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Disability Equality in the Classroom: a Human Rights Issue

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Disability Equality in the Classroom: a Human Rights Issue RICHARD RIESER and MICHELINE MASON DISABILITY EQUALITY IN EDUCATION, LONDON 1992 SUPPORTED BY A LOAN FROM CHARITY PROJECTS DISABILITY EQUALITY IN THE CLASSROOM: A HUMAN RIGHTS ISSUE FOREWORD TO REVISED EDITION There is little doubt that Britains six and a quarter million disabled people have a considerably poorer lifestyle to that of the non-disabled community. Orthodox medical explanations suggesting this is due to the physical and/or intellectual impairments of the individuals concerned are no longer acceptable to disabled people, their organisations, and an increasing number of policy makers throughout the democratic world. It is not impairment which prevents disabled people from achieving a reasonable standard of living, but attitudes and policies which deny them equal rights and opportunities; ie. institutional discrimination. Sadly, institutional discrimination against disabled people is inherent in the present education system. Children with impairments are marked out for a particular form of special provision which is generally segregated, dominated by medical rather than educational criteria, and given a low priority in the system as a whole. As a result disabled school leavers rarely have the skills and confidence to achieve a full and active adult life comparable to that of their non-disabled counter-parts. Hence, special education helps create the negative stereotypes against which all disabled people are judged. At the same time, the removal of children with impairments from mainstream schools denies non-disabled pupils access to the experience of disability; so perpetuating the ignorance and fear upon which stereotyping and prejudice depend. Moreover, despite a succession of legislation since the 1944 Education Act endorsing the principle that disabled children should be educated alongside their non-disabled peers, the impetus toward integration has been only slight. The attitudinal and environmental barriers which prevent disabled pupils successful integration into mainstream schools remain largely in tact, and segregated special education continues to thrive at every level. While the failure to integrate is often attributable to limited resources it is also due to a lack of knowledge and understanding among all those involved in education – educationalists, school governors, teachers and parents. This book and teaching pack provide the necessary information to resolve this disturbing situation. Written and compiled by two disabled writers together with substantial contributions from several other disabled people – all of whom have first hand experience of the present education system – it provides the most comprehensive and accessible insight into the issues raised by current educational policies that I know of. It is an essential teaching aid for all those who are committed to the abolition of discrimination in education and the creation of a non-disabling society. The authors are to be congratulated for producing it and I cannot recommend it highly enough. January 1992 Colin Barnes BA Cert ed (FE) Ph.D. Principal Research Worker for the British Council of Organisations of Disabled People. Department of Social Policy and Sociology, The University of Leeds. Acknowledgements We would like to acknowledge the support of many other disabled people in writing and compiling this book. In particular for the consultation services of Gary Bourlet, Jane Campbell, Liz Child, Liz Crow, Lois Kieth, Paddy Ladd, Elspeth Morrison and Judy Watson; and for the written contributions of Frances Blackwell, Gary Bourlet, Simon Brisenden (died 1989), Jane Campbell, Richard Crawford, Peter Cross, Mary Duffy, Steve Duckworth, Simon Gardiner, Lois Kieth, Barbara Lisiki, Caroline Mackieth, Jenny Morris, Samena Rana, Pamela Roberts, Marsha Saxton, Gioye Steinke, Anna Sullivan, Sharon Sullivan, Helen Todd, Sian Vessey, Judy Watson and Christine Wilson. A special thanks to David Hevey who took many of the photographs. We would also like to thank the following able-bodied allies who contributed: Susie Burrows, David Cropp, Paula Olurin, Pratibha Parmar, Brian Simons, Jenny Simpson, Tim Southgate, June Statham, Carmen Tunde and Christine Yorston. We would also like to thank the following for allowing us to reproduce articles or illustrations:— Franklin Watts publishers; Beverley School, Cleveland; Sheeba Publishers; Disability Arts in London; Disability Alliance; Exley Publishers; Solicitor Magazine, Charity Supplement; News International; Feminist Arts News; The Voice; National Union of Journalists; Manchester Disability Forum; Manchester Planning Dept.; Parents in Partnership; Spinal Injuries Association; The Centre for Studies on Integrated Education; Community service Volunteers; North South Productions; Rehabilitation International; Camerawork; Campaign for Mental Health; Open University; Community Care Magazine; Same Difference; Office of Population Censuses and Surveys; GRAEAE; Sally Richard Greenhill for some of the photographs; Brenda Prince. We also thank the following people for their co-operation without which this book would not have appeared: Park Barn Comprehensive School, Surrey Northumberland Park Community School, Haringey The Children and Teachers of Laburnum School Haringey Connexions London Boroughs Disability Resources Team Typists and Designers and all who helped at Central Reprographic Services ILEA, Robert Harvey, Mark Lushington, Rae Macey and Susie Burrows, for suggestions and proof reading and to Joe Fisher for obtaining the wherewithall to make possible a more ambitious project than anyone ever imagined. Finally we would like to thank Lucy for putting up with an absent mother and to Susie, Saffron and Santi for putting up with Richards grumpiness over the last months due to pressure of work. Micheline Mason Richard Rieser For this partly revised edition we thank CHARITY PROJECTS for providing a loan and PARENTS IN PARTNERSHIP (PIP) for administering it. We also thank Colin Barnes for his forward and Leon and Yvonne Hippolyte RR MM. First Published by the Inner London Education Authority March 1990 ISBN 0 7085 0024 2 Partly Revised and Republished by DISABILITY EQUALITY IN EDUCATION 78 Mildmay Grove, London N1 4PJ February 1992 Copyright © Richard Rieser and Micheline Mason All Publishing Rights Reserved Any part may be photocopied for educational use but the authors would like to be informed of how these materials are being utilised. Richard Rieser, 78 Mildmay Grove, London N1 4PJ Micheline Mason, 34a Dafforne Road, London SW17 8TZ 2 No person is an island, entire of themselves. Apart from disabled people. Alone, single, on the hoardings of the traffic-islands, roadways and train-stations of this country. In black-and-white, grim realist Charities advertising shows The Truth. The andicapped Need Yo! Why else would charities portray disabled people in Blackand-White, when all else, the beautiful people of Coke and Benetton, are in Colour? The Creatures Time Forgot, these products of tired, needy welfarism, need you – like a hole in the head! But those images are not just myths, they are constructions too. The great constructions sites in our cities are not those inaccessible buildings but are those charities hoardings which construct lies. The photo-montaged hyper-reality sells a product, The Disabled not so much to buy but to buy your distance from! Appearing now. Aliens From Inner Space! But they are constructions. Not only does the content work against the long-term integration of disabled people into society on our own terms, the process itself works on a deeper level of oppression. The next time you pass one, take a closer look. Look at the Multiple Sclerosis posters of the woman with a ripped-paper back. Look at how warm and softly brown this Blackand-White poster is. Of course it is, because the Warm Thing (women in advertising) is being violated. Your hopes are being violated because, as you would think if you believed Charities advertising, disability is seen, and sold, as violence. Two oppressions, women, disabilities, or both, for the price of one! Look at the Spastics Societys offerings. Attitude Change they call them (middle-class fundraising). Look at the picture of the wheelchair-using man as he reaches for the lift-buttons. Again, take a closer look. Look at the process that this image has been put through. It is really two images montaged together; the torso of the man onto the wheelchair. Look at the acute sharpness of the chair (particularly the wheels) and look at the blurry, soot-and- chalk retouching on the figure, the systematic exclusion of human detail, the slovenly, unkempt look of the wheelchair user. The message is clear– the wheelchair is more important, and more intelligent, than he is. Even in the liberal attitude-change poster, disabled people have to be seen to be dependent. Dependency, of course, within the dynamics of the lives of disabled people, is supposed to mean stupidity and a burden. Within the work that I have done for this exhibition, this is clearly nonsense. But in trying to construct positive, empowering, campaigning imagery to fight against the negative campaigns against disabled people, I have tried to explore both the politics of the issue (and letting people speak for themselves) as well as the process of representation. The method and the morals are equally important. David Hevey, Photographer. From Beyond the Barriers: Disability. Sexuality and Personal Relationships A Camerawork Touring Exhibition. 081-980 6256 Front Cover: Striking Poses GRAEAE Touring
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