Citizenship in School: Reconceptualizing Down Syndrome
I typing some things that I highlighted in the article to talk about
This article give a few observations on students who were in schools and segregated due to the fact that they were diagnosed with Down Syndrome. It reflects on trying to "erase those negative attitudes" and the "people who judge"
Freire asks "if I always project ignorance onto others and never perceive my own? How can I dialue if I regard myself as a case apart from theirs ?" We need to see people as they are and realize that they are different in their minds, but not different in their bodies. The article explains that success in life requires and ability to form relationships with others who make up the web of community. But we have certain levels of control as to who we meet and interact with. This is true. We tend to ignore others who are not like us or do not fit our molds.
A belief in One's ability to think- Schools have traditionally taken a narrow position when defining and judging student intellect.
Though Bogdan and Taylor focused on relationships outside of school, these dimension appear to be critical to establishing a recognition of citizenship for students with Down syndrome in schools.
Acceptance is the aim when children with Down syndrome join their non disable peers in classrooms and many schools are individual teachers have entered into this effort, which seeks and finds community value in all children. -Citizenship in schools for Down Syndrome is very important because it not only helps those students, but gives an acceptance to others by building relationships with those children with DS
Shoshone school is a parent fun school with a deep organizational commitment to educating children from birth to 6 as full citizens of the community. It talks about Isacc who had sever dilemmas with fine motor tasks. The school does not set the kids up to fail, it gives them an acceptance and opportunity for individual participation in groups. Isaac help create a play "where the wild things are" due to his parent involvement with reading. Shayne is an awesome teacher. She sets up individual goals for each child.
Teaching Mathematics - 1 logical mathematical thinking 2 linguistic capacities 3 a spatial-representation of intelligence 4 musical intelligence 5 kinesthetic intelligence 6interpersonal intelligence 7 interpersonal intelligence
Gardner suggest that there are probably 10,000 possibilities to be added to the ist
although he acknowledged that our ability to understand and act in the world certainly has biligical underpinnings
Believiing in a child's mind: Shayne Robins at Shoshone school did not engage in extended discussion of Garneer or Vygotsy, she intuitively reject this not that on conformity to the academic nor mean a student inherently acted intelligence or was intrinsically burdensome.
I noted that "Teachers who valued their children as citizens recognized each students individuality as Shayne Robbine noted when describing her three students with down syndrome.
constructive educator directly reflects Vygotsky's sense of higher mental functions emerging through an individuals connection to the community.
The role of the teacher is to foster and guide the children's efforts and to create a reflective dimension to schooling that allows children to critically consider and interpret the meaning of their contribution to the transformation of community.
Concluding: Education all children together configures the representation of down syndrome from burden toward citizenship.
School citizenship rejects the idea of a gap between normality and down syndrome.

Note: Many student with disabilities were isolated in school and classes. Advocates for student with disabilities reasoned that if segregating students based on race were unconstitutional then segregating students with disabilities could also be challenged. I found that before the civil rights movement many students with disabilities were isolated and sometimes denied opportunity to attend their local public schools. This does not happened today due to the enactment of Public Law 94-142 in 1975, the Education for All Handicapped Children Act, was a major victory.