TEACHING DISABILITY RIGHTS IN SCHOOLS STEVE PHILLIPS 12/03/15 SOCI 382

Introduction 1.According to the Human Rights Journal, inclusion is being included in life and participating using one’s abilities in day to day activities. Garcia, (2010). 2.Students may only see a person in a wheelchair and “assume” they cannot read or talk. 3.Knowing about disability rights can help a disabled person to become an advocate for themselves. 4.Schools should teach students about disabilities to gain an understanding of what life is like for a person with a disability.

Background I am an advocate for disability rights. I am a young teacher studying educational diversity. I have given several elementary school class presentations on disabilities. I support and advocate for special needs sports programs (baseball and power soccer). I attended several government sponsored advocacy training programs (Virginia Youth Leadership Forum and I Am Determined Workshops). These advocacy programs helped me learn leadership skills that I would not have acquired in high school.

Literature review There are leadership training programs that can educate students, teachers, and parents on disability awareness. My sources are current, within the last twenty to twenty five years. The relevance of these works support the struggles of the disability rights movement. My sources are credible. Published by legal and humanities journals, reliable government-sponsored advocacy groups, and community- based assistance agencies. The target audience is teachers, parents, and students, with and without disabilities.

Literature Review 2  Journals  The American Bar Association claimed “We’re on the third frontier of civil rights: first gender, then race, and now disability.” Whitman, (1994).  The Journal of Parent Resources is a free public database where parents and teachers can research special education laws.  Cultural Media  A media representation on disability rights is the film The Music Within.  The Music Within explores the life of Richard Pimentel, who became deaf in the Vietnam War. After being denied entrance to college, he educated himself to start one of the first education and work transition programs for students with disabilities. ADVOCACY GROUPS  Advocacy groups inform the public about disability rights and teach high school students to become advocates  One group based in Richmond is the Virginia Board for People with Disabilities (VPBD).  VPBD provides state advocacy and leadership training programs for people with disabilities.

Recommendations  Three recommendations I propose: 1. Teachers to use media sources discussing people with disabilities in their classrooms. 2. Invite people with a disability to come speak in the classroom. 3. Encourage students to do research projects about people with disabilities and their accomplishments.

Conclusion  Knowing disability rights can help a disabled person become an advocate for themselves by knowing their legal rights.  Disability rights advocacy groups have literature and personal stories for policy discussions in the classroom.  Schools should teach all students about people with disabilities to gain an understanding of what life is like for a person with a disability.

Questions? Any Questions from the Audience?