Reacting Positively to Students with Disabilities
From the September 2001 Education newsletter.


Teaching in an inclusive classroom requires teachers to not only adjust to working with children with disabilities, but also to promote acceptance among their typically developing students. Nancy Miller, a research anthropologist at UCLA's Department of Psychiatry's Center for Culture and Health, says that reactions such as staring and looking away are a reflection of our brains being wired to detect differences that may make us uncomfortable.

Detecting Differences

"This difference detector in our brains overreacts to anything that is unfamiliar and sends our bodies a signal that feels like a moment of awkwardness, and we're a little unsettled about what to say or do." But, Dr. Miller adds, "with familiarity and comfort, we can change our reactions dramatically."

Dr. Miller admits that it's difficult to ignore a visible difference in another person. Reactions to students with disabilities will vary depending on the nature of the disability, and Dr. Miller stresses that these reactions are perfectly normal. To overcome them and promote peer acceptance, teachers should first get information on the child's disability. Parents are the best place to start, but teachers should also seek information from the child whenever possible. The Internet is also a good source of information.

Advice for the Classroom

The typically developing students in the class should also be provided with information. Dr. Miller notes that many times, parents of students with disabilities will visit their child's classroom and talk to his or her classmates about the nature of the disability and what to expect. Students can have a discussion with their teacher on differences and how they can help their classmate. Dr. Miller even suggests that teachers talk to the class about what the teacher can and can't do in order to increase awareness of differences.

"It's about differences instead of disabilities," emphasizes Dr. Miller.

Since students, particularly young students, look to their teacher for cues on how to behave, teachers must avoid any expressions of pity or sympathy, emphasizes Dr. Miller. "Focus on what the child can do and what help he or she needs."

Dr. Miller reminds teachers to "make sure students with disabilities are equally involved in activities with their peers without disabilities." Small group activities are good for this purpose.

It is also important for teachers to make sure that peers give help to students with disabilities only when necessary, and that students with disabilities have opportunities to help their typically developing classmates. This prevents uneven relationships and allows students to see their classmates with disabilities as full, contributing members of the class.

Dr. Miller is the author of Everybody's Different, a sensitive and practical book that examines ways to become more at ease with the concept of disability, and Nobody's Perfect: Living and Growing with Children Who Have Special Needs, a straightforward, easy-to-read book guiding parents through the emotional impact of raising a child with a disability.