Friday, March 29, 2024 Text is available under the CC BY-SA 3.0 licence.

Jesse Ventura

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The best chance disabled students have for productive adult lives comes from being mainstreamed among other students. My daughter Jade is living proof of that. She has a disability, but we have made sure that she has gotten the same kind of exposure as other kids her age. There are a few exceptions; there are students whose special needs are such that mainstreaming won't work for them. But in the majority of cases, mainstreaming should be supported, encouraged, and facilitated for disabled students.

 
Jesse Ventura

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If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

 
Stephen Hawking
 

When students' language, culture and experience are ignored or excluded in classroom interactions, students are immediately starting from a disadvantage. Everything they have learned about life and the world up to this point is being dismissed as irrelevant to school learning; there are few points of connection to curriculum materials or instruction and so students are expected to learn in an experiential vacuum. Students' silence and nonparticipation under these conditions have frequently been interpreted as lack of academic ability or effort, and teachers’ interactions with students have reflected a pattern of low expectations which become self-fulfilling.

 
Jim Cummins
 

I started my Love Class as a result of the suicide of one of my most talented students. She showed no sign of her despair. Then one day she took her life. I had to ask, "What's the good of all our learning, knowing how to read and write and spell if no one ever teaches us the value of life, of our uniqueness, and personal dignity?" So I started my Love Class. I taught it free of salary and tuition just so students could have a forum to consider the truly essential things. I really didn't "teach" the class. I facilitated it — helping the students to discover their own magic.

 
Leo Buscaglia
 

"Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers."

 
Paulo Freire
 

Any large body of students stifles the student. No man can instruct more than half-a-dozen students at once.

 
Henry Adams
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