Linda Bove, a deaf per- which are viewed occasionally by consumers, former, played Linda, a deaf librarian work- television series have more influence on ing on (1976 - present). She American society because they are weekly would be the first of many individuals with events and are readily accessible to most con- disabilities to walk on Sesame Street (King- sumers. With many television series available sley, 1996). Chris Burke, an individual with on DVDs, special education teachers can use Down syndrome, played Charles "Corky" select episodes to differentiate between the Thatcher, a likable 18-year-old with Down fact and fiction of portrayed individuals with syndrome in Life Goes On (1989), and as an disabilities with their students, and discuss angel with Down syndrome in Touched by an acceptance of peers with disabilities within Angel (1994 – 2004). However, no television the special education classroom. series has consistently portrayed individuals with disabilities as major characters as Star have what he wants when he wants it. The Trek. concept that sometimes things do not go the Throughout its numerous incantations, way one would like is difficult for many chil- a focal point of the Star Trek universe has dren with emotional and behavior disorders, been the acceptance and tolerance of those and Kirk tries to explain it to Charles. who are different. It is the first to have an interracial kiss (between Kirk: "Charlie, there are a million Captain James T. Kirk and Lieutenant Nyota things in this universe you can Uhura) and to have an inter-species (interra- have and there are a million cial) character in , who was half-human things you can't have. It's no fun and half-. A number of episodes facing that, but that's the way throughout its forty years have showcased things are." individuals with various disabilities. Many of these episodes presented acceptance of indi- Charles: "Then what am I going to do?" viduals with disabilities, and a few episodes Kirk: "Hang on tight. And survive. Every- have shown the objectionable intolerance oth- body does" (Fontana, Roddenberry, ers have for those who are different. & Dobkin, 1966).

Disabilities in Star Trek Unfortunately, Charles does not have the time to learn the lessons. He is irrational, Emotional Disturbance defies authority, and harms others. Before 17-year-old Charles Evans is the lone Charles can destroy the Enterprise, the Tha- survivor when the ship he was on crashed on sian show up to take him back to Tharus. the planet Thasus when he was three years Charles pleads with the Enterprise crew to let old. Raised by non-corporeal beings called him stay. Understanding the nature of Char- the Thasian, Charles is provided with psy- les’ disability, Kirk tries to reason with the chokinetic powers to survive. He is eventually Thasian. He even suggests an individualized rescued, but because he is raised in isolation, plan to educate and train Charles. he has severe difficulties behaving according to societal expectations. Charles meets three Charles: “Please. I want to go with you. of the criteria for emotional disturbance. He Help me.” has an inability to build or maintain appropri- ate relationships with peers and adults. Char- Kirk: “The boy belongs with his own les does not get along with anyone, with the kind.” exception of Captain Kirk, who momentarily Thasian: “That will be impossible.” is a father figure to the teenager. He displays inappropriate behaviors or feelings under Kirk: “With training, we can teach him normal circumstances, and has sent away to live in our society. If he can be people who laugh at him or do not return his taught not to use his powers…” amorous affections. Finally, Charles displays a general mood of unhappiness or depression. Thasian: “We gave him the power so he He does not understand why no one likes him, could live. He will use it always, and he does not understand why he cannot and he would destroy you and your kind, or you would be forced to destroy him to save McCoy: “I’m sorry, Miranda, but you yourselves.” must be realistic. You are blind, and there are some things you Kirk: “Is there nothing you can do?” simply cannot do.”

Thasian: “We offer him life. And we will Spock: “Evidently, a highly sophisti- take care of him.” cated sensor web. My compli- ments to you, and to your dress- Unfortunately, many children like maker.” Charles are placed in self-contained class- rooms or other restricted environments. Chil- Kirk: “Yes, of course. It’s the only rea- dren with emotional and behavior disorders sonable explanation. You can’t are four times as likely as other students with see, and Kollos can’t hurt you.” disabilities to be educated in separate public facilities or separate private facilities (Brad- Spock: “An elegant solution. But I fail ley, Henderson, & Monfore, 2004). The diffi- to understand why you appar- culty lies in understanding the characteristics ently try to conceal your blind- and nature of a child with emotional and be- ness, Dr. Jones.” havior disorders, and with our attitudes and Kirk: “I think I understand. You said it. perceptions toward individuals with disabili- Pity is the worst of all.” ties. Jones: “Pity…which I hate” (Aroeste & Visual Impairments Senensky, 1968). The Enterprise picks up Kollos, a Medusan ambassador whose race is techno- ! The lessons leaned include under- logically sophisticated, but whose appearance standing a person’s strength and needs. The can make humans insane. Dr. Miranda Jones Medusans have skills in technology and navi- is a telepath who will try to mind-meld with gation, but cannot be looked upon by the na- Kollus and bring Medusan technology to the ked . Dr. Miranda Jones can tell . However, when an individual Captain Kirk his heart rate by using her sen- who has gazed at Kollos goes insane and sor web, but cannot the because hurls the Enterprise to unknown space, Spock she is blind. Yet, more than anything, she ab- suggests that he mind-meld with Kollos since hors pity, a constant theme when discussing the Medusans’ knowledge of navigation is individuals with disabilities. Many individu- extensive. Dr. Jones objects, and insists that als with disabilities do not want pity, but un- since she was scheduled to mind-meld with derstanding and acceptance. This is an impor- Kollos, she should make the attempt. Dr. tant lesson for students without disabilities to McCoy reveals to the others that Dr. Jones is understand. blind and can only see using a sensor web that Another example of an individual who she wears like a shawl. She is incapable of was blind was Lieutenant Commander Geordi navigating a starship, even if she obtained the La Forge. A major character in Star Trek: The knowledge from Kollos. Next Generation, La Forge was the chief en- gineer aboard the Enterprise who was able to see the entire by wouldn’t be here now, would I?” means of a prosthetic device placed over his eyes called a VISOR (Visual Input Sensory Hannah: “No.” Optical Reflector). While the VISOR allowed La Forge: “No. I’d have been termi- him to see more than most humans, La Forge nated as a fertilized cell.” occasionally lamented that he has never seen a rainbow or a sunrise like most humans. Hannah: “It was the wish of our foun- This is an especially poignant lesson for stu- ders that no one have to suffer a dents who do not appreciate their abilities and life with disabilities.” take for granted the things that surround them. La Forge: “Who gave them the right to Through the La Forge character, the decide whether or not I should be issue of disabilities was discussed in several here? Whether or not I might episodes. In one episode, La Forge is trapped have something to contribute?” on a planet with an injured , who is (Belanoff, Pillar, & Kolbe, 1992). curious about La Forge’s blindness. Unfortunately, many cultures prac- Romulan: “How did this happen?” ticed infanticide. A child who was deemed incapable of serving in the Spartan army was La Forge: “I was born that way.” left to the elements and perished. In ancient Rome, a child with a disability would have Romulan: “And your parents let you been thrown into the Tiber River so that the live?” child would not become a burden to society La Forge: “What kind of question is (Winzer, 1993). In the , children that? Of course they let me with mental retardation were sterilized in the live!” early 1900s so that they would not dilute the gene pool (Zanskas & Coduti, 2006). Romulan: “No wonder our race is Yet, the theme in the Star Trek uni- weak. You waste time and re- verse is the inclusion of all individuals in so- sources on defective children” ciety. In a case of poetic justice, the solutions (Kemper, Pillar, & Carson, to the problems in both episodes were found 1989). in La Forge’s blindness and his VISOR. is a lesson that all individu- In another episode, the crew of the als can contribute to society, and in the Enterprise is trying to save a genetically en- twenty-fourth century, a blind individual is gineered society living in an artificial envi- capable of piloting a starship. ronment from an approaching stellar core In an interesting and often recited fragment. La Forge engages Hannah, a scien- story, the character of La Forge was inspired tist from this masterpiece society, in a discus- by George La Forge, a young man who suf- sion regarding her settlement's decision to fered from muscular dystrophy. Despite his remove all disabilities from their offspring. disability, he attended as many Star Trek con- La Forge: “So…guess if I had been conceived on your world I ventions as he could, and became with sound.” the series creator, . Rod- La Forge: “Yes.” denberry made George an honorary lieutenant in before George died in 1975. Man: “And you don’t resent it?” When Star Trek was revised as a series in La Forge: “The VISOR or being 1986, Roddenberry remembered his friend blind?” and named the chief engineer character Geordi La Forge in tribute to this exceptional Man: “Either.” individual. La Forge: “Well, no, since they’re both Deafness part of me and I really like who The Enterprise is ordered to transport I am, there’s no reason for me to a mediator named Riva to the site of a bitter resent either one.” planetary conflict. Riva is deaf, and he com- Woman: “It’s a blessing to understand municates through the Chorus, a group of that we are special, each in his three people who can read his thoughts and own way.” translate them into words. This episode is a well-written story of how each of us is special La Forge: “Yes. Yes, that’s the way I in our own ways through a dialogue between feel exactly” (Zambrano & Riva, his Chorus, and La Forge. Shaw, 1989).

Picard (introducing La Forge to Riva): Unfortunately, when a dissident sol- “Lieutenant Geordi La Forge.” dier kills the Chorus, Riva becomes with- drawn and loses his confidence. Riva is fi- La Forge: “It is my pleasure to meet nally persuaded to return to the planet to ne- you, sir.” gotiate a peace treaty, announcing that he plans to teach the warring leaders sign lan- Woman: “What is that you’re wear- guage so that they can communicate with him ing?” and, in turn, with each other. Riva was going La Forge: “A VISOR – it interprets the to turn his disadvantage, his inability to electromagnetic spectrum and communicate effectively without his Chorus, carries the reading to my into an advantage. In learning to communi- brain.” cate sign language with Reva, the warring fractions would also have to learn to commu- Woman: “And without it, can you nicate with each other. see?” Like all of us, individuals with dis- abilities share the same emotions, joy, laugh- La Forge: “Without it, I’m blind as a ter, frustration, and like all of us they have stump.” strengths that can be used to their advantages. Woman: “Then your VISOR serves the In an interesting side note, actor Howie same function as my Chorus, Seago, who effectively portrayed Riva, was which interprets my thoughts deaf. and translates them into Language Disorders communication disorders have at trying to Individuals who have a language dis- communicate and not being fully understood. order may have difficulties receiving and ex- Teachers may also realize the struggles from pressing ideas. On Star Trek: Deep Space with which students with communication dis- Nine, Chief Miles O’Brian begins to speak in orders may have to contend. Communication gibberish. Dr. examines him and is essential for teaching and learning, and if a diagnoses O’Brian with an unusual form of student has difficulties comprehending lan- aphasia. guage, they are likely to have problems learn- ing. O’Brian: “Strike limits flame the dark true salt.” Learning Disabilities In an episode of Enterprise, Captain Bashir: “Please, Chief, take a seat.” cannot form long-term O’Brian: “Way link complete. Way memories due to an infection of parasites. link!” These parasites are from a domain outside of normal space-time, and a cure is not readily Kira: “What’s wrong with him?” available. As a result, Archer wakes up each day with no memories from previous days. Bashir: “He appears to be suffering For twelve years, Archer has lived in a mod- from a form of aphasia. It’s a est house with T’Pol, his former first officer, perceptual dysfunction in which as his caregiver. She has obviously grown aural and visual stimuli are in- closer to her former captain, but he does not correctly processed by the brain. remember anything about their relationship. His actual thinking hasn’t been The ship’s doctor, , surmised that this affected but he’s incapable of one sided relationship had to be difficult for expressing himself or under- T’Pol. standing others.”

O’Brian: “Victory strike limits frosted Phlox: “I can only imagine what it must wake. Simple hesitation!” have been like… spending all those (Caves, Behr, McGreevey, years in that house, learning so Shankar, & Lynch 1993). much about him. Yet, he remembers nothing about you… beyond the day Aphasia is an inability to produce or he became ill” (Sussman & McNeill, comprehend language. People with aphasia 2003). can think normally, but cannot communicate. Aphasia is usually caused by a traumatic While severe loss of memory is un- brain injury or stroke. However, O’Brian’s common, it does happen. In 1985, Cambridge aphasia is caused by a virus, and soon, others University graduate and choir-master of the on the contract it. London Sinfonietta, Clive Wearing lost his Many individuals take their communi- memory and his ability to form long-term cation abilities for granted, and from watch- memories when a herpes simplex virus ing this episode of Star Trek, students may caused severe inflammation of his brain. understand the frustrations that peers with When he had recovered, he could not remem- ber his past, nor could he remember anything Melora: “I’m sorry if I seem overly sen- after seven seconds (Wearing, 2005). The re- sitive but I’m used to being shut lationship with his wife, who he did remem- out of the ‘Melora problem.’ ber, had been strained over the years, but like The truth is, there is no ‘Melora Archer and T’Pol, the relationship did sur- problem’ until people create vive. Once again, the story was one of accep- one. This may sound ungrateful tance and compassion. As Captain Janeway because Dr. Bashir from Star Trek: Voyager told the recovering wonderfully helpful in the drone, , who was search- preparations for my arrival, but ing for her humanity, "A single act of com- frankly, I wonder why a medical passion can put you in touch with your own opinion is necessary in this dis- humanity” (Braga & Eastman, 1998; Sher- cussion.” win, 1999). How we view individuals with : “Julian knows more of your capa- disabilities affects how we view ourselves. bilities than any of us.”

Physical Disabilities Melora: “I don’t need a medical opin- Ensign Melora Pazlar is the first Elay- ion to tell me my own capabili- sian to join Starfleet. She grew up on a planet ties.” with low surface gravity, and as a result had to have accommodations made for her on Sisko: “Ensign…” space station Deep Space Nine. These ac- Melora: “I simply object to being commodations included a low gravity quar- treated like someone who is ill.” ters, and a wheel chair that she called a “trol- ley chair.” But Melora is defensive about her Sisko: “I don’t see anybody doing “disability.” She does not want to be treated that.” differently, and is militant in her quest for equality. When she arrives at a briefing, she Melora: “Try sitting in the chair, Com- finds Commander Sisko, Dax, and Dr. Bashir mander. No one can understand already discussing her request to pilot a run- until they sit in the chair. I about , and she is incensed. dreamt about exploring the stars as a child and I wasn’t going to Sisko: “Dax and Bashir were just tell- allow any…handicap – not a ing me about your request to chair, not a station - pilot a alone.” - to stop me from chasing that dream.” (Somers, Baum, Pillar, Melora: “Wouldn’t it have been more Crocker, & Kolbe, 1993). appropriate to include me in that conversation?” Melora starts feeling accepted by the crew, and begins to feel more comfortable Sisko: “I was getting a briefing by my about herself, but when Dr. Bashir discovers a senior officers, Ensign. We dis- medical procedure that would allow her to cuss personnel matters all the walk without the aid of a wheelchair or an time.” exoskeleton device, she faces a dilemma. If she takes the treatment, she would be able to if I’m ready to face that. If I stay walk in an normal gravity; however, she here, at least I know what the would never be able to go home again. Her future is going to be like.” predicament is compared to the story of The Little Mermaid by Hans Christian Andersen. Vic: “You stay here, you’re going to The little mermaid trades her magical life un- die, not all at once, but little by der the sea for a pair of legs to walk on the little. Eventually, you’ll become land, and is never happy again. On Melora’s as hollow as I am.” home world, her people are able to fly due to : “You don’t seem hollow to me.” the low surface gravity. By undergoing the procedure, she would not be able to fly again, Vic: “Compared to you, I’m as hollow nor spend long periods of time visiting her as a snare drum. Look, kid, I home. Melora realizes that the treatment don’t know what’s going to hap- would change a part of who she is, and de- pen to you out there. All I can tell cides not to undertake the treatment. This is a you is that… you’ve got to play story of acceptance by others and acceptance the cards life deals you. Some- of one’s self. times you win, sometimes you In another episode, Nog, a lose. But at least you’re in the officer stationed onboard the space station game” (Moore & Williams, Deep Space Nine, was injured in battle and 1998). his leg was amputated. Even though Nog has a new biosynthetic leg, he struggles to cope Social Phobia with his disability. He escapes reality by liv- Individuals with social anxiety disor- ing in the holosuite world of 1962 der have a marked and persistent fear of so- lounge singer of . Eventually, Vic cial situations. They fear embarrassment and realizes that Nog has had time to heal, and may avoid social situations at all costs. Lieu- that it is time for him to leave the fantasy tenant Barclay’s fear of social situations has world of the holosuite. led him to escape into the holosuite, where he Vic: “You got to go.” confronts crew members who have embar- rassed him, but his social anxiety disorder has Nog: “Don’t you get it? I can’t go out begun adversely affecting his duties aboard there.” the Enterprise. Commander La Forge tries to help Barclay with his fears. Vic: “Why not?”

Nog: “I’m scared… okay? I’m scared. I Barclay: “It’s, it’s…I’m… When I’m in didn’t think anything was going there, I’m just more comfortable. to happen to me and then, sud- You don’t know what a struggle denly Dr. Bashir is telling me he this has been for me, Com- has to cut my leg off. If I can get mander.” shot, if I can lose my leg, any- La Forge: “Well, I’d like to help if I thing can happen to me, Vic. I can.” could die tomorrow. I don’t know Barclay: “Being afraid all the time of ters similar to themselves, and discuss their forgetting somebody’s name, own behaviors and situations through a safe not… not knowing what to do distance of a film character (Cook, Earles- with your hands. I mean, I am the Vollrath, & Ganz, 2006). Not only could guy who writes down things to videotherapy help students with disabilities remember to say when there’s a find resolutions to their own feelings and party. And then when he finally problems through the vicarious experiences of gets there he winds up alone, in Star Trek characters, but it can also be used the corner trying to look com- with students without disabilities to promote fortable examining a potted awareness, understanding, and acceptance of plant.” individual with disabilities (Cook, Earles- Vollrath, & Ganz, 2006; Prater, Dyches, & La Forge: “You’re just shy, Barclay.” Johnstun, 2006). Barclay: “‘Just shy.’ Sounds like noth- There are six potential goals of using ing serious, doesn’t it? You can’t Star Trek as videotherapy: know” (Caves & Bole, 1990). 1. To provide information about disabili- La Forge tries to give Barclay a sense ties in a non-threatening format. Since of belonging, and by the end of the episode, Star Trek is a /fantasy Barclay does help save the Enterprise from genre, it may be easier for students destruction; however, Barclay’s social phobia with disabilities to discuss disability is not cured at the end of the episode. issues. Through additional episodes from Star Trek: 2. To provide insight into a specific ex- The Next Generation and Star Trek: Voyager, perience or situation. Barclay gradually gains self-confidence. In 3. To provide alternative solutions to the the final episode of Star Trek: Voyager, Bar- problem faced by Star Trek characters clay has overcome his social phobia and is an and students with disabilities. Spock is integral and respected member of Starfleet. It is important to remember that the way stu- always fond of saying that there are dents with disabilities feel about themselves, always alternatives. their self-concept, affects how they behave in 4. To stimulate a discussion of the prob- school, and like Barclay, a student’s self- lem faced by Star Trek characters and concept can be improved through acceptance students with disabilities. and feeling that the individual has something 5. To communicate new values and atti- to contribute. tudes. 6. To help students with disabilities un- Using Star Trek as Videotherapy derstand that they are not the only one who has experienced these problems Special education teachers can use (Cook, Earles-Vollrath, & Ganz, 2006; guided viewing of Star Trek episodes to fa- Pardeck, 1995). cilitate discussions of affective disability is- sues. This instructional technique, known as Steps to Guided Viewing videotherapy, is similar to bibliotherapy, Special education teachers can use which allows students to identify with charac- videotherapy in the classroom through guided viewing of specific episodes of Star Trek. • Medora treated Dr. Bashir harshly, yet The special education teacher needs to decide he continues to treat her with respect. whether to include other school personnel in What does this say about Medora? the process. For example, if dealing with sen- What does this say about Dr. Bashir? sitive issues, the school counselor may assist in the guided viewing. Another technique to generate The special education teacher should prompts for discussion is through direct become familiar with the specific Star Trek quotes from the Star Trek episode. An excel- episode and define specific issues related to lent source for special education teachers is the students prior to sharing it to the students. Quotable Star Trek (Sherwin, 1999), which is For example, if students with physical dis- comprised of notable quotes from all the Star abilities are feeling defensive about their dis- Trek series and movies. Several examples abilities and have difficulties accepting ac- from Star Trek are provided below. commodations, the episode with Medora When Captain Sisko tells Medora that could serve as a catharsis for their feelings. she cannot pilot the runabout alone, she is in- Or students who have difficulties interacting censed. She feels that she is being held back with others may benefit from watching how because of her disability and because she is Lieutenant Barclay deals with his social pho- confined in a wheelchair. She tells Sisko, bia. “Try sitting in the chair, Commander. No one From viewing the episode, the special can understand until they sit in the chair.” education teacher needs to prepare a list of Discussion questions that the special questions to facilitate discussions with stu- education teacher might pose would be: dents. The teacher should begin with non- threatening, introductory questions, followed • Why do you think Medora told Cap- by more sensitive questions that focus on the tain Sisko to “sit in the chair?” Was situation faced by the Star Trek character and she trying to get him to actually sit in the students (Hebert & Sergent, 2005; Hebert the chair or was it something else? & Speirs Neumeister, 2002). Several sample • Do you think that Medora’s attitude discussion questions for the use with Medora about her disability helped her? Did are provided below: she pilot the runabout? Why?

• What challenges did Medora face on In another episode, Riva asks Lieuten- the deep space station, Deep Space ant La Forge if he resented having a VISOR Nine? (Difference in gravity, inacces- or being blind. La Forge responds, “Since sible Cardasian architecture, etc.) they’re both part of me and I really like who I • Why did Medora felt that everyone am, there’s no reason for me to resent either treated her differently? How did she one.” feel about her accommodations? A discussion question that the special • Why was Medora upset when Captain education teacher might pose would be: Sisko would not let her take the Run- about alone? (Because she felt his de- • What do you think La Forge was cision was based on her disability). really trying to tell Riva? Was it to Was she justified in her assumption? reassure Riva, who was deaf? Did La Forge really mean what he said? How Conclusion does it make you feel when someone While videotherapy is only one strat- asks you about your disability? egy that can be used to meet the affective needs of students with disabilities, it is easy It is also important to recognize that to recognize the potential of using videother- Star Trek can also convey negative messages. apy in the education setting, especially with Charles is not integrated back into society, students with reading and language deficits and the story line is unresolved. The message (Dole & McMahan, 2005). Star Trek presents of this episode perpetuates the placement of many affective disability issues that special students with emotional and behavioral disor- teachers may want to address within their ders in more restrictive settings. Hannah’s classrooms. These issues include understand- viewpoint that individuals with disabilities ing the nature of disabilities, acceptance of would have a life of suffering could also pro- individuals with disabilities, and societal ex- vide a spark for a discussion about how dis- pectations of individuals with disabilities. abilities are viewed by some individuals with Sharing these episodes with students can rein- discordant mindsets. Students need to be ac- force prosocial messages and promotes the tively evaluating the messages that are con- concept of Infinite Diversity in Infinite Com- veyed, and the lack of resolution may be the binations, a Vulcan philosophy that was in- impetus of the discussion. troduced in the original series and an impor- Special education teachers need to fol- tant concept of acceptance of individuals who low the discussion with student activities. are different. With 726 episodes (including an These activities should be enjoyable to the animated series) from six series, and ten mov- students and could include artistic expres- ies (and another due out in 2008), Star Trek sions, role-playing, creative writing activities, plays a powerful role in contemporary society and music (Hebert & Sergent, 2005; Hebert & and is an important aspect of American cul- Speirs Neumeister, 2002). Some activities ture. It is a series that is familiar and may could include: provide a receptive conduit for discussing sensitive topics regarding disabilities with • Draw or paint pictures of Medora, La students with and without disabilities. Forge, Riva, or any other Star Trek Through guided viewing of certain episodes episode depicting disabilities. and follow-up activities, students may view • Write a Star Trek script that is a sequel disabilities in a more positive . These ac- to the viewed episode and continue tivities can include discussions, creative writ- the story of the character with the dis- ing, skits, role-playing, or creative problem ability. solving (Hebert & Hammond, 2006). • Design and role-play a talk show in- In an address delivered to the Associa- terview of the character with the dis- tion for the Severely Handicapped, Sue Suter ability. stated, “The world needs to rediscover what’s • Write an entry in a dialogue journal normal. Disability is a normal part of being about how you felt about the Star Trek human. People with disabilities are ordinary episode. people. It is a fundamental recognition of our undeniable worth and our inseparable mem- bership in the human race” (Suter, 1999). Or as Captain Picard would say about our differ- Caves, S. (), & Bole, C. (Director). ences, "We are born, we grow, we live, and (1990). [Television we die. In all the ways that matter, we are series episode]. In M. Piller & R. alike!” (Manning, Beimler, & Wiemner, Berman (Executive Producers), Star 1989). trek: The next generation. California: .

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About the author:

Terry L. Shepherd is an associate professor of special education at Indiana University South Bend.