Blog Post #2 - Richard Wilkins

In a multi-dimensional society, one undergoes a litany of measures that contribute and influence, both positively and negatively, to one’s self-image. Consequently, proper social integration, especially amongst the exceptional, can play a crucial role in the development of one’s self-esteem, contribute to a reinforced foundation catalyzing constructive interpersonal relationships, and subsequently benefit academic performance resulting in greater success as the student transitions into various post-secondary environments. (Additionally, it is important to note the implementation of transition services is a contributing factor to the successful [1] integration into contemporary society, augmented productivity, and reductions in destructive behaviors (i.e., drugs, alcohol, and criminal activities). Therefore, a greater emphasis on transition would dramatically impact the social landscape of the United States.)

The National Association of Special Education Teachers published a piece entitled, Promoting Positive Social Interactions in an Inclusion Setting for Students with Learning Disabilities, and outlined several components to encourage a more harmonious society. Though it is not necessary to mention every aspect of the article, one should understand that effective communication is a key factor in facilitating a conducive academic environment while promoting a comprehensive social collective.

Effective communication is far more complicated than auditory dissertations, though. Its multi-faceted interpretations mean the dynamic nature of its use can be easily misconstrued. Therefore, as behaviors are essentially an act of emulation, educators must be cognizant of the myriad of impressions and temperaments they are portraying in order to personify the behaviors we expect the student to demonstrate.

Thus, as students weather the ongoing storm of development, proper guidance will act to calm the chaos while reshaping their reactionary responses. As a collective, integration of the populous will counteract many bigotries catalyzing societal difficulties and replace them with cohesive cooperation. Given that the entire society is a product of interpersonal relationships, the benefits of proper communication are enormous.

This leads us to The Principle of Normalization in Human Services (Jimenez and Graf, 2008, pg. 40). Developed in 1972, by Wolf Wolfsenberger, The Principle of Normalization in Human Services accents homogony amongst the populous by encouraging inclusion; therefore, diminishing the opportunity of prejudice amongst the population. In other words, through direct exposure to a disability, experience will assist the surrounding stigmas to evaporate. One particular use occurred with a student named Jason McElwain. Jason is a basketball player with autism at Greece Athena High School in Rochester, N.Y.. More specifically, he was the team’s manager until the coach decided to place him in a game. Jason excelled with a flurry of successful three-points attempts, and the support of his classmates. His story not only inspired a school, but countless others, as his story was retold over various media outlets. Jason’s coach modeled proper behavior that benefited not only Jason, but the entire social collective of Greece Athena High School.

If nothing else is gained from this information, one must grasp that students are a reflection of their surroundings. In some cases, their reflection illustrates a landscape that has been neglected through various extenuating circumstances. However, as educators we must remember that a reflection is just that—a reflection. Our goal must be to shape the actual individual, as that is the malleable organism.  By modeling the expectations of society, the student will be guided through the tribulations of their teens.

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