ACTIVISM ADVOCACY
“Young people with disabilities can graduate with the motivation to continue to learn ... They
can be our police force, design our gardens, process our banking, and make the music we listen
to. The possibilities are vast. But without a diploma and without self-esteem, none of these
things will happen”
Holbrook, 2001; p. 785. Fulfilling the Promise, Ensuring Success for Students with Special Needs,
ETFO 2002, p.23
What can we do for our students with differing abilities? We can be their advocates.
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Our students need us to lobby on their behalf to ensure their full access to all the learning
opportunities our schools provide. The research is clear that students can and will flourish
if they have the programs and services they require.
In advocating for our students, our students will learn to advocate for themselves
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With our support, our students with differing abilities can learn to be activists so as to have
their needs and contributions recognized. As they claim their rights, they step beyond the
restraints, common myths and stereotypes that could too easily bind them.
Together with our students, we can create a world that recognizes people for their abilities.
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Just as we influence our students, they influence us. Young people who become activists
help us as educators to acquire new perspectives and see new possibilities. As they become
activists, we become activists. Working together, we can shift the focus from how bodies
look and function to what individuals can achieve.
Our perceptions and positive reinforcement of our students with differing abilities are critical.
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David C. Onley, Lieutenant Governor of Ontario, speaks about the pivotal role an equityminded teacher can play in the life of a student with a disability in this clip from the
Everyone is Able DVD:
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INSERT THE CLIP
“I think one of the key things is to be that positive, reinforcing person, understanding that for
the student with a disability, whatever it might be, all of the difficulties of pre-puberty, puberty
and just the whole transition into leaving childhood behind in the early year or so of high school
and then transitioning into the very awkward young adult, trying to be as adult as you possibly
can - in and of itself it’s an enormous transition, as any teacher and as any parent knows who
watches their children go through high school, and it’s happened three times with my wife and
myself so I know whereof I speak. Add to that the burden of coming to grips with disability,
either physical disability or the non-visible disabilities which still can be as limiting as any
physical condition, and this is where the teacher’s perceptions, and additional support or
positive reinforcing can play such a crucial role, and/or being that one person perhaps that that
student can go to and can confide in.”
David C. Onley, Lieutenant Governor of Ontario, Everyone is Able (1:30)
What we can do: Everybody has something they struggle with.
In the read aloud, “The Dot”, Vashti struggles with the idea of having to draw something. Try
this junior lesson from Social Justice Begins with Me with your class.
INSERT SOCIAL JUSTICE BEGINS WITH ME LESSON “THE DOT”
Terry Fox was an activist to whom many students can seem to relate. Try this intermediate
lesson on the book, “Terry Fox: His Story” from Social Justice Begins with Me.
INSERT SOCIAL JUSTICE BEGINS WITH ME LESSON /TERRY FOX
This book is highly recommended for your intermediate class library: Take Action! A Guide to
Active Citizenship, by Marc Kielburger and Craig Kielburger, ISBN-13: 978-0978437510 (From
the Everyone is Able booklist.)
Part of advocacy and activism is being able to solve the problems we encounter in our society.
Here is a six-step problem solving process that can be adapted to our classrooms, presented by
the Learning Disabilities Association of London:
For problem solving to be successful, each person must:
✓ agree on what the issue is;
✓ understand the assumptions and beliefs that underlie the issue;
✓ know what options (supports and resources) are available;
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✓ come to the process without preconceived ideas about solutions;
✓ stay focused on the benefits for the student;
✓ be willing to share all information that relates to the issue;
✓ be open to others’ ideas and suggestions;
✓ use open and closed questions as a method of inquiry;
✓ be willing to explore creative ways of reaching a shared solution.
6 Steps in Problem Solving
1. Define the issue
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Clarify the purpose of the conversation.
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Determine how others define the issue initially.
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Discuss any opposing views.
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Agree on a shared definition of the problem.
2. Share information and ideas
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Identify assumptions and related information/data upon which each party’s understanding
is based. Test assumptions if necessary.
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Identify different points of view and clarify the thinking behind them.
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Highlight new ideas and information that may affect the outcome
3. Generate and explore possible solutions
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Be realistic: identify the implications of each solution.
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Ensure that all parties understand the implications.
4. Predict consequences
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Envisage the likely consequences of each solution.
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Eliminate the least workable solutions.
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Rank the final few.
5. Choose a solution and develop a plan for action, including performance measures.
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Identify the most likely outcome(s) of the decision.
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Set a timeline to give the solution a fair chance.
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Record who is doing what.
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Set a date for the follow-up evaluation.
6. Do a follow-up evaluation.
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Evaluate outcomes and explore learning: (1) Is the proposed solution working? (2) Are any
changes needed?
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If problems are identified, have another brainstorming session and consider another
possible solution.
The above is adapted from Learning Disabilities Association of London and Area, Problem
Solving Approach pamphlet, undated, as found in Shared Solutions, A Guide to Preventing and
Resolving Conflicts Regarding Programs and Services for Students with Special Education
Needs, Ministry of Education, 2007, pages 34-35.
http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf
Resources:
The following two articles are highly recommended reading:
Disabled or Enabled? Turning Challenges into an Asset, by Johanna Brand, in ETFO Voice
Magazine, December, 2010. http://etfovoice.ca/article/disabled-or-enabled-turning-challengesinto-an-asset/
Inching Towards Accessibility and Inclusion in the December 2010 issue of Voice Magazine.
http://etfovoice.ca/article/inching-towards-accessibility-and-inclusion/
Human Resources and Skills Development Canada: A way with words and images – suggestions
for the portrayal for people with disabilities.
http://www.esdc.gc.ca/eng/disability/arc/way_with_words.pdf
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