Please enable JavaScript.
Coggle requires JavaScript to display documents.
RP1: The Stairs Didn't Go Anywhere - Coggle Diagram
RP1: The Stairs Didn't Go Anywhere
Unique connections to other ideas
Reactions to Messages/Ideas
Impact on your thinking
I never considered the therapy of handling a child as being sexual assault in the way that Norman did. I found this thought challenging because my sister is an SNA and would require a hands-on approach with a down-syndrome child. The viewpoint that she might be unintentially engaging in a type of abuse is difficult. The power balance is undeniable however and the outcomes can be similar even if the intent is not there.
Interesting to consider that it is not solely about the touching but about the power balance and the use of that power
Norman seemed quite cynical but further reading I understood him and related to my own life experience
I'm taking this journey with Norman from making people more normal to better functioning but Norman goes further to....moments, connections, relationships
Implications for professional practice
That we need to think about the destination for all students may not be the same. There is no normal or common destination point at the end of the education journey. Each student will have a different destination.
Can I make the classroom environment easier?
As teachers we may think we are doing what is best but unconsciosuly and with best intentions putting all students on the same road may not be what they feel is best for themselves
I never questioned the equipment used in physio practice in the way that Norman did. As a child, the stairs leading to nowhere was a weird concept. On a personal level, I would see it as no different to how a physio might use a treadmill for rehab. They are not methods that I have ever personally questioned.
Rehab tool only
But taking him out of class to this "weird" room was one of the elements that made Norman feel like he was different, abnormal, deficient and ultimately, less of a human
The implicit message resonates with me as a gay man. Nobody ever said you were abnormal or less of a human but the heteronormativity that existed in almost every sphere of life growing up in the 80s and 90s in Ireland, you coldn't help but feel that way. Advertisements, TV shows, on the street, you didn't see gay couples and therefore you felt you were less - you can't help but feel lacking or inadequate
Norman declared war on his own body in order to become the "normal" person. I buried my own sexuality until I was 28 in order to keep the "dream" alive that I could marry a woman and have children and live what I believed would be a normal life. I effectively declared war on my sexuality and I was determined to suppress it. Ultimately this led to a bout of depression
Identity: Norman doesn't wholly identify as having cerebral palsy - it is one part of who he is. Similarly I would not label or identify myself as gay. I feel at this stage of my life that it is not that I am trying to hide it (although perhaps deep down there is that) but I feel that the sexuality of my partner is not one of my defining characteristics.
The idea that a person with a disability has to earn their rights but nondisabled people don't resonated quite strongly with me. When campaigning for marriage equality, I had a sense that I was grateful for people accepting my sexuality. That I should be saying thanks. On reflection, this was bizarre to me. Why should I be grateful that you support me having the same rights as you ?
I find this attitude to be quite prevalent among Irish and British people with respect to immigrants. There is often a sense that well they are here now and they should be grateful for whatever they get. Isn't it better that what they would have had at home. Ignoring the fact that people in direct provision may not have the ability to cook the foods they want as an example.
Taking this thought further in terms of imigration policy, particularly well-documented in the UK whereby only the skilled intelligent can come to the country.
Much of what Norman said was challenging. The functioning piece seemed liked an enlightened view but he challenged it by saying that what we really value in a lifetime is our connections, relationships, feelings and experiences - not how we function
By excluding or evening "tweaking" with classroom procedures for diverse students, are we limiting their ability to form relationships or fully immerse themselves and fully enjoy themselves. when I am designing classroom tasks or groups, am I overly accommodating for their needs
The challenge then is also with the other professionals (school management, SNAs). How can I collaborate with them?
importance of listening and reflecting
accepting that it is a grey area and not black and white that can be lifted from a textbook. We need to struggle with that ambiguity
Not trying to "solve" everything for me but listen, recognise, reflect, empathise
but there is no Eureka moment or utopia to be reached. It must be continuous learning and understanding
Norman seems to accept that this is a grey area
Is there always stigma - blue bus or special school? The disability almost always leads to segregation
Do we embrace the way are made
lectures advise - what is recommended but may not be appropriate. Cannot be taught in a lecture hall
EMPATHY