The can be more than just physical

Thethird assumption upon which the CRI program is built is that disability is aconstant, immutable state of being, something inherent to the person inquestion. But the concept of disability needs to be understood through thesocial construct model. This model explains that disability is really a consequenceof the person’s environmental conditions (Kirby 2017, 177). A concrete exampleof this is how a person with a mobility disability accesses buildings: abuilding without ramps “ disables” thatperson from being able to enter the building, but if that building has ramps, that person can enter the building as easily as anyone else, and their” disability” is nullified. Disability is contextual; it exists only undercertain environmental conditions. These conditions can be more than justphysical barriers—they can also be any social stigmas, common practices, andpolitical decisions that deny a person access to the opportunities theydeserve. Many of these conditions result from ableist beliefs that accept onlyone way of “ entering a building”.

The students in the CRI program at High Pointare disabled by the conditions of the American educational system, which doeslittle to modify its practices and expectations to nullify cognitivedisabilities. Large-scale, paradigm-shifting systematic changes are needed to address the inequitableeducation of students with cognitive disabilities. These include eliminatinglabels to reduce stigma, implementing effective teacher preparation programs, and reducing our reliance on separate special education programs (Kirby 2016, 177). However, as an early-career teacher, there are many small actions I cantake in my classroom to create equitable opportunities for my students withdisabilities.

The include recognizing and altering the environmental conditionsthat disable my CRI students, implementing strategies considered best practicesin both CRT and DI approaches, and using Universal Design for Learning (UDL)strategies.