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Jackie (3) - Coggle Diagram
Jackie (3)
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Race: White
Representation: Was represented in student body, faculty, and curriculum
Never questioned my place in education, which led me to initially believe that my academic success was based on individual merit.
Non-punitive response: Teachers showed genuine concern for my success in classes, hardly punished me for missed class/work, confusion with instruction, etc. Also used me as the 'example kid' in elementary school
While I felt shame for not being able to uphold certain expectations, I always felt like I was being treated with some level of benefit of the doubt/understanding for whatever problems I was facing/whatever I did 'wrong'.
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Ability Status: Able-bodied, mental and physical health difficulties, Adhd
Teacher confusion/concern: Was often spoken to by teachers for missing assignments/incomplete work or for misunderstanding instructions. Physical health and mental health also impacted my ability to attend class and complete assignments.
Didn't receive a diagnosis until 17, and felt a lot of shame for missing class/assignments due to physical and mental health difficulties.
Accessibility: Never had to question my ability to travel/get to classes (transportation or walking capabilities), haven't had any other physical disabilities (hard of hearing, needing glasses or being blind, etc).
Felt as though the struggles that I did face in accessibility were not major enough to communicate or ask for support in, but also didn't feel the discomfort/difficulties of navigating asking for accommodations or being excluded from certain spaces/events.
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Language: Monolingual English, english speaking parents
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Parental involvement: Despite having learning disabilities/struggling with school themselves, my parents were involved with my schools (parent-teacher conferences, volunteering within the classroom) as much as they could
Made school/academics my primary/only concern in life and has enabled me in most ways to focus solely on my education.
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