The View from Where I Sit

Tag: education

  • Is education a privilege or a right?

    Education is widely recognized as a fundamental human right, yet access to it can often be perceived as a privilege due to socioeconomic disparities.


    Education as a Right
    Universal Declaration of Human Rights:     Education is enshrined as a human right in Article 26 of the Universal Declaration of Human Rights, which states that “everyone has the right to education.” This legal framework emphasizes that education should be accessible to all individuals, regardless of their background or circumstances.

    International Treaties: Various international treaties, such as the International Covenant on Economic, Social and Cultural Rights, further reinforce the obligation of states to provide education without discrimination.

    Organizations like UNICEF advocate for education as a right, urging governments to ensure that all children receive quality education.

    Social and Economic Benefits: Access to education is crucial for combating poverty, reducing inequalities, and empowering individuals. It is seen as a pathway to better economic opportunities and social mobility, making it essential for personal and societal development.

    Education as a Privilege
    Socioeconomic Barriers: Despite being recognized as a right, access to education can be limited by socioeconomic factors. In many regions, particularly in less industrialized countries, financial constraints prevent families from affording education, leading to the perception that education is a privilege reserved for the wealthy.

    Inequality in Education Systems: In the United States, for example, the lack of a constitutional guarantee for education has resulted in significant disparities in educational quality based on geographic and economic factors. Wealthier areas often have better-funded schools, while poorer districts struggle to provide adequate education, reinforcing the idea that education is a privilege rather than a universal right.

    Cultural and Political Contexts: In some societies, education may be viewed as a privilege due to cultural norms or political decisions that limit access to certain groups, further complicating the notion of education as a universally guaranteed right.

    Conclusion
    While education is fundamentally a right recognized by international law, the reality of access often reflects privilege due to various barriers. The ongoing challenge is to ensure that this right is upheld for all individuals, regardless of their socioeconomic status, and to address the systemic inequalities that hinder access to quality education. The debate continues, highlighting the need for concerted efforts to make education truly accessible to everyone.

    https://thepacepress.org/12371/opinion/education-is-a-privilege-not-a-right/
    https://gijn.org.

    https://www.dubaicares.ae.

    https://www.theguardian.com.

    https://www.varsitytutors.com.

    https://yidanprize.org.

    https://www.right-to-education.org

    https://exposure.org.uk

  • What does it mean to discriminate?

    To discriminate means to recognize and differentiate between things, or, in a social context, to treat people unfairly based on specific characteristics such as race, gender, or age.


    In a social or legal context, discrimination refers to unfair or prejudicial treatment of individuals or groups based on certain characteristics that are unrelated to their abilities or merits. Common grounds for discriminatory practices include:
    Race or ethnicity: Treating people differently because of their racial background.
    Gender or sex: Making distinctions that advantage one gender over another.
    Age: Favoring or disadvantaging people based on their age.
    Religion or beliefs: Unequal treatment due to religious affiliation or convictions.
    Disability: Denying equal opportunities to people with physical or mental disabilities.
    Sexual orientation or nationality: Bias against individuals based on who they love or where they come from.


    Such discrimination is often unlawful in workplaces, education, housing, and public services because it violates principles of equality and human rights. Social and legal frameworks, such as the Equality Act 2010 in the UK, exist to protect individuals from discriminatory practices.

    Intersectionality of Discrimination
    It’s important to recognize that individuals may experience discrimination based on multiple grounds simultaneously. For example, a person who is both a woman and a member of a racial minority may face unique challenges that are not fully addressed by considering each characteristic in isolation.

    The grounds of discrimination refer to specific characteristics or attributes that are protected under human rights laws, preventing unfair treatment based on these traits.

    What are the different types of discrimination?
    The Equality Act protects people who have a disability against these types of discrimination:

    Direct discrimination
    Discrimination arising from disability
    Indirect discrimination
    Harassment
    Victimisation


    Failing to comply with duty to make reasonable adjustments
    It’s possible that you’ve experienced discrimination in more than one way. If this is the case, you can claim for multiple types of discrimination in one claim.

    You have to show that there’s a link between your disability and the way you’ve been treated. This can be difficult. But you don’t always have to give an example of a specific non-disabled person who was treated better than you. It just needs to be clear from all the circumstances that your disability was the reason why you were treated as you were.


    Discrimination arising from disability
    This is where you are treated badly because of something that happens due to your disability.

    Unlike direct discrimination, there’s no need for you to compare yourself with anyone else. You just have to show that you were treated badly. And this treatment was linked to your disability.

    You don’t need to show that the person who treated you badly was aware that the behaviour was due to your disability. But they do need to be aware that you have a disability.

    Example of discrimination arising from disability
    Nigel is the tenant of a housing association. He has obsessive-compulsive disorder (OCD). Because of this, he walks around his flat a lot. This disturbs his neighbour. His tenancy officer at the housing association sends him a warning letter. It tells him that he will be taken to court if he continues to disturb his neighbour. This may be discrimination arising from disability.


    Situations when unfavourable treatment might not be discrimination
    There are some situations in which it might be lawful for a person or organisation to treat you unfavourably. These are if they can show at least one of the following:

    There were valid intentions behind their action. For example, ensuring the health and safety of others, or keeping up staff attendance so that their business can run properly. And that it was an appropriate action to take in the circumstance. Legally this is called a ‘justification’.
    They did not know you had a disability and could not reasonably have known.
    A service provider can be held responsible for the actions of its staff or agents. For example, a waiter in a restaurant or a receptionist at the local authority.

    But the service provider may be protected if they took all reasonable steps to avoid the discriminatory act. Or if their employee or agent was acting outside the scope of what they were told to do.

    Example when unfavourable treatment might not be discrimination
    Peter experiences psychosis and hears voices, which he manages by talking to them. A member of staff in a shop asks Peter to leave when he is talking to his voices. Peter has been treated unfavourably because of behaviour related to his disability.

    Normally the company running the shop would be held responsible for the actions of its employee. But the company has issued clear instructions to staff about their obligations under equality law. And it’s provided equality training. It also regularly checks that staff are following the law. It may be able to argue that it’s taken all reasonable steps to prevent its staff from acting in a discriminatory way. The member of staff who asked Peter to leave wasn’t acting in the way he’d been told to.

    For a good reason
    Appropriate and necessary
    For indirect discrimination, it doesn’t matter whether the person or organisation knew about your disability. This means they have to plan in advance and think about how their policies and practices may affect people with mental health problems.

    But it is not indirect discrimination if the person or organisation can show these practices and arrangements were justified.

    Harassment
    Harassment is behaviour from others that you don’t want, that:

    Violates your dignity or creates an environment that is intimidating, degrading, offensive or humiliating
    relates to a disability. It does not have to relate to a disability that you have.


    Victimisation
    Victimisation is when an employer or organisation puts you at a disadvantage. It could be because of one of the following:

    You’ve made allegation about discrimination
    You’ve supported someone who has made an allegation of discrimination


    Examples of victimisation
    Sarah makes a complaint that her GP’s receptionist has discriminated against her because of her mental health problem. As a result, her GP’s practice manager tells her she must leave the practice and register with another practice. This is likely to be victimisation.

    Deb has an anxiety disorder. She genuinely believes that she has been discriminated against by an assistant in her local supermarket. The assistant made remarks about her condition in front of customers. Her friend Chris helps her to complain to the supermarket. After this, the manager says both of them should shop elsewhere.


    Failing to comply with duty to make reasonable adjustments
    The Equality Act says that employers and service providers should think about making reasonable adjustments.

    If a person or organisation does not make reasonable adjustments when it would have been reasonable to do, this will be unlawful discrimination.

    Why is the UDHR important?
    The UDHR marked an important shift by daring to say that all human beings are free and equal, regardless of colour, creed or religion. For the first time, a global agreement put human beings, not power politics, at the heart of its agenda. Communities, movements and nations across the world took the UDHR disruptive power to drive forward liberation struggles and demands for equality.

    What is the Universal Declaration of Human Rights?

    The UDHR is an enduring commitment to prevent the bleakest moments in history from happening again.
    ‘The UDHR is living proof that a global vision for human rights is possible, doable, workable.’

    When was the UDHR created?
    The UDHR emerged from the ashes of war and the horrors of the Holocaust. The traumatic events of the Second World War brought home that human rights are not always universally respected. The extermination of almost 17 million people during the Holocaust, including 6 million Jews, horrified the entire world. After the war, governments worldwide made a concerted effort to foster international peace and prevent conflict. This resulted in the establishment of the United Nations in June 1945.

    Who created the UDHR?
    In 1948, representatives from the 50 member states of the United Nations came together, with Eleanor Roosevelt chairing the Human Rights Commission, to devise a list of all the human rights that everybody across the world should enjoy.

    What are the legal aspects to be aware of?

    A legal framework is provided in the Equality Act 2010 to tackle disadvantage and discrimination, and this framework applies to job descriptions too. The Act details 9 protected characteristics which individuals cannot be treated unfairly as a result of. These are age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation. It is also important to note that the right to discriminate is not a legal right. Rather, it is a term that is often used to describe the ability of individuals or organizations to make decisions based on their own preferences or beliefs. However, it is important to remember that discrimination can have serious consequences for individuals and society as a whole, and that it is important to treat everyone with respect and dignity.

    The Disability Discrimination Act (DDA) of 1995 was a landmark legislation that made it illegal for employers and service providers such as shops and restaurants to discriminate against someone because they were disabled. The act was preceded by years of campaigning and protests, including incidents of civil disobedience. The DDA was later replaced by the Equality Act 2010, which provides a legal framework to protect the rights of disabled people and promote equality.

    Although it is not legally binding, the protection of the rights and freedoms set out in the Declaration has been incorporated into many national constitutions and domestic legal frameworks. All states have a duty, regardless of their political, economic and cultural systems, to promote and protect all human rights for everyone without discrimination.

    Besides, parents have the right to take their kids wherever they want to take them.

    Ally or Accomplice?

    Well then, why is it that when it comes to disability, people start cherry picking rights?

    Why am I fighting so hard for something that is already my human and legal right?

    We need to get our priorities straight!

    If you have experienced discrimination, you may be able to take legal action. The Equality and Human Rights Commission provides information and advice on discrimination and your rights. You can also contact Citizens Advice for guidance on what to do if you have experienced discrimination.

    Institutions are not solutions, and the UK has come a long way in recognizing the rights of disabled people. However, there is still much work to be done to ensure that disabled people have the same rights and opportunities as everyone else.

    In summary, while discrimination can involve mere recognition of differences, it most commonly refers to unjust treatment of individuals or groups, and understanding this distinction is crucial when discussing rights, fairness, and social ethics.

    Types of discrimination in the Equality Act

    1unicef.org

    https://www.bihr.org.uk/get-informed/what-rights-do-i-have/the-right-to-be-free-from-discrimination

    1gov.uk2gov.uk3

    https://www.citizensadvice.org.uk/law-and-courts/discrimination/check-what-type-of-discrimination-youve-experienced/making-or-telling-someone-to-discriminate/

    https://www.amnesty.org/en/what-we-do/discrimination/

    https://www.equalityhumanrights.com/human-rights/human-rights-act/article-14-protection-discrimination

    https://www.gov.uk/discrimination-your-rights

    https://www.ohchr.org/en/what-are-human-rights

    https://lordslibrary.parliament.uk/disability-discrimination-act-1995-and-now/

    Was 1995 the year that changed everything for disabled people? – BBC News https://www.nidirect.gov.uk/articles/protection-against-disability-discrimination

    https://www.bihr.org.uk/get-informed/what-rights-do-i-have/the-right-to-education

    https://www.legislation.gov.uk/ukpga/1998/42/schedule/1/part/II

    https://www.disabilitymedwaynetwork.org.uk/2019/01/19/a-history-of-disability-rights-in-the-uk/

    What is the Universal Declaration of Human Rights? (amnesty.org.uk)https://www.amnesty.org.uk/universal-declaration-human-rights-UDHR#A%20Summary%20of%20The%2030%20Articles%20of%20The%20Universal%20Declaration%20of%20Human%20Rights

    https://www.newdisabledsouth.org/?fbclid=IwY2xjawJjXkVleHRuA2FlbQIxMAABHjh3IUhjf70Kl_w8Av9JcCuuDyInZqVgfzmdd6aXo9bjWcD3AL7SkYYbGrAQ_aem_8e0g9tZq0v6fA7Xrys9o8Q

  • Navigating College and University Life

    It’s been six years since I graduated from University. As I reminisce on this milestone, navigating College and University Life independently, as a disabled student, was tricky. The British education system is quite competitive compared to Bermuda. Essex and London was my original goal and preference but it didn’t work out. Therefore, Bradford became my stomping ground.

    My High School G.P.A wasn’t good enough to go straight to University, so after I moved to England I went to College first then University. I never completed G.C.S.E’s. I attempted A Levels but failed. This can be discouraging for an Audio-visual Learner.

    As soon as I got here, the Bradford College International Office insisted on meeting me just to make sure that this was something I wanted to do. They expressed concerns about me getting homesick. They seemed more nervous than me.

    Before I officially pursued Higher Education, the Bradford College told me that I needed an electric wheelchair because Bradford is very hilly. I was also notified that if I wished to receive any help from Learning Support, I would have to pay for it, because I was seen as an International Student and not a Home Student. Later on I found out that this wasn’t true and I was able to receive Learning Support without the extra charge.

    While advocating for myself, I felt that I was talking a lot more to get what I needed. I tried not to be vocal and vulgar, but it was frustrating. This didn’t help with my organisational skills either. After the first four months I wanted to quit, but my parents wouldn’t let me.

    By January, the head of A Levels Department and head of Learning Support met with me to discuss and express concerns about my academic progress within the first four months. They predicted that I would fail the course before the year was out. A Levels required loads of self study and unstructured study skills. I even got personal online tutorials in addition to College lectures.

    A Level Lecturers were allowed to pick, choose and refuse to put students forward for a mock or final exam, regardless of academic progress and results.

    Exams were answered in essay format and not one line answers. For A-Levels, answers were marked based on quantity. They did word and line count. University lecturers didn’t do that.

    However, my degree was heavily coursework based and essays were marked based on quality of answer. They were also written in essay format and not one line answers. Spelling, grammar and punctuation also contributed to your exam results.

    Learning support provided specialist equipment, extra exam time, essay structuring and preparation, as well as exam scribes or lecture scribes.

    I found referencing and bibliographies confusing at times, especially when writing my dissertation. In University, I had to use the Harvard Referencing System for essays and the Numeric Referencing System showing footnotes for my dissertation.

    To make matters worse, referencing a book is different to referencing an e-book and the list goes on. Then I submitted my coursework through Turnitin, a plagiarism detector. If Turnitin processed your coursework and found 50% of it was copied from other sources and not written in your own words, then you automatically failed without the teacher marking it.

    Freshers Fair vs. Student Orientation

    In the UK, the first couple of weeks of university are referred to as “freshers week” or “welcome week”. This is because the first-year students are fresh to the university. It’s a great time to make new friends, get started on your classes, join clubs and societies and find your way around your campus and local area. Most universities start freshers week around the end of September when the students arrive for the new academic year.

    Some universities may have two weeks of “freshers” and so may start a little earlier in the middle of September.  Throughout the week (or two) your university will offer activities, meet and greets, and other events to allow students to socialise and get to know their university. This is also the time when students can sign up to the local health centre, register for their library card and apply for their student cards. 

    Halls of residence will host events to help you settle into your living space and meet other students living in the building. The local off-campus restaurants, pubs and nightclubs often offer discounts, deals and themed nights to help students settle into the area. 

    Even though Bermuda doesn’t have Universities, the rest of the school system provides Student Orientation at the beginning of the year. I feel that Student Orientation in Bermuda’s schools actually prepared you for your course. England, on the other hand, gives you a list of school supplies needed for each subject and then you are left to figure it out on your own.

    Student Finance and Benefits

    I feel that students who claim disability are well funded. This helped me, especially since I chose not to work while studying. You can apply for:

    Disabled Student’s Allowance

    Disabled Living Allowance

    This also makes things a little easier while living independently, studying, managing my health and finding the time to have a social life. All of these experiences taught me to believe in myself, encourage myself and not give up even when it seemed like the lecturers doubted me. Even though navigating the education system was tricky, I am proud of myself for pursuing and persevering.

    https://www.timeshighereducation.com/student/advice/what-can-i-expect-during-my-first-week-university#Canada

    http://www.as-levels.com

    https://www.turnitinuk.com/login_page.asp

  • ‘Horseback Riding in Bermuda’

    This year The WindReach Bermuda and Bermuda Riding for the Disabled, is celebrating 50 years of Therapeutic Riding in Bermuda!

    Therapeutic Riding is recognized world wide for its positive contributions to an individual’s well-being; cognitively, physically and emotionally. In fact, the impact therapeutic riding has on an individual with special needs is profound. Not only does riding improve physical strength, balance and coordination, it goes as far as to increase self-esteem, concentration levels, health and social interactions. Therapeutic riding is available to a large sector of individuals living with special needs and should be encouraged as we look to celebrate all abilities.

    WindReach Bermuda’s Therapeutic Riding Programme is accredited by The Canadian Therapeutic Riding Association (CanTRA) and their Instructors are also CanTRA certified. We strive to provide a high quality programme that promotes challenge, achievement, empowerment and independence for individuals with special needs. Lessons, whether individual or group, follow an individualised lesson structure; including warm up exercises, a progression of skills and games designed to further those skills. Accompanying the participant and instructor in each lesson are trained volunteers ensuring safety at all times. Lessons are designed around the participant’s unique needs to maximize the outcomes and therapeutic benefits.

    WHY HORSES?


    Because they are fun! But more importantly, a well trained therapy horse is rhythmic, symmetrical and organized. Each step the horse takes provides strong sensory and physical input in many dimensions – up and down, side to side, and back and forth. The Instructors balance these movements in specific orders to achieve positive results with the rider’s body mechanics that cannot be duplicated in any other setting.


    WHAT ARE THE BENEFITS TO THE THERAPEUTIC RIDING PROGRAMME:

    The physical benefits include: improved balance, strengthened muscles, improved coordination and motor planning. It also stretches tight/spastic muscles, increases joint range of motion, respiration and circulation, as well as sensory integration.

    Therapeutic riding also improves: social skills, self confidence, increased interest in the outside world and increased risk taking abilities. In addition, it develops skills of patience, emotional control and self discipline; enhances friendships, communication and enjoyment and develops respect and affection for animals.

    The educational benefits include: improved remedial reading and math, sequencing, patterning and motor planning, improved hand/eye coordination, improved visual and spatial perception, increased attention span and concentration, as well as improved verbal skills.

    I remember when I used to go horseback riding at Bermuda Riding for the Disabled, as a wheelchair using, primary school student. During my time there, I got to ride three different horses: Dusty, Squirrel and Sandy. It was a form of physical therapy for me.

    In the picture below, I am riding on a horse named Squirrel in my school P.E uniform. This took place every Wednesday at lunchtime for about an hour. Unfortunately, I stopped when I transitioned to Middle School to focus on my studies.

    Purple Badge for Bravery Award

    One technique that I learned while there was Trotting. There is a difference between Trotting and Galloping. The difference between gallop and trot is that gallop is (intransitive of a horse, etc) to run at a gallop while trot is to walk rapidly. I even won a purple ribbon Bravery award for Trotting during a contest. I learned a lot and made great relationships while there. Congratulations to them for 50 years and best wish for a whole lot more!

    If you are interested in participating in our Therapeutic Riding Programme please contact Samantha Hillier at shillier@windreach.bm or call 238-7433.

    https://www.youtube.com/watch?v=VDOyCTJcY8A

    https://www.windreachbermuda.org/programmes/riding/

  • NORTH AND WEST YORKSHIRE ASBAH COMMUNITY CONFERENCE

    NORTH AND WEST YORKSHIRE ASBAH COMMUNITY CONFERENCE

    After 50 years of service, The North and West Yorkshire ASBAH had their first ever Community Conference. It was held on the 16th of October, at Hollins Hall Hotel, Golf and Country Club in Bradford. This was a day planned especially for people in the Spina Bifida and Hydrocephalus communities to come together and celebrate. There was lots of information on continence care, PIP and DLA form advice, education, and pressure ulcer prevention and cure.

    During the first workshop, I joined the PURSUN Group from Leeds, to do a presentation on Pressure Ulcer Prevention and Cure. It was very good to meet Delia Muir and share my experiences on the subject.

    Heather Chapman was at the ASBAH Charity conference, talking to wheelchair users about nutritional therapy by Wheely Therapy. Nutritional therapy is the application of nutrition science in the promotion of health, peak performance and individual care.

    Nutritional therapy practitioners use a wide range of tools to assess and identify potential nutritional imbalances and understand how these may contribute to an individual’s symptoms and health concerns. This approach allows them to work with individuals to address nutritional balance and help support the body towards maintaining health.

    Nutritional therapy is recognised as a complementary medicine. It is relevant both for individuals looking to enhance their health and wellbeing and for those with chronic conditions wishing to work with or ‘consult’ a nutritional therapist in collaboration with other suitably qualified healthcare professionals.

    I also learned about SEND. This presentation workshop was about guidance on the special educational needs and disability system for children and young people aged 0 to 25, which started on 1 September 2014. The questionnaire that the presenter gave out, was a very good teaching tool.

    Additionally, there were stalls and activities for the children. There were free prizes and charity merchandise on display as well. One of our sponsors, Irwin Mitchell, provided bags with freebies inside too. They also support the SHINE Charity.

    Dr. Kate Wildig was the guest speaker who ended the whole conference. North and West Yorkshire ASBAH has a good support group. Use It!

    https://fb.watch/fgJu3S12UL/

    https://form.jotform.com/katyravenasbah/conference-registration-form

    https://www.linkedin.com/company/north-and-west-yorkshire-asbah/

    https://www.nwyasbah.org/nwyasbah

    https://www.carefreesmarthomes.co.uk/group/disability-diary/discussion/b86d1cfe-90c2-42e7-9229-e3043c3b46cc

    http://www.wheelyhealthy.co.uk

    https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

    https://www.hollister.co.uk/en-gb/products/ostomy-care-products

    https://www.irwinmitchell.com/?ref=google&infinity=ict2~net~gaw~ar~353754706478~kw~irwin%20mitchell~mt~e~cmp~MEC+Brand+HV+Irwin+Mitchell+Exact~ag~Brand+-+HV+Core&&ds_lpt_start&ds_lpt_end&gclid=CjwKCAjw-rOaBhA9EiwAUkLV4hbptkb2WjS1oL5NWyP1zEv8oaEMV66IqQXjPXb8DbSqSlgIv38NDxoCl8IQAvD_BwE&gclsrc=aw.ds

    https://www.bbuk.org.uk/adults/adults-resources/
    https://theelitevenueselection.co.uk/?fbclid=IwAR0ZkWVptOo3R3Op17iYaqol5fZ5lsQ8b-9Nc8cqAgOD8A1lVR1P088UJdI

  • Substitute Teaching with Spina Bifida

    By: Daniella Jade Lowe

    This weekend I had the wonderful privilege of interviewing a substitute teacher named Sarah Alley who also happens to have Spina Bifida like me. Here is what she had to say:

    1. 1. What is your profession?

    I am a substitute teacher, and my degree is in the Family Science (counseling) field, although

    2. What is your educational background?

    I also have about 2 years of education credits.

    3. Where do you work?

    I work at a small, private special education school that specializes in language learning differences like dyslexia, dysgraphia and dyscalculia (math).

    4. What sparked your passion for it?

    I have always loved children and have worked with them in multiple ways over the years (nursery/children’s ministry at church, daycares and schools on Latin American mission trips, volunteering at a Spanish immersion school in my city, subbing, etc.), and all of that confirmed that I want to do something in this field to help kids.

    5. What is the difference between adaptations made for disabled teachers vs adaptations made for disabled students?

    I think the main differences between the two are that for students there are actual educational support services (tutoring, technology services–hearing devices and technology programs/platforms, etc.), but for teachers, while there may be technology services like headphones/microphones or walking aides to help navigate classrooms or hallways, there are not official support services like with students. I may not be aware of all that there is available for each, since I am only a substitute teacher working at one school. I do not see what is available at public schools or other school systems.

    6. What is the difference between substitute teaching and fully accredited teaching?

    Substitute teaching is only “as needed”, so it isn’t even part time. Also, as far as accreditation, one thing that I have learned from the specific school that I work at is that they do not require their subs to be accredited/licensed or even to have the special training that all accredited teachers are required to have in order to teach students who have dyslexia (Orton-Gillingham, a hands-on, multisensory approach). It is highly encouraged because it really helps the sub to relate better to students, but they don’t have to have it. Also, we are not required to have a teaching license, whereas accredited teachers are.

    7. Are you training to be a fully accredited teacher?

    I am not training right now to be a fully accredited teacher, although I have thought about it. If God leads me down that path, I might do it in the future, but for now I’m not sure I want to spend more time in school to get that degree/accreditation, and I feel that I can make the most difference as a substitute teacher.

    8. What is it like being a substitute teacher with Spina Bifida and Hydrocephalus?

    For me, being a substitute teacher with Spina Bifida and Hydrocephalus has been a good experience. I have not had problems with Hydrocephalus, and although I do occasionally have a hard time with comprehension or processing the information that I am asked to review or with questions I am asked, it isn’t usually a problem.

    Also, in my specific school, I have a lot of support from the faculty and staff, as well as students, so if I need help with anything I don’t have a problem getting it. I often even have students offer to help me carry my lunch to my room or pass out papers/assignments.

    One really good example of this support was one time when I got a call from a teacher at about 7am to sub for her that day because she had a family emergency. I told her I would love to, so I got to school by the time school started and went to look at the plan and figure out what we were doing.

    However, because the teacher had a family emergency and had to leave town at the last minute, she did not have time to leave lesson plans for me. I spent some time trying to think of activities and looking through books to figure out what the class was working on. When I could not come up with much, I walked next door and told another teacher, who has always been very supportive of me, about my dilemma and asked him what I should do. He told me to go back to my room and he would write something up with “some activities”. He ended up writing up an entire lesson plan for the day! It was easy for me to follow, and I don’t remember having much trouble even with comprehension.

    9. How do you cope being a teacher with Spina Bifida and Hydrocephalus while substitute teaching students with Dyslexia?

    When I was in school (all throughout grade school and college), my favorite subjects were reading, English/grammar and spelling. The reason for this is because I am much more right-brained (creative/speech/etc.) than left-brained (logic/reasoning). I have always been good at those subjects and love to read.

    Wow Sarah Alley! I’ve really learned alot. Thank you for your time.

  • Dealing with a Disability in the School (Mental vs Physical): Fourth edition of series

    By: Daniella Jade Lowe

    In this article, my friend and I are going to share our experiences in dealing with both mental and physical disability in the school.

    Dealing with physical disability in my life has been interesting and quite a learning experience for my family and I. My educational career has been interesting because I’ve lived and studied in Bermuda and England.

    Bermuda deals with disability in schools differently to England. England is more advanced, probably because it is much bigger and there’s more access to resources.

    For example, I attended private Nursery and Preschool in Bermuda, because it was hard to find someone to take disabled kids for liability reasons. There are currently no charities dedicated to Spina Bifida and Hydrocephalus in Bermuda. ‘Teach Us All!’

    From primary school to high school, since I claimed disability, I got Paraeducators, nowadays, known as shadow teachers in Bermuda. In Bermuda, I also got extra exam time, an exam scribe, a separate room and exam invigilator. I experienced the same in England.

    During my first year of primary school, my mother visited everyday just to make sure that the school was doing their job. However, the principal threatened to put a restraining order on her, so she stopped.

    In England, exam scribes and note takers aren’t expected to know anything about the subjects, they’re just expected to make notes and write exams for the student. This holds the students accountable for their own education and success. Students must choose between extra time or an exam scribe, not both to prevent cheating. These exam scribes and notetakers come from an external agency called Clearlinks. Clearlinks employs them, not the university. Students also get Study Coaches and specialist equipment. Ergonomic Assessments are also required for wheelchair users.

    Discrimination

    During my educational career, there was one recurring issue that I encountered at every school I attended. This was ‘the right to an education’.

    The Human Rights Act protects the right to education within all existing educational institutions. It applies to primary, secondary and higher education. So why did my parents have to fight to make sure I got into mainstream, public education?

    Why were there some teachers at the schools that I attended, who refused to teach me simply because they disagreed with my rights to be there?

    As someone who has a physical disability, I never understood this. Besides, the Human Rights Act 1981 including the Universal Declaration of Human Rights and the European Convention on Human Rights applies to Bermuda too.

    My high school years were quite tricky. In Bermuda, there were two public high schools to choose from. One high school was wheelchair accessible from its inception, whereas the other one wasn’t. I was hoping to attend the wheelchair accessible high school because it was easier to get around, however I went to the alternative high school because even though the one I wanted had easy access, integration was a problem. ‘Teach Us All!’

    I felt this was unfair because I was marked down for attendance and my class participation was affected, especially when there was a wheelchair accessible alternative. In relation to specialist equipment, my parents and I invested in a Garaventa Stair Trac from Canada, which was designed to get me up and down staircases. The only staircase it wasn’t compatible with were spiral ones.

    Fortunately, after the first year, I transitioned to a newly refurbished and wheelchair accessible building equipped with ramps, lifts and flat surfaces. This made attending classes a lot easier and improved my attendance record and class participation.

    However, I went through my second year of high school without a Paraeducator because the school felt that I should be able to cope. My parents and I disagreed with this. Having a Paraeducator made it easier to transition from class to class within five minutes. Having that extra assistance of a Paraeducator also made test taking and note taking more manageable.

    Unfortunately, I had to complete summer school that year for failing Maths. Things improved after receiving a new Paraeducator the following year.

    After high school, my first year of college was quite stressful and intense. I was enrolled to complete A-Levels. I had just moved from Bermuda to England after graduating from high school. I had to familiarise myself with a new education system and a new environment. The teachers weren’t as understanding or empathetic towards my educational background, learning styles or needs. The A-Level programme was quite competitive where some lecturers only put their best cohort of students up for January and May exams leaving the weaker students out, while other lecturers put a whole class forward and let them ‘wing it’ for the experience.

    On this particular course, I felt discriminated against because, unlike the rest of my lecturers, my English Literature didn’t give me a shot at a mock exam in preparation for the real exams. She told me that I wasn’t working at the ‘A-Level standard.’ In response to this, I complained to the Directorate of the college with an unsuccessful outcome.

    Mental Health

    Alternatively, dealing with mental disability is different. My friend’s biggest problems have been, firstly, depression, which university recognised, but I don’t think most people in general have much idea of the impact of their actions and a lot are incapable of being nice, full stop.

    According to the Equality Act 2010, depression is classified as a disability, and anyone with it is covered by the Act (https://www.mind.org.uk/media-a/3123/disability-discrimination-2019.pdf). This needs to be reinforced.

    Integration in Mainstream School versus Special Education

    Even though special education has its place in society, especially for those with severe disabilities, it is better for them to be integrated into the mainstream public education because mainstream qualifications are given more value than special qualifications. Public mainstream colleges and universities recognise mainstream qualifications not special qualifications. Special education may also possibly undermine one’s full potential. ‘Teach Us All!’

    For example, I had a Canadian friend in university, who had Asperger’s Syndrome, that went to special school all his life, and had to complete his G.E.D before starting university in England, because his special qualification wasn’t accepted by the university’s standards.

    However, when I was in school, I was integrated all throughout my educational career, but two of my subjects like P.E and Maths were modified due to having a physical disability and additional learning difficulties.

    Schools are also expected to conduct risks assessments for health and safety reasons. They should also provide a Personal Emergency Evacuation Plan in case of any emergencies like fires or flooding. This is what I got during my college and university years.

    All schools have some level of a duty of care and can be held responsible for accidents.

    I am in full support of integration, but I think the best way to ensure and reinforce this is to provide extensive teacher training. Colleges and Universities in England have Student Councils and Student Unions that include Disability Officers on their teams. Also at the primary school level in Bermuda, there is a PTSA Board. I think PTSA Boards may need to include a special element specifically for disabled students, similar to British colleges and universities’ student unions and councils.

    Integration should also include modification not accommodation. When a student has an Individualized Education Program (IEP) you’ll likely hear the word accommodation. An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn.

    Homeschooling is another viable option which may help decrease discrimination and cater to personal needs.

    Wheelchair Accessibility: Functioning in Dysfunction
    Wheelchair Accessibility and mobility issues are additional problems that wheelchair users face daily. I experienced this many times in Bermuda, especially at school. Access alleviates the amount of limitations and restrictions on wheelchair users. Failing to ensure wheelchair accessibility is neglecting to provide reasonable adjustments. It is like functioning in dysfunction. Fortunately AccessAdvisr helps to tackle this in England. I still think that people must be mindful.

    According to the British Government website, anyone can apply for a dropped kerb in England (https://www.gov.uk/apply-dropped-kerb). However, I get really annoyed with drivers who park across dropped kerbs. Dropped kerbs are meant to make it easy for wheelchairs to enter and exit sidewalks. Some drivers even park on top of the sidewalks blocking the walkway. We need to clamp down on this with a fine both in the UK and Bermuda.

    So to conclude, I think reassessing wheelchair accessibility, integration and modifications in mainstream public education are needed to improve the way disability is handled in the schools, especially in Bermuda. Schools must become Disability Confident. This is what I suggest in ‘Dealing with Disability in the School.’

  • I CAN, I WILL PROGRAMME

    I CAN, I WILL PROGRAMME

    For the past month, I’ve been enrolled on a disability empowerment programme called the ‘I CAN, I WILL PROGRAMME’. This programme was structured to help me:

    • Scale new mountains!
    • Develop self-confidence
    • Focus on the things you can change
    • Enable me to plan for a more fulfilling and active lifestyle, and work potential
    • Support me to be more resilient and to cope with setbacks

    I had 90 minute workshops each week for 3 weeks:

    1. Session 1- “Doing what’s normal”
    2. Session 2- “Developing my resilience and self-confidence”
    3. Session 3- “Looking at work”
    4. 1 to 1 Empowerment Coaching Support

    In the first session, I’ve learned that our experience of living with disability is formative and character building. Disability is always represented by a wheelchair, when only 1.5% of the world are wheelchair users. We also discussed the difference between mindset vs skillset. Mindset is predetermined whereas skillset can be obtained.

    Then we talked about the different models of disability. The Social Model of Disability includes people’s views, opinions and attitudes. It has been the prominent approach to disability over the last 30+ years. It was developed by disabled people based on real life experience of discrimination and inclusion and challenging disabling barriers. It is outward looking and focused on the things in society that can be changed or improved, like, the environment, information, communications and people’s attitudes. It’s a problem solving approach which gives disabled people greater control over vital, even basic decisions, like, from what time to get out of bed on a morning to employability and education choices.

    This approach enables you to better understand how reasonable adjustments can be implemented, focuses on the things you can influence or change and promotes valued skills.

    The Individual Model of Disability is the medical aspect of disability. I also looked at, ‘what makes me ‘stand out’. The qualities that make me stand out are that I’m a good communicator, guidance and resilience.

    During the second session, we talked about developing resilience and self confidence. Other subjects included were, daily strategies for enhancing resilience and optimism.

    Then we took a SWOT assessment. During this assessment we looked at our strengths, weaknesses, opportunities and threats.

    We also discussed Google Mapping. In order to carry this out successfully, one must put their postal code on Google Maps. Then draw an inch to the set scale 2 miles and print. Then put the saucer onto draw round from your house. Finally, plot every business within radius to you. We also briefly discussed ‘Elevator Pitching’. Elevator Pitching is promoting your unique selling point. This method is used for CVs and Cover Letters.

    The course facilitator, Simon Cox, also suggested that Video CVs may be the best way to showcase a disabled jobseeker’s skills, qualities and work experience because in some cases, employers may only skim read or check the beginning of a CV, not the whole thing. Video CVs may help disabled candidates to stand a better chance at the application/ interview stage.

    In the third session, we talked about developing our ‘elevator pitch’ in five easy steps.

    1. Figure out what is unique about what you do.
    2. Make it exciting.
    3. Keep it simple.
    4. Write it down.
    5. Practice, practice, then practice some more.

    In the job application process:

    1. Be familiar
    2. Work your network
    3. Hone your pitch- Remember some 70% of jobs don’t go to advert but are filled through networks and word of mouth recommendations.

    In order to plan to move forward:

    • Read and highlight the information you like.
    • Keep learning and improving but be clear and focused on what.
    • Work on your goals and plans.
    • Share your goals and plans with others, especially the people close to you, those who can support you.
    • Engage your Work Coach in your plans, they can help.
    • No excuses|No procrastination|DO IT!

    “Do the productive and creative things you love to do- it is more likely to get done!”

    -Simon Cox

    We also looked at the subject of having a disability/health condition and finding work.

    How to apply ways that can support you in making a faster way to work and how to manage your disability or health condition better include the following:

    Get the doctor on your side

    • Clarify and confirm a diagnosis. Be sure to get a full and understandable diagnosis for your condition.
    • Ask questions to explore treatment options and what would be right for you. Write down your questions and take them with you.
    • What further information do you need- specialist services, self help groups.
    • What exercise and stretching does your GP recommend you do?
    • Have you reviewed the best medications to support you?
    • Ensure you have a personal treatment plan.

    The right work is good for you

    • Have you shared with your Work Coach what you have done in the past and what you are good at?
    • How does your daily and weekly routine’s inform and shape what you can do to return to work or just get more active?
    • Think widely about the kinds of work you can do now or in the future. When your personal health situation changes, then so too might your work goals and abilities but remember to think how you can use your knowledge and skills in different ways.
    • Keep up to date on your area of work/interests or sector use contacts, news and specialist journals.

    Effective condition self-management and control

    • Remember you are the expert on your health or disability.
    • Your Work Coach can support you towards, or into work or help you improve your quality of life helping you to get more active.
    • Why not make a plan of the things in life you want to improve or do better? Maybe it’s what you choose to eat, how you exercise your daily routine and activities and how you manage your available time.
    • A plan will give you a focus and purpose with some clear goals.
    • Seeing yourself achieve and progress your plan will make you more confident and feel good about yourself.
    • Discuss with your Work Coach what you think you need to help you keep moving forward.

    “If you don’t know where you’re going, you might end up someplace else.”

    –Yogi Berry

    Support for improving mental health

    • Firstly, it’s very common to feel down and worried about things when you are also experiencing other health challenges.
    • By discussing your mental health with your GP or a specialist adviser or counsellor you can get the right support to help you manage your situation.
    • Ask about counselling or Cognitive Behaviour Therapy (CBT) and if they would help you?

    Physical activity-exercise and stretching

    • By getting more active not only will you feel better about yourself, it will also help you to improve your health and feel better.
    • Start with gentle exercise and build it up such as a walk in the park, cycling or dancing. Be aware of your limitations, so don’t over do it.
    • Cardio-vascular exercise- Your heart pumping and a little out of breath- is known to be good for your physical and mental health.

    Ergonomic Solutions-adjusting the way work is done

    • Technological advances mean almost all jobs and how they are done has changed.
    • Research the way jobs are done and how you might do it with your disability, condition or limitations.
    • An employer has a duty to make ‘reasonable adjustments’ to a job if due to a disability you experience a disadvantage. This means looking at how the job might be done differently to accommodate your needs as with equipment, aids, adaptations or changes to processes or procedures.
    • With the right adjustments disabled people are productive and effective employees.
    • Explore ‘Access to Work’ for help that’s available.

    Another topic we discussed are the core employment skills for success which are:

    • BASIC SKILLS
    • PERSONAL SKILLS
    • JOB ATTAINMENT

    At the end of the programme, I had a one to one interview with course facilitator Simon Cox. During the interview, we discussed my future career plans and goals. Even though I have a degree in History and Politics, I’ve decided to explore Accessibility Consultancy as a career option. I’ve carried out some research on the career field and gained some contacts as well. I’m looking at doing a qualification for it in order to gain more knowledge experience.

    This course has really helped me focus on my career and get organised in planning for my future. I am happy that I completed it. As a disabled jobseeker, I would really recommend this course to other disabled jobseekers who are trying to start or change careers.