Delta Alpha Pi Induction Ceremony (Extra Credit)

Towards the end of Disability Awareness Month, I attended the Delta Alpha Pi Induction Ceremony. This Honors Society is specifically for honors students with a disability who agree to serve as role modules for other students.

To my slight surprise, the ceremony was run entirely by the Office of Disability Resources, rather than current members of the UMW Chapter. The ceremony began with opening remarks and information about the honors society and the UMW chapter. Then, each of the inductees recited the pledge as a group:

“I pledge to continue my pursuit of academic excellence, to demonstrate leadership in advancing the rights of individuals with disabilities, to serve as a role model for other students with disabilities, to advocate for myself and for other individuals with disabilities, and to assist with educational events through my active participation in Delta Alpha Pi Honor Society.”

Following the pledge, the inductees were called to the front one by one to receive their certificates and pins. The ceremony ended with closing remarks and a commemorative photo.

At a previous college, I helped to run an induction ceremony for the local honors society. As someone learning about Delta Alpha Pi for the first time, I was surprised and disappointed by the fact that the ceremony was not run by current members. I feel like this is a good opportunity to show your new members some of what you are about. However, since this group is so involved with the Office of Disability Resources on campus, this may not have been their choice.

Kenny Fries and the Fries Test (Extra Credit)

The keynote speaker for Disability Awareness Month was Kenny Fries. He is based in Germany and the discussion was held over zoom. The majority of his speaking time was spent reading several different pieces that he had written. However, what interested me the most was the Fries Test.

The Fries Test, as it has come to be known, is a test Kenny created to determine if a book represents disability correctly.

  1. Does a work have more than one disabled character?
  2. Do the disabled characters have their own narrative purpose other than the education and profit of a nondisabled character?
  3. Is the character’s disability not eradicated either by curing or killing?

I would like to briefly apply this test to Of Mice and Men.

For the first question, the answer is yes. Candy has a physical disability and Lennie has a mental disability.

I’m not sure about the second question. Lennie definitely seems to be disabled for the education/profit of George. George is the one that must make a life-changing choice at the end of the novel and thus learn a lesson. However, Candy is the wild card. He doesn’t really have his own narrative purpose, but he also doesn’t appear to be disabled for George to learn a lesson.

For the final question, the answer is yes and no. Lennie is killed at the end of the novel, but Candy is not.

All in all, I think Of Mice and Men fails the Fries Test, but it does a better job than many popular books or movies (such as Me Before You) with disabled characters.

Disability in the Workplace (Extra Credit)

On October 6th, I went to a presentation by Jessica Machado, the director for the office of disability resources at UMW on disability in the workplace.

She started out by discussing the legal definition of disability and how it applies to disability accommodations at the college. She then branched out into what constitutes employment discrimination (unfair treatment, harassment, denial of reasonable workplace change, etc.)

This spawned two very interesting discussions. First of all, she asked the crowd whether they would state that they were disabled during the job application process. Why or why not? The general consensus was probably not. There is too much of a risk in today’s society for people to judge you based on your disability and that isn’t the best first impression. Instead, the large majority of the crowd stated that they would either share that information later in the interview process or after they had been hired.

The other interesting discussion was what constituted reasonable workplace change. The responsibility to decide what is a reasonable accommodation falls on the employer. The reality is that each workplace is very different. Furthermore, some workplaces may be able to provide a specific accommodation that others cannot. A small business might struggle to be able to provide the same accommodations that a large corporation could provide.

The presentation wrapped up with the mention of a couple of sites that specifically work to help people with disabilities find jobs. These organizations are Workforce Recruitment Program and the Talent Acquisition Portal.

The Curious Incident of the Dog in the Night-time (Extra Credit)

Before Thanksgiving Break, I went to watch The Curious Incident of the Dog in the Night-time. As many of you may have seen the show, I will not be talking about the overall plot. Instead, I would like to describe some of the elements in the show that illustrated autism in Christopher, the main character, and briefly discuss what overall benefit or detriment this story can bring to the autism narrative.

Christopher exhibited a number of familiar autism symptoms. At one point, he is at the train station and suffers sensory overload multiple times. He gets himself into multiple difficult situations due to his sensory overload but still manages to make his way safely to London (after a near-miss with the train).

He mentions early on in the play that he doesn’t understand metaphors. He knows the definition of metaphor and how it is used, but, for example, being “the apple of someone’s eye” doesn’t make sense to him when he tries to visualize it. This could be reflective of what the Murry piece discussed about language fitting into patterns and organized locations rather than truly understanding the language. This could also explain why he doesn’t understand sarcasm.

Another interesting factor of Christopher is that he doesn’t like being touched. This becomes a serious problem because his family’s love language is touch. Whenever they are arguing or discussing something difficult with him, they want him to reach out and touch their hand to show that he is ok and still loves them. When he is reunited with his mother, she immediately tries to hug him, to which he reacts very poorly.

The play also dealt with how his parents reacted to him being autistic. His mother claims that part of the reason that she left him and his father in the first place was that she didn’t know how to take care of him. She was scared and overwhelmed and his father was patient and better with him. Thus, she left him. This is a very serious example of how some parents may react to their child’s autistic diagnosis.

Overall, the play was fantastic. The actor did a fabulous job of presenting the autistic character. I am, however, not sure it is the best representation of autism from a disability awareness point of view. For one, some of his autistic quirks were used for comic relief throughout the play (not maliciously, but in an “awwww, that’s kind of sweet and funny” kind of way).

Another thing to consider was his relationship with his parents. It had multiple problems. First, as I mentioned with the love language earlier, they kept trying to force their ways of love onto him rather than learning to accept him for who he is. Second, his relationship with his father had several indicators of developing into an abusive relationship (his father getting angry and even violent and then saying it will never happen again) though it worked out well in the end.

Even with these factors, I think the overall message was positive. Christopher ended the play having written his own story, passed a difficult math exam, and proved himself capable by riding the train by himself. Depending on the opinion of the audience, these may be things that many would not consider possible for an autistic boy. Thus, the play helped to introduce the audience to how an autistic boy might behave and prove that he wasn’t as incompetent as some might try to make him. There is a lot more that I could cover in this post but I will end it by saying that this was a fantastic performance and if you didn’t go see it, you definitely are missing out.

Lily’s Class Summary 08/18/2021

On Tuesday, November 18th and 1:59 PM, Dr. Christopher Foss came into the hallowed halls of Combs, his hair freshly cut. Dr. Foss had an exciting quiz for the class, and judging by the facial expressions of my peers, it wasn’t just difficult for me. With the end of the semester coming, we have approached the last unit, focusing on Autism. Before diving deep into our discussion, Dr. Foss reminds us of the play about a boy on the autism spectrum, conveniently playing at the Mary Washington Theatre in conjunction with our Disability and Literature class.  

We began discussing Sinclair’s Don’t Mourn For Us in large groups, a piece that defines what autism is; and what autism isn’t. Sinclair details that autism is not an impenetrable wall, an appendage, and it is definitely not death. The class then  discussed the calling of a person on the spectrum “alien” and how this has grown to be potentially problematic in its way of making that person feel inhuman and an outsider. Kelly mentioned the irony that the website Don’t Mourn For Us was on an inaccessible large array of colors. The class discussed that this was a relatively old website, and some of Sinclair’s ideas are dated, such as the parent claiming their child was an alien. Sinclair’s points do have some virtue, and the class knew this. For one, he outlines that to wish someone to not have autism is to wish they did not exist at all. Autism is not an appendage- it is a personable trait that makes someone who they are. The class also used personal examples to explain the harmful expectations that parents can place onto their children, potentially relating the able bodied experience to the autistic one. The class concluded that it is eugenics and ableism that cause some parents to be unsupportive. Zeb makes an excellent point about the appendage piece, relating to person-first language. A person with cancer is not cancerous, so the falsity of this word structure cannot be used to describe a person with autism.

The class also discussed the importance of asking the community what they were most comfortable being referred to, outlining the difference between someone with aspergers and someone with autism; two disabilities often confused or unjustly connected. The class moved into small groups at promptly 2:40 PM to discuss the Ne’eman piece. Katy Rose, within two seconds of Dr. Foss released us into our groups, explained her fair hatred of autism speaks and the notion of “curing” autism and the image of a puzzle piece. Essentially, this piece is arguing the importance of omiting black and white thinking, especially when speaking on a child’s mental development.

After being in our smaller groups for exactly 19 minutes, me sneezing at 2:48 three times, we all directed our attention to the documentary playing from the projector. It was about a nonverbal person’s experience with our language- the “our” referring to neurotypical people. She explains that there is an unfair distinction between the deficit of her not knowing our language, but the natuaraily of us not knowing her. 

The class on November 18th had a rousing and essential discussion on the affects, personalities, and differences of conceptions of autism. 

Alternate Ending for Cathedral

As I opened my eyes, I looked at the sheet we were drawing on and saw how close we were to making a cathedral. “What do you think?” said the blind man, “Did it come out the way you thought it would?” For a moment I couldn’t answer him. I was surprised at how well the cathedral was drawn out but became confused about how close we were. “It’s not quite a cathedral but it’s close enough,” I said, not giving him the satisfaction that he helped me draw it. All I could do is look at the drawing. While my wife and he sat on the couch examining the drawing, I went upstairs and sat on the edge of the bed. I closed my eyes again and tried to envision myself in his shoes. All I saw was darkness and emptiness surrounding me. I tried to paint a picture in my mind with little things a house or a bus to see how my brain would picture those things. I then open eyes, grabbed my pen and notebook and started drawing. Again, I drew a house and a bus as my references to start with. Now, I went ahead and closed my eyes and attempted to draw a house and a bus. I opened my eyes and saw crooked lines that looked nothing like a house or a bus. I tried to enter his world but wasn’t able to understand it. I went downstairs and firmly asked him “How did you help me draw that when you’re blind?” They both looked at me and my wife said, “You can’t come downstairs and be demanding like that.” The blind man didn’t say until a few moments later, “what do you mean bud?” I sat next to him and said, “How did you guide me through that drawing? I don’t understand since you’re blind you can’t see what is being drawn.” I kept looking at him waiting for him to answer him. I needed this answer to come from him. Finally, he said, “I’m still not sure what you mean” In frustration, I grabbed a pen and paper and told him to draw something on it. By his face, he seemed off-put by this idea and simply said no. I grew even more frustrated with him and slowly grew envious of him. I know he’s blind, but how does his world look? What makes his world so different? Suddenly I heard him say, “Why are you so interested in how I see the world around me?” I firmly said, “Because I want to know how you live your life as a blind person” after I said that he let out a soft chuckle and said, “Did you try and draw with your eyes closed?” I hesitated to answer but he continued, “Drawing with your eyes closed or walking around the house blindfolded isn’t the same, it doesn’t work like that” I was confused and told him, “I was trying to walk in your shoes, trying to understand what it must be like to be blind” he let out as quiet sigh and said, “Sometimes walking a mile in someone else’s shoes just puts you a mile further away from understanding someone else’s experience,” I asked, “what do mean?” and I sat next to him to listen to what he had to say, “When you walk around blindfolded around your house trying to do tasks, you bump into things since you are not used to that and when you draw with your eyes closed, and look at it, they’re just scribbles” I continued to listen, “This creates this idea that people who are blind are incapable of doing everyday tasks” “In what way?” I asked, “Essentially when people try to imitate what it’s like to be blind, they will create this idea that those who are blind are clumsy, uncoordinated, and unable to live alone” As I sat there, I thought about how he helped me draw a cathedral when I couldn’t even describe it with words. “Yeah, okay, I think I get it now,” I said to him, “Yeah I see what you mean Robert” “I’m glad that you’re starting to understand it now, bud,” he said to me. As we sat on the couch for a little while longer, it was three in the morning, and it was time to go to bed. As we headed upstairs, I asked him if he needed some help and he replied with, “I would appreciate it if you could lead me to where I would sleep at”, as I lead him to where he would sleep, I told him if he needed anything to just let me know and gave me a nod of conformation. Once he was in bed, I told him goodnight and walked towards the bed where my wife was already deep in her sleep. I quietly got into the bed and felt my eyes close after a long day.

Writeup

For my major project, I decided to create an alternate ending to the short story Cathedral we read by Raymond Carver. What I wanted to accomplish through this project was to emphasize the idea that people who are able-bodied cannot simulate physical disabilities because it creates a harmful image towards those who have those physical disabilities. To begin, I used Carver’s Cathedral since it had an ending that was up to the reader to determine, I found that to be useful to expand upon it. In addition, Cathedral has 2 characters that clash since one has a physical disability (Robert) and the other doesn’t (The Narrator). The narrator gives a very closed-minded approach to those who have a disability and I wanted that to be shown in this alternate ending. This is crucial because, throughout our class readings and discussions, there is a lot of discrimination and lack of awareness towards those who are physically disabled and how they are treated. In addition, some people do try and simulate a disability by walking around the house blindfolded, only using one hand for a day, etc. So, in my alternate ending, I had the narrator do one of these simulations to give him the impression that he knows how Robert thinks, feels, and acts like someone who is blind when in fact it is more harmful than progressive. In addition, I wanted to have Robert educate the narrator in a way that isn’t aggressive since he is pretty calm in the original short story, but also bring attention to the fact that what he did was wrong and that he shouldn’t do it again. As someone who has a relative who is blind, I start to see how it’s not about trying to walk in their shoes but it’s about helping and assisting that person to be comfortable in their own shoes and have them slowly build into this different lifestyle. Even though in my project I had the narrator slowly understand what Robert is trying to say when he says, “Essentially when people try to imitate what it’s like to be blind, they will create this idea that those who are blind are clumsy, uncoordinated, and unable to live alone”, it is not always that easy to understand the lives of those with physical disabilities but one thing we can do is listen to what they have to say and not ignore it. Finally, I wanted to bring out the topic of how people with disabilities can independently do everyday things and push away from the dehumanization of those with physical disabilities. Towards the start of my alternate ending, I had the narrator call Robert “the blind man” since the narrator sees Robert as below him. Towards the end, I have the narrator call Robert by his name to show some growth towards seeing Robert as another person and break away from the dehumanization he uses by calling him “the blind man.” Even though this is an alternate ending to a short story with no concrete ending, I wanted to shed light on how people who are able-bodied should not create a false image of what a physical disability might seem like through a simulation that is harmful.

Word count: Alternate ending- 830 / Writeup- 538

“I hereby declare upon my word of honor that I have neither given nor received unauthorized help on this work.”- Brian Cruz-Lovo

Major Paper, Irene Andrade, Capitalism as a Disadvantage to the People

The recent trend and obsession over Squid Game, a Netflix original series featuring contestants who are in debt and play a series of deadly child games to win monetary prizes, has led some viewers to revisit the idea of how capitalism can affect peoples’ entire lives. For a stringent minority of people in the United States, capitalism affects them in a way where they have the privilege to attain various luxuries and some of the best living conditions, but this is not the case for the majority. An overwhelming amount of the majority in this position are historically marginalized people, who have since this country’s beginning seemed to have been disadvantaged by this economic system. Therefore, U.S. capitalism systemic profits off of and disadvantages historically marginalized identities such as people of lower socioeconomic status, people of color, and people with disabilities.

Capitalism was pervaded into the United States during its origins, and its developments have led to generations of oppression and discrimination towards people of color, lower class people, and disabled people. Capitalism is defined by the Oxford Languages Dictionary as “an economic and political system in which a country’s trade and industry are controlled by private owners for profit rather than by the state”. It is a system the United States still follows today except to an even greater degree. Capitalist rhetoric has made it so that people stereotype marginalized people as people with individual problems instead of blaming the system itself. In David Braddock and Susan Parish’s chapter “An Institutional History of Disability”, they note how disabled people among other groups of people have always historically been discriminated against in the United States, “In the American colonies, and later in the United States, persons with impairments were often perceived to menace the economic well-being of the community.” (13). This early rhetoric has maintained since this time period, and has only grown since the industrialization period. You can see how these beliefs have affected groups of people today through the results of their poverty rate compared to White able-bodied people. Both Indigenous and Black people were at the highest poverty rate in 2020 (25.4% and 20.8% respectively) compared to any other racial minority and also compared to White people (10.1%), and in 2019 people with disabilities were at 25.9% poverty rate compared to the 11.4% poverty rate of people without disabilities (Poverty USA; Elflein). In 2002, authors Ravi Malhotra and Marta Russell in their article “Capitalism and Disability” stated that “In the US, 79 percent of working-age disabled adults say they would prefer to work, yet in 2000 only 30.5 percent of those with a work disability between ages sixteen and sixty-four were in the labor force and only 27.6 percent were employed” (2). Malhotra and Russell, through this quote, provoke us to think about how this may not be an individual issue as capitalist stereotypes may try to persuade, but rather a systemic one as proposed in this paper.  

Intersectionality, a term coined by legal scholar Kimberlé Crenshaw, can be used to see how disability and other marginalized identities’ experiences become “compounded” when added to other factors that implicate a person’s economic situation. For example, in The Right to Maim by author Jasbir Puar, they assert “”Hands up, don’t shoot!” is not a catchy slogan that emerges from or announces able-bodied populations. Rather, this common Black Lives Matter chant is a revolutionary call for redressing the debilitating logics of racial capitalism.” (xxiii). This quote encapsulates a challenge the Black Lives Matter movement arranged against police brutality which formed out of a historic use to protect private businesses, stop unions, and continually oppress Black people. However, it also captures an argument of the perspective of the way in which capitalism immobilizes minority groups such as Black people. It gives an intersectional scope of this systemic harm.  Additionally, in another article “Integrating Disability, Transforming Feminist Theory”, author Rosemarie Garland-Thomson describes several facets of understanding feminism with an approach towards disability. Garland-Thomson describes both how one may view being a woman as disabling within a sexist society, but also describes other more intersectional consequences of capitalism, “Images of disabled fashion models are both complicit and critical of the beauty system that oppresses all women” (271). Likewise, authors Mitchell and Snyder in the introduction of “The Biopolitics of Disability” add to this argument by stating that the market and the consumers it makes out of citizens of this nation are what keep capitalism running, “Along with normalizations of racialized, sexualized, and gendered modes of being, neoliberal marketplaces produce modern formations of disability as an increasingly malleable form of deviance tamed for the good of the nation as a potential participant in the inflows and outflows of globalization.” (17). Ultimately, all intersectional identities experience compounding forms of oppression because capitalism can consume all that it wants out of each marginalized identity and in other cases it can immobilize massive groups of people. In this way, it is producing a great disadvantage to marginalized people by targeting the multiple identities they may have.

Institutions such as nursing homes and jails make money off of disabled people who “need their help” mostly justified through the medical model of disability. The medical model, coined by psychiatrist Thomas Szasz, explains how disabilities are a disadvantage to individuals and therefore must be pathologized in order to treat or cure them. Malhotra and Russell state, “disability is a socially created category derived from labor relations, a product of the exploitative economic structure of capitalist society: one which creates (and then oppresses) the so-called disabled body as one of the conditions that allow the capitalist class to accumulate wealth.” (2). Putting people into these institutions limits their agency and freedom in life, but it also limits their class mobility. Braddock and Parish recognize this issue and claim “developed nations also must confront…the continuing segregation of millions of persons with disabilities in nursing homes, institutions, and other segregated settings throughout the world” (53). A fact sheet by the Americans with Disabilities Act Participation Action Research Consortium (ADA-PARC) shows the amount of working age people with disabilities state by state that live in nursing homes, with the highest amount being 19,069 in Illinois to the lowest being 343 in Alaska. According to Frédéric Michas on Statista, the majority of nursing homes have been for-profit for the last decade, there has been a sharp increase over the years in for-profit jails, prisons, and detention centers where hundreds of thousands incarcerated and detained have disabilities, and other historic institutions like psychiatric hospitals which have also been mostly for-profit (Gotsch 9; Sarrett; Kim; Michas). These institutions have not only profited off of people’s disabilities, but have also ignored their disabilities, taken away their human rights, and have harmed them to various degrees. As author Douglas Baynton in their book Defectives in the Land notes, “Eugenic institutionalization, sterilization, marriage laws, even euthanasia were portrayed as benefiting not only the larger society but the affected individuals and their families.” (6). This adds on to how the discriminatory rhetoric discussed earlier realizes itself into harmful beliefs and actions through our society systemically.

U.S. capitalism also maintains a rigid power structure that enforces immobilizations of marginalized groups. For example, Puar theorizes that:

Debilitation as a normal consequence of laboring, as an “expected impairment”; is not a    flattening of disability; rather, this framing exposes the violence of what constitutes “a normal consequence.” The category of disability is instrumentalized by state discourses of inclusion not only to obscure forms of debility but also to actually produce debility a sustain its proliferation (xvi).

However, in our current day it is not within America itself that we see most of the debilitation through work, but rather in other countries where workers are exploited through international work trade agreements. Michael Davidson’s article “Universal Design: The Work of Disability in An Age of Globalization” supports this argument by stating “The increased presence of depression among female maquiladora workers along the Mexico/U.S. border or cancers among agricultural workers in the California Central Valley must be linked to labor and migration in export processing zones following the passage of NAFTA.” (119). Not only is it a “normal consequence” for people to become debilitated by work, but most inside and outside the U.S. are not supported if anything debilitates them outside of work. In 2019 David U. Himmelstein et al. published a study on how medical bills and illness-related work loss were two of the biggest contributors to bankruptcy for people with disabilities (432). There is also a risk of completely losing a job when someone becomes disabled, and this is also a listed argument in Malhotra and Russell’s article, “Industrial capitalism thus created not only a class of proletarians but also a new class of “disabled” who did not conform to the standard worker’s body and whose labor-power was effectively erased” (3). Persons with disabilities are in such low economic stance because they have been excluded from the work force for generations and/or exploited for low labor wages. This has only furthered their inability to gain better class mobility, get any sense of independence, or better living conditions within this system.

Sometimes, it is easy to get lost and feel so small against issues as big as the systemic oppression of American capitalism. It is hard to think of its effects on our communities, and how we can move forward when something is so ingrained in our day-to-day life. There is no immediate solution, and any activist could tell you that. However, there is a greater hope and sense of clarity when one can join with their community and fight against their daily oppressors together rather than fighting each other.  

Works Cited

Baynton, Douglas C. Introduction. Defectives in the Land: Disability and Immigration in the Age            of Eugenics. Chicago, Ill: U of Chicago, 2016. 1-10. Print.

Braddock, David & Parish, Susan. “An Institutional History of Disability.” Disability at the         Dawn of the 21st Century and the State of the States. Ed. David Braddock. Washington             D.C.: American Association on Mental Retardation. 2002, 11-54 . Print.

Davidson, Michael. “Universal Design: The Work of Disability in an Age of Globalization.” The             Disability Studies Reader, 2nd ed. Ed. Lennard Davis. New York: Routledge, 2006.          117-130.

Elflein, John. “Poverty Rate Among People With and Without Disabilities in the U.S. from 2008             to 2019.” Statista. Ströer Media. 19 Mar. 2021. Web. 23 Nov. 2021

Garland-Thomson, Rosemarie. “Integrating Disability, Transforming Feminist Theory.” NWSA    Journal. 14. 3 (2002): 257-271. Print.

Gotsch, Kara & Basti, Vinay. “Capitalizing on Mass Incarceration U.S. Growth in Private            Prisons.” The Sentencing Project Research and Advocacy for Reform. Web.

Himmelstein, David U et al. “Medical Bankruptcy: Still Common Despite the Affordable Care             Act.” American journal of public health vol. 109,3 (2019): 431-433.             doi:10.2105/AJPH.2018.304901

Hwang Dong-hyuk. Squid Game. Netflix, 2021, www.netflix.com.

Kim, Sarah. “The Forgotten: Disabled and Detained at the Border.” Forbes. 28 Jun. 2019. Web.

Malhotra, Ravi & Russell, Marta. “Capitalism and Disability.” Socialist Register. 38. (2002): 1-   11. Print.

Michas, Frédéric. “Distribution of Nursing Homes in the United States From 2003 to 2019, by     Ownership Type.” Statista. 23 Mar. 2021. Web.

Michas, Frédéric. “Number of Psychiatric Hospitals in the U.S. in 2019, by Operation Type.”       Statista. 20 Oct. 2020. Web

Mitchell, David T., and Sharon L. Snyder. Introduction. The Biopolitics of Disability:       Neoliberalism, Ablenationalism, and Peripheral Embodiment. Ann Arbor: U of      Michigan, 2015. 1-32. Print.

“Percent of Working-Age People with Disabilities Still Living in Nursing Homes.” Americans     with Disabilities Act Participation Action Research Consortium. Americans with          Disabilities Act National Network, Jul. 2020. Web. 23 Nov. 2021.

Puar, Jasbir K. “Preface: Hands Up, Don’t Shoot!” Preface. The Right to Maim: Debility, Capacity, Disability. Durham: Duke UP, 2017. x-xxiv. Print.

Sarrett, Jennifer. “US Prisons Hold More Than 550,000 People With Intellectual Disabilities –     They Face Exploitation, Harsh Treatment.” The Conversation. 7 May. 2021. Web. “The Population of Poverty USA.” Poverty USA. United States Conference of Catholic Bishops, n.d. Web. 23 Nov. 2021.

Discrimination and Disability

The direction I decided to take my major project was that of mixed media and poetry. Throughout this course, we have discussed a great deal about disability and discrimination, which I have witnessed since some of my earliest memories. Because of this, I wanted to create poetry about these different experiences. As someone who has not ever been drawn to writing poetry, I found myself enjoying expressing my experiences in such a manner. This project aims to show that no matter what kind of disability a person has or how someone came to be disabled, discrimination does not pass over anyone. Further, no matter how old you are, there is no age limit to partaking or witnessing discrimination. I was inspired by Simi Linton’s “Reassigning Meaning” work. Focusing on the “Nasty Words” portion and having these words, as well as others we’ve heard throughout this course, surround the poems. 

The Process

Going in chronological order to the discrimination towards disabled peoples that I witnessed, I wrote: “Full Grown.” As a child, I was at a local market, and we passed by a couple who both had dwarfism. My little sister, not understanding what was wrong in the situation, shouted a name at them, and the mortification I witnessed from my parents and the couple’s reaction resonated with me. This is the earliest recollection I have of experiencing discrimination towards disabled peoples. The discussion my parents had with my sister and me later about never calling people names that you would not want to be called impacted me. However, as I got older, I became aware that not all people were raised similarly.  

            In the first grade, there was a teacher that everyone would talk about, and as the school was designed in resemblance to an outlet mall, everyone saw all the teachers. In “Childish Fears,” I wrote about such a teacher whose arm did not reach past her elbow. When interacting with other children while this teacher was in view, there would always be stories about how she lost her arm and the horrible things she would do to children. This instance reminded me of this course’s discussion on viewing people with disabled bodies as monsters. Children have very imaginative minds, and when one tells a story, it often gets passed on to others. However, in this case, it turns a woman into a monster. This carried on for two years of my childhood, always confused when seeing this teacher talk to my teacher and having other students tell more rumors. However, by the end of second grade, my parents encouraged me to ask the teacher what happened, knowing these were nonsensical fears. Looking back with the knowledge I have now, once I was informed of the reality of the situation, all these fears seemed meaningless. This was simply a woman with a history, and children filled an empty story with a monster tale. 

The poem “Taken Senses” is about my third-grade teacher who had melanoma on her nose, this caused her to lose her nose, and the process was a very long one. My class was the last one she taught throughout the majority of the year for the next three years, and in turn, I got to witness one of my favorite teachers be talked about in a bad light. These students did not know her when she was healthy and always present, and due to her always being in the hospital, I heard students and parents alike complain. However, what astounded me was during parent-teacher nights, she never had any parents present to say good things, and the only students who would visit were prior students of hers. In passing, you could hear students talk about her prosthetic nose, and there would be the occasional few that asked to see underneath. At first, she would show students, but this allowance was quickly gone after seeing their reactions. This experience is something that I never genuinely analyzed until this course. The impact that having a disability can have on someone who has lived their whole life healthily. 

Growing up, I knew many people who were color blind; however, I only knew one person who was partially blind. Except in this student’s case, he did not advertise that he was, and most students thought him odd, but he could see little to nothing. “Spilled Water” is a poem about this student and the fact that he was bullied since people could not see his disability. Most of the time, Collin did not participate in group activities, but this day he did; everyone was excited, and we all were assigned our own tasks, and we all rushed to complete them. However, as the poem depicts, not all tasks were assembled perfectly. The teacher we had for this course was not the most understanding of when mistakes occurred, and when water was spilled, she lashed out at Collin. Even though Collin did not advertise that he was visually impaired, it was something that the teacher was privy to. I related this poem to that aspect of this course’s curriculum. When someone is not viewed as disabled because of their appearance, they face discrimination of a different kind as there is no accommodation. 

            The poem “Senseless Noise” is about an experience that would make anyone-knowledgeable about disabilities or not- livid. In high school, the few who lived near me rode the bus with the disabled student’s home as no other bus came to the area. One afternoon, another student brought a friend with her on the bus, and they both began to mock and antagonize the nonverbal student in a wheelchair. This went on for a minute, and then they moved their attention towards another nonverbal student, and that was the end of it after a few harsh words were said to them. This relates more to autism than it does to the disabilities that we have discussed thus far in class. However, this instance was one of the most vocal I have heard in terms of “nasty words” being said to disabled people. The mockery and scorn that these girls had towards these two students demonstrated just how much they were impacted by being around other people they viewed as abnormal.

I hereby declare on my word of honor that I have neither given nor received unauthorized help on this work. 

Lauren Lemon

Word Count of write up: 1,062

Linton, Simi. “Reassigning Meaning.” Claiming Disability: Knowledge and Identity. NYU Press, 1998, pp. 8 – 33. PDF, Accessed 11 November, 2021.