Running head: AUTOBIOGRAPHY OF DIS/ABILLITY
Autobiography of Dis/abillity
Student’s name:
Institutional affiliation:
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AUTOBIOGRAPHY OF DIS/ABILLITY
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Autobiography of Dis/ability
Part 1
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How do you understand disability? How do you understand ability?
I understand disability as the state of an individual to be challenged to accomplish a task
or activity based on their mental or physical body conditions, and environmental circumstances.
Disability is the state of an individual to have an impairment that is either mental or physical that
hampers their ability to accomplish a task or effective decision-making (Oliver, 2009). On the
other hand, ability is the state of an individual to have the both mental and physical capacity to
carry out a task or activity. It is worth noting that ability varies according to the level of skill and
some individuals might accomplish tasks faster and effectively as compared to others.
•
How do you think about your own body in relation to the ways that disability is
constructed in our society (i.e., different models of disability)?
Considering the ways that disability is constructed in the society based on the different
models of disability, I can strongly argue that I have an abled body. This is because I have both
physical as well as mental strength and ability to carry out everyday tasks and activities. I am a
fast learner of both physical as well as mental skills and count myself as a blessed individual. I
think I am talented in many areas in life and have ability to adapt to changes in circumstances.
As an example, I am a fast runner and participated severally in 100 meters sports race in my
elementary school. I have also participated several times in speed contests that have helped to
sharpen my critical thinking skills.
•
Do you see yourself as abled-bodied, as temporarily able-bodied, or as a person with a
disability?
After extensive reading and learning about disability, I can indicate that I am temporarily
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able-bodied. This is because I am still young and could become a victim of disability at any point
in life. The phrase “temporarily able-bodied” is used to denote that disability is predominantly an
acquired condition and anyone is susceptible to become a victim of disability (Mitra, 2018).
Individuals are prone to suffer disability in old age, a situation that one lacks control. Similarly,
accidents occur in the society on a daily basis and it is probable that one can become a victim of
an accident and suffer disability. As such, although I pray for good health and protection against
factors or elements that cause disability, there is need to note that disability can occur to anyone
at any time.
•
How have you experienced ableism, or privilege that protected you from experiencing
ableism?
Personally, I have not experienced ableism. I have enjoyed privilege throughout my life,
getting support from parents, teachers, peers, and others to achieve my dreams and ambitions. I
am confident that all things and positions I have pursued and failed in achieving was through fair
competition and not because of ableism. I have also managed to outdo many others through fair
competition in speed contests, 100 meters sprint, and many others. My physical fitness and
mental acuity have all along protected me from experiencing ableism and I am thankful to God
for all the gifts I have.
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How have your experiences in relation to dis/ability intersected with your other
identities?
My experience in relation to disability directly intersects with my other identities such as
being an athlete and a scholar. I think one’s experiences with disability is directly linked to their
other identities because presence of ability or lack thereof is the influencer of one’s other
identifies. Personally, I have managed to record high speeds as an athlete because I do not have
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an physical disability. Similarly, I have managed to become a scholar and teacher because I do
not have mental disability. As such, lack of disability enabled me to attain the other identities.
The same is true for the disabled individuals since their lack of ability is the primary cause of
their limitation to acquire other identities.
•
How has your understanding of your experiences been challenged, deepened and
otherwise further developed as a result of course content and readings?
My understanding and experiences of disability have been deepened through the course
content, which helped me to understand that disability is mainly caused by lack of inclusivity of
all individuals in society. I have understood that everyone was created wonderfully and with the
capability to survive provided they are given the required support, resources, and conducive
environment in which to thrive. The course content has also helped me to learn that the economic
model of disability is the most influential in making decisions when helping those regarded as
disabled (World Health Organization, 2011). Individuals that lack the ability to participate in the
economy by working can be termed as the most disadvantaged among the disabled individuals.
Such individuals require more care and attention, as well as extensive medical interventions to
recuperate.
Part 2
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How can your understanding of dis/ability inform you as an inclusive educator?
Consider inclusive education as a philosophy and the related ideas of multicultural and
social justice education.
My understanding of disability will definitely be a guide to me as an educator. I look
forward to utilize several teaching methods – lecture, role-play, directed discussion, problembased leaning and many others to guarantee that students have multiple means of learning. This
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would help those with any sort of impairment to adopt their preferred learning method and gain
equal opportunity in understanding course content. The use of multiple teaching methods for the
same course content is one of the best approaches for inclusivity in the classroom. This approach
ensures that students understand course content irrespective of their social, cultural, or economic
backgrounds. The use of this approach in teaching is also linked with social justice in education
since it helps students to understand course content based on their most appropriate teaching
method.
•
How will you create and maintain positive culture related to diversity within your
school and classroom?
In order to create a positive culture related to diversity in the school, there is need to
develop a code of conduct as it pertains to interaction with minority groups such as disabled,
African Americans, from other religions, among others. The code of conduct would set it clear
what constitutes a violation of diversity laws at the school and class when interacting with any of
the members of the minority groups. Offering punishment to those offending the minority groups
would help to maintain a positive culture that promotes and values diversity. There is also need
to educate students about disability, the concept of being temporarily able-bodied, and the need
to support and value those in the minority group (Mitra, 2018).
•
How can you limit and counter ableism and other forms of discrimination?
I will limit and counter ableism and discrimination by offering equal opportunity to
students. I will seek to prioritize the minority groups – disabled, African Americans, ethnic,
immigrants, and others in class activities, unless they are unable to perform the required task.
This approach is a means of boosting the motivation of the minorities to participate fully in class
activities. This approach would also help the majority group to know that they have competition
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from the minority groups in class. I will also counter ableism by offering students activities that
can be performed by all students to promote the spirit of inclusivity and thus eliminate ableism.
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How will you approach your role as an ally for students with disabilities?
In my role as an ally for students with disabilities, I look forward to forming strong
interpersonal links with them to become their close friend. This would then help me to
understand them better, discovering their abilities, their challenges, their concerns, and needs as
special students in class. I will also be a champion for the rights of disabled student’s protecting
them from bullies and all those mistreating them because of their disability. I will also create a
one on one session with disabled students to better understand their concerns and needs in the
class setting. This would help me to collect more information about their challenges and
motivations, which will be a major guide when handling them in class.
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References
World Health Organization. (2011). World report on disability. Geneva: World Health
Organization.
Mitra, S. (2018). Disability, health and human development. New York: Palgrave Macmillan.
Oliver, M. (2009). Understanding disability : from theory to practice. New York : Palgrave
Macmillan.

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