So, I'm really going to make an effort to write and post something here for the next month. It's a 31 day challenge that I've taken to strengthening and updating my online presence...dorky? Yes! Necessary? Yes! Will it help me think through some issues and keep focused on my scholarship? Yes! So, what do I have to lose? A few minutes a day?
The first challenge is an attempt to define the focus of this blog. Although I know the title indicates that the blog is focused on Disability Studies at UI, I'm not so sure that's what I want it to be...so, I'm going to try this elevator pitch method to define my focus.
So, here's my rough draft: "Disability Studies at the University of Idaho provides thought-provoking content and ideas on creating inclusive communities for scholars and everyday people...because inclusion means everyone!"
What do you think? Too cheesy? Too short? Too broad? Feedback is much appreciated!
Monday, September 7, 2009
Thursday, June 18, 2009
More Thoughts on Inclusion
As I was writing today I was feeling unusually blocked in my progress and was having difficulty summarizing some key ideas I've been working with. After some reading and pondering I hammered out this little gem about the "site" of school reform:
What we need to address is how we prepare school administrators and teachers to change the system from within. Too often our teacher and administrator preparation programs merely reflect the current realities of "schooling" in America, and by focusing on those realities they inadvertently replicate them. We need a new model of personnel preparation that develops teachers and leaders who are skilled at bringing the community, culture, and context into the classroom; thereby acknowledging the interdependence and, paradoxically, the individuality of the students. Schools should not be "liminal spaces" suspended between hegemonic values and individual students' cultural identities. We need teachers and administrators who can create spaces that value students' "place" in the world while also giving them the tools to navigate and, if possible, recreate the hegemonic ideals that promote exclusion and cultural homogeneity.
It's still pretty rough, but I think it gets the idea across...your thoughts?
What we need to address is how we prepare school administrators and teachers to change the system from within. Too often our teacher and administrator preparation programs merely reflect the current realities of "schooling" in America, and by focusing on those realities they inadvertently replicate them. We need a new model of personnel preparation that develops teachers and leaders who are skilled at bringing the community, culture, and context into the classroom; thereby acknowledging the interdependence and, paradoxically, the individuality of the students. Schools should not be "liminal spaces" suspended between hegemonic values and individual students' cultural identities. We need teachers and administrators who can create spaces that value students' "place" in the world while also giving them the tools to navigate and, if possible, recreate the hegemonic ideals that promote exclusion and cultural homogeneity.
It's still pretty rough, but I think it gets the idea across...your thoughts?
Tuesday, April 14, 2009
My Comments on Inclusion as a Discussant in Today's Session on Creating Inclusive Schools
I had the opportunity to be a Discussant in an AERA session on creating inclusive schools this afternoon. I really enjoyed reading the 4 papers and then trying to tie them together; they were disparate and engaging. I thought that some of you might enjoy my thoughts on these issues too, so I'm providing them here:
“Inclusion, much more than integration or mainstreaming, is embedded in a range of contexts—political and social, as well as psychological and educational—in noting that inclusive education is more that simply “integration”, it is important to stress that inclusive education is really about extending the comprehensive ideal in education. …[we should be] less concerned with children’s supposed ‘special needs’ and more concerned with developing an educational system in which equity is striven for and diversity is welcomed.” (Thomas & O’Hanlon, 2004). Certainly all the papers in this session agree on this point. Thankfully we’re all talking about changes within the system, which would seem to indicate that the various student populations discussed in these papers have been “integrated”—meaning that there is some level of acceptance of “these students” within the current educational context—but I think we can all agree that we are still some ways away from genuine “inclusion”…and so the question becomes how do we take the narratives, data, and insights from the research presented today to guide us in reaching that next level?
One of the major challenges to inclusive schooling is that we have an educational system that is based upon an acultural, technocratic ideal that has evolved minimally since the industrial revolution…certainly the facades have changed but the underlying structure and ethos have remained largely the same…rooted within hegemonic Western ideals of progress, homogeneity, and technical rationality…ideas that do not mesh well with diverse cultures, learners, families, or communities.
Schooling as a neutral, “acultural” and “apolitical” phenomenon is a fallacy and destructive to inclusive teaching…students whose individual identitied are suspended in a liminal political or legal space cannot possibly contextualize their learning on their own…because is many cases there is no context…schools need to create the context for learning…not deny it…
Sometimes the only way to get the hegemonic technocracy to acknowledge diversity and personal needs is to “resist” as pointed out by Kathleen Kosobud…now this is not sabotage of the educational process…it is constructive resistance that pushes the system outside of its tendency to homogenize, if just momentarily. Resistance in the form of narrative is certainly one means of making change, but as we see in Kathleen’s work, and as I’ve seen in my own work, parents, students, and advocates occasionally have to throw themselves upon the gears of the machine to get it to stop and acknowledge their individuality…and it is in this inability of the system to see the individual that a lo
Within the realm of research we deal with an interesting phenomenon with regards to this type of research. We study and advocate for inclusion and yet through the process of our study and advocacy we frequently end up highlighting the differences that are cited as the basis for segregation and marginalization in the first place. In the case of SNO’s and paraprofessionals, they play a valuable and irreplaceable in the CURRENT system, and yet the need for this particular role in schools is indicative of a much broader systemic issue for which the paraprofessional is just a band-aid. They help marginalized students navigate the system that marginalized them in the first place, calling attention to the students who need their help in the first place and thereby creating an additional social perception that the student is different and outside of the “normal” classroom community. “Integration” cannot be accomplished while simultaneously calling attention to difference. This is an extremely difficult balance to strike in the U.S., and an even more daunting task in Asia. Having worked in Taiwan with people with disabilities for several years I understand the stigma and overwhelming social barriers that families and individuals with disabilities face when trying to achieve some semblance of a normal life. As paraprofessionals in Singapore I can completely understand the struggle to identify oneself between competing political and social demands…one to maintain, the other to disrupt.
We are clearly all seeing educational systems that have an tremendous amount of institutional inertia behind them; the educational systems have incestuously reproduced professionals and administrators who, either knowingly or unknowingly, are trained to help the system maintain status quo, and the status quo that our systems maintain, as pointed out earlier is based upon an outdated and hegemonic ideal that is inscribed within the classroom, the school, and the entire educational industry. The school is too often removed from the day-to-day cultural existence of the students…so the culture of the students’ homes, neighborhoods, and communities need to be brought more into the school. I certainly think that the historic review of the James Adams Community Schools certainly has a lot to commend for future educational thought. Just as we are seeing an explosion in the locovore and organic gardening movements as local action-based remedies for global warming, so too do I think we need to look at a “back-to-basics”, community-centered approach to address global learning in local contexts.
Inclusion doesn’t just happen in the school…inclusion is a holistic construct that must also encompass community. Several years ago while I was helping develop a self-advocacy skills curriculum for students with disabilities in Alaska, I had the opportunity to visit a remote school in Interior Alaska that served a community of Yupik Eskimos on the vast alluvial plains of the Yukon River. Having worked with students with disabilities for 7 years prior, I had very clear expectations for how the students with disabilities would be treated at this school. In most schools that I had been in, students with disabilities were segregated; formally by attending separate “special” classes, and informally in social situations by their peers were uncomfortable around a student who was “different”.
Theoretical Framework:
“Inclusion, much more than integration or mainstreaming, is embedded in a range of contexts—political and social, as well as psychological and educational—in noting that inclusive education is more that simply “integration”, it is important to stress that inclusive education is really about extending the comprehensive ideal in education. …[we should be] less concerned with children’s supposed ‘special needs’ and more concerned with developing an educational system in which equity is striven for and diversity is welcomed.” (Thomas & O’Hanlon, 2004). Certainly all the papers in this session agree on this point. Thankfully we’re all talking about changes within the system, which would seem to indicate that the various student populations discussed in these papers have been “integrated”—meaning that there is some level of acceptance of “these students” within the current educational context—but I think we can all agree that we are still some ways away from genuine “inclusion”…and so the question becomes how do we take the narratives, data, and insights from the research presented today to guide us in reaching that next level?
One of the major challenges to inclusive schooling is that we have an educational system that is based upon an acultural, technocratic ideal that has evolved minimally since the industrial revolution…certainly the facades have changed but the underlying structure and ethos have remained largely the same…rooted within hegemonic Western ideals of progress, homogeneity, and technical rationality…ideas that do not mesh well with diverse cultures, learners, families, or communities.
Schooling as a neutral, “acultural” and “apolitical” phenomenon is a fallacy and destructive to inclusive teaching…students whose individual identitied are suspended in a liminal political or legal space cannot possibly contextualize their learning on their own…because is many cases there is no context…schools need to create the context for learning…not deny it…
Sometimes the only way to get the hegemonic technocracy to acknowledge diversity and personal needs is to “resist” as pointed out by Kathleen Kosobud…now this is not sabotage of the educational process…it is constructive resistance that pushes the system outside of its tendency to homogenize, if just momentarily. Resistance in the form of narrative is certainly one means of making change, but as we see in Kathleen’s work, and as I’ve seen in my own work, parents, students, and advocates occasionally have to throw themselves upon the gears of the machine to get it to stop and acknowledge their individuality…and it is in this inability of the system to see the individual that a lo
Within the realm of research we deal with an interesting phenomenon with regards to this type of research. We study and advocate for inclusion and yet through the process of our study and advocacy we frequently end up highlighting the differences that are cited as the basis for segregation and marginalization in the first place. In the case of SNO’s and paraprofessionals, they play a valuable and irreplaceable in the CURRENT system, and yet the need for this particular role in schools is indicative of a much broader systemic issue for which the paraprofessional is just a band-aid. They help marginalized students navigate the system that marginalized them in the first place, calling attention to the students who need their help in the first place and thereby creating an additional social perception that the student is different and outside of the “normal” classroom community. “Integration” cannot be accomplished while simultaneously calling attention to difference. This is an extremely difficult balance to strike in the U.S., and an even more daunting task in Asia. Having worked in Taiwan with people with disabilities for several years I understand the stigma and overwhelming social barriers that families and individuals with disabilities face when trying to achieve some semblance of a normal life. As paraprofessionals in Singapore I can completely understand the struggle to identify oneself between competing political and social demands…one to maintain, the other to disrupt.
We are clearly all seeing educational systems that have an tremendous amount of institutional inertia behind them; the educational systems have incestuously reproduced professionals and administrators who, either knowingly or unknowingly, are trained to help the system maintain status quo, and the status quo that our systems maintain, as pointed out earlier is based upon an outdated and hegemonic ideal that is inscribed within the classroom, the school, and the entire educational industry. The school is too often removed from the day-to-day cultural existence of the students…so the culture of the students’ homes, neighborhoods, and communities need to be brought more into the school. I certainly think that the historic review of the James Adams Community Schools certainly has a lot to commend for future educational thought. Just as we are seeing an explosion in the locovore and organic gardening movements as local action-based remedies for global warming, so too do I think we need to look at a “back-to-basics”, community-centered approach to address global learning in local contexts.
Inclusion doesn’t just happen in the school…inclusion is a holistic construct that must also encompass community. Several years ago while I was helping develop a self-advocacy skills curriculum for students with disabilities in Alaska, I had the opportunity to visit a remote school in Interior Alaska that served a community of Yupik Eskimos on the vast alluvial plains of the Yukon River. Having worked with students with disabilities for 7 years prior, I had very clear expectations for how the students with disabilities would be treated at this school. In most schools that I had been in, students with disabilities were segregated; formally by attending separate “special” classes, and informally in social situations by their peers were uncomfortable around a student who was “different”.
As I spent time in this particular rural school I noticed that the students with disabilities were not viewed as separate by their peers and were not taught in segregated classrooms. They were hanging out with friends, eating lunch together, and walking to and from school together. On the surface, it appeared that for all intents and purposes the students with disabilities in this school were not viewed as “different” or “disabled” by their peers.
After school let out for the day, I found an opportunity to briefly talk with a group of boys leaving the school. I said to the group: “I noticed that you guys have a few friends who are different, do you hang out with them when you are at home too?” The boys looked at me quizzically, and I queried them more directly: “Why do you hang out with the kids with disabilities?” The boys thought about that for a brief second and then the eldest one of the group looked me straight in the eyes, an uncommon and confrontational gesture in Yupik culture, and said: “Because they’re one of us.” In this one statement lies the “esprit de corps” discussed by Christine and Travis, but it is much more…it embodies an ethic of interdependence that doesn’t see diversity or difference as threatening but vital to the cultural richness of the local community…it sees the success of the classroom, school, and community as hinging upon the success of its individuals and vice versa...
Saturday, April 11, 2009
Some late night thoughts on Inclusion
So, I've been sitting here working on writing more about the Inclusion in Idaho study I completed in the fall. As I write about inclusion and look at all the barriers identified by teachers, administrators, and parents, I can't help but get a little depressed about the possibilities for the future. The more I think about the patterns I'm finding the more I can see that the segregatory (discriminatory) practices in schools is not really an individual choice by teachers or administrators. Almost all of the participants in the study seem to locate the root of the problem outside of themselves...which can mean one of two things: either they are in denial and don't want to accept responsibility for educating students with disabilities, OR the root of segregation in special education is inherent in the system. If the latter is true then it seems to me that the only way to counter it is to scrap the current system and reconstruct it from the ground up.
It is quite evident to me that this may be the only way to make further progress towards full inclusion for all students with disabilities. The segregation we see in schools is echoed in our colleges of education where we segregate regular and special education teacher candidates, to our schools, to our communities, and so on. Of course there are those who say we can achieve more inclusion through more inclusive education, but the attitudinal and practical barriers to that dream are formidable and may be unassailable.
So, I've wondered about the possiblity of developing a model inclusive school that operates outside of the realm of federal and state funding and education policy. What if we could make a private school that showed how inclusion could work...without the constraints of government funding, testing, and paperwork I think it could work...I don't know. Just a thought I've been playing with this week that I thought I'd share. What are your thoughts?
It is quite evident to me that this may be the only way to make further progress towards full inclusion for all students with disabilities. The segregation we see in schools is echoed in our colleges of education where we segregate regular and special education teacher candidates, to our schools, to our communities, and so on. Of course there are those who say we can achieve more inclusion through more inclusive education, but the attitudinal and practical barriers to that dream are formidable and may be unassailable.
So, I've wondered about the possiblity of developing a model inclusive school that operates outside of the realm of federal and state funding and education policy. What if we could make a private school that showed how inclusion could work...without the constraints of government funding, testing, and paperwork I think it could work...I don't know. Just a thought I've been playing with this week that I thought I'd share. What are your thoughts?
Tuesday, January 20, 2009
How Do I Answer my Daughter?
This morning I kept my kids home from school for a few hours to watch the inauguration of President Obama. My 8 year old sat there in rapt attention, although my 6 year old and 3 year old were a little less enamored of all the talking and the slow pace. Nevertheless, it was a momentous occasion that I hope my kids will remember in years to come.
As we sat there, my oldest daughter, climbed on my lap and asked me: "Now that Barack Obama is President, will he end the wars out country is in?" My initial response was: "I hope so...he said he would". But that answer isn't very satisfactory is it?
I've thought a lot about it this afternoon, and I sit here with a tremendous amount of trepidation over the next four years. Will President Obama be able to overpower the hegemonic political machine that runs our country? Will he stand up to the powers that be? Will he attempt to mend our image in the world by ceasing aggression and promoting policies of peace? Will he follow through on his promises to fix the broken system of public education, to make healthcare affordable and available to all, to fight poverty here in the U.S. and abroad? I don't know...but I have hope...I hope that in a year or so I can say to my daughter that Barack Obama ended the war in Iraq and Afghanistan...but all I have now is hope and as I sit here with my thoughts I have returned to one of the most important speeches ever delivered on American soil, Dr. King's "Why I Oppose the War in Vietnam" speech delivered on April 4, 1966, one year to the day before he was assassinated in Memphis.
So with my thoughts on the events of the day, and with a bright hope for the future, I am posting the audio for this amazing speech here in the hopes that you, and perhaps President Obama, will listen to it and take its message to heart.
Streaming: http://www.wrybread.com/misc/vietnam/vietnam.m3u
Download: http://www.wrybread.com/misc/vietnam/martin_luther_king_on_vietnam.mp3
Peace, Love, and Good Happiness Stuff.
As we sat there, my oldest daughter, climbed on my lap and asked me: "Now that Barack Obama is President, will he end the wars out country is in?" My initial response was: "I hope so...he said he would". But that answer isn't very satisfactory is it?
I've thought a lot about it this afternoon, and I sit here with a tremendous amount of trepidation over the next four years. Will President Obama be able to overpower the hegemonic political machine that runs our country? Will he stand up to the powers that be? Will he attempt to mend our image in the world by ceasing aggression and promoting policies of peace? Will he follow through on his promises to fix the broken system of public education, to make healthcare affordable and available to all, to fight poverty here in the U.S. and abroad? I don't know...but I have hope...I hope that in a year or so I can say to my daughter that Barack Obama ended the war in Iraq and Afghanistan...but all I have now is hope and as I sit here with my thoughts I have returned to one of the most important speeches ever delivered on American soil, Dr. King's "Why I Oppose the War in Vietnam" speech delivered on April 4, 1966, one year to the day before he was assassinated in Memphis.
So with my thoughts on the events of the day, and with a bright hope for the future, I am posting the audio for this amazing speech here in the hopes that you, and perhaps President Obama, will listen to it and take its message to heart.
Streaming: http://www.wrybread.com/misc/vietnam/vietnam.m3u
Download: http://www.wrybread.com/misc/vietnam/martin_luther_king_on_vietnam.mp3
Peace, Love, and Good Happiness Stuff.
Saturday, December 20, 2008
Something Out of the Ordinary...Some Poetry I'm Working On
Although I don't normally post my creative writing work here, I thought in the interest of diversity and keeping things interesting that I might post a couple of the poems I am/have been working on. These don't explicitly deal with disability, except for one that deals with my daughter's asthma and my struggles with interpreting and trying to accept her struggles. It has some religious overtones...with my final interpretation leading me in the direction of Ivan Karamazov's protest atheism...but that's a topic for another time. So read these and let me know your thoughts...I'm trying to get them cleaned up for submission to be published, but just don't know where else to take them. Perhaps that's one of the pitfalls of being a part-time amateur poet...not enough time to really get good.
First Daughter
This unearthly bundle I carry
In my arms at dawn, tips reaching eyes,
Sleep flushed cheeks and nonsense
Mouth towards me asking,
Between words, my blessing
upon the spreading day.
Mornings spent walking
Through the little world we knew
Her eyes grasping every bright thing
Through the cool shade
of sycamores along the millstream,
then into the open streets
lined by spruce, maple, and heirloom
apple trees that reach out to us
through weathered fences, heavy with fruit.
Later we rest, under a massive
Scotch Pine in a mosaic of fragmented
sunlight. I lay her down by my side,
on the green lawn watching redpolls
and nuthatches Flit from feeder to branch;
her eyes filled with the energy
of such curious things, open to what I
have forgotten to see.
Together, by turns we simply smile; rolling
Her laughing face to me I cannot help but
Sweep her up onto my shoulder;
her unbearable lightness displacing
Worldly chips also of my design.
Flight
Coyote’s sharp call over the dark hill,
In the neighboring farmer’s green wheat field
Breathes wildness back into the rolling hum
Of late-night trucks on highway ninety-one.
Squinting past the night I can make out
Upturned muzzle of creator cousin:
Faint wisps of canine breath drift into dark
Sky dappled with appaloosa star marks
Thickening in lighter clusters along
The spine of the heavens arching above.
My head remembers the imminent dawn;
I slip on my shoes, cross the damp, soft lawn
Looking for the tracks coyote has left
In the damp clay of the winter wheat field.
I will follow them to his daytime den
Where we will hide together from the
Responsible tomorrow sky
Isabelle’s Test
In the beginning it became necessary
To parcel out the leftover suffering
Upon a random sample of children.
To ensure that (if) Christ’s suffering
Was too short-sighted; Insufficient
Compensation for all Of our sins,
Misdeeds, and evil, then just in case,
There would be an ongoing second
Atonement through the calculated
Mathematical asphyxiation of
asthmatic children.
First Daughter
This unearthly bundle I carry
In my arms at dawn, tips reaching eyes,
Sleep flushed cheeks and nonsense
Mouth towards me asking,
Between words, my blessing
upon the spreading day.
Mornings spent walking
Through the little world we knew
Her eyes grasping every bright thing
Through the cool shade
of sycamores along the millstream,
then into the open streets
lined by spruce, maple, and heirloom
apple trees that reach out to us
through weathered fences, heavy with fruit.
Later we rest, under a massive
Scotch Pine in a mosaic of fragmented
sunlight. I lay her down by my side,
on the green lawn watching redpolls
and nuthatches Flit from feeder to branch;
her eyes filled with the energy
of such curious things, open to what I
have forgotten to see.
Together, by turns we simply smile; rolling
Her laughing face to me I cannot help but
Sweep her up onto my shoulder;
her unbearable lightness displacing
Worldly chips also of my design.
Flight
Coyote’s sharp call over the dark hill,
In the neighboring farmer’s green wheat field
Breathes wildness back into the rolling hum
Of late-night trucks on highway ninety-one.
Squinting past the night I can make out
Upturned muzzle of creator cousin:
Faint wisps of canine breath drift into dark
Sky dappled with appaloosa star marks
Thickening in lighter clusters along
The spine of the heavens arching above.
My head remembers the imminent dawn;
I slip on my shoes, cross the damp, soft lawn
Looking for the tracks coyote has left
In the damp clay of the winter wheat field.
I will follow them to his daytime den
Where we will hide together from the
Responsible tomorrow sky
Isabelle’s Test
In the beginning it became necessary
To parcel out the leftover suffering
Upon a random sample of children.
To ensure that (if) Christ’s suffering
Was too short-sighted; Insufficient
Compensation for all Of our sins,
Misdeeds, and evil, then just in case,
There would be an ongoing second
Atonement through the calculated
Mathematical asphyxiation of
asthmatic children.
Tuesday, December 16, 2008
Tying Sustainability to Disability: Our Latest Project
New Moscow Garden Offers Hope
Dec. 10, 2008
Written by Cheryl Dudley
MOSCOW, Idaho – A new garden designed specifically to accommodate wheelchairs, individuals with disabilities and other community members who need an accessible plot for gardening will add a new dimension to the Moscow Community Garden.
The University of Idaho's Center on Disabilities and Human Development, in partnership with the Palouse-Clearwater Environmental Institute, received a $1,500 Sustainable Idaho Initiative grant to expand the capacity of the Moscow garden.
Named Hope Community Garden, the project will include nine raised beds with attached seats for ease in bending, resting and planting, and compact gravel pathways and two planting tables to accommodate wheelchairs. One of the nine raised beds will be set aside as a community plot to allow gardeners to grow and donate produce to Backyard Harvest, an organization that facilitates the delivery of excess garden produce to local food banks.
“There are many day to day activities that persons without disabilities take for granted... one of those is gardening,” said College of Education faculty Matt Wappett, principle investigator for the project. “In Moscow there is an especially active and vital part of the community that revolves around agriculture and gardening, and yet gardening in all its simplicity can be an activity that is wholly inaccessible to a person with disabilities or even elderly individuals.”
“Having accessible plots in the community garden will provide us with more than fruits and vegetables,” said Jennifer Magelky-Seiler, Hope Garden supporter. “It provides us with the opportunity to be a part of our community in a way that we currently do not have. Living in an apartment, we, like many people, do not have outdoor space in which we can plant a garden.”
Volunteers from the community and university are needed to complete the project. PCEI will oversee the legwork and construction elements of the project, while University of Idaho students will provide the majority of the work this coming spring.
Local outreach experiences allow students opportunities to be active participants in learning and to give back to their community. The Hope Garden project will educate students in the environment, sustainable efforts, individuals with disabilities and community advocacy. In addition, the project will improve the quality of life for gardeners by providing opportunities for social interaction, encouragement of self-reliance, provision of healthy green space, and opportunities for therapy, exercise and recreation.
Hope Community Garden will be a model for future University of Idaho collaborations with community partners. Although the focus of the grant will be on sustainability, the process of working together highlights the importance of building relationships, determining mutually beneficial outcomes and establishing common goals.
“Thankfully, we live in a community with a strong support infrastructure for this type of project and we look forward to working with PCEI, the Cooperative Extension and other community partners to see this through to completion,” said Wappett.
The College of Education will match 25 percent of the grant award, and CDHD is looking for additional funding through local sources. The project is scheduled to be completed June 2009.
“The new accessible garden will provide us with the opportunity to mix with members of our community, to share gardening insights and show the community that people with disabilities enjoy doing many of the same activities that they do, ” said Magelky-Seiler.
“Just because somebody has a disability, doesn't mean that they can't play a part in sustainability; that is a key element to this project,” said Wappett. “We not only want people to feel valued and included, but we also want to make sure that people with disabilities who are concerned about sustainability and the origin of their food have an opportunity to make a difference, just like anyone else would.”
The Center on Disabilities and Human Development within the College of Education is one of a 67-member university network of centers serving individuals with disabilities and their families. CDHD functions as a bridge between the university and the community, bringing together the resources of both to achieve change. In addition, CDHD trains and educates the next generation of leaders in disability-related issues, creating meaningful change that advances policy and practices, and disseminates research based information that will benefit our communities.
Palouse Clearwater Environmental Institute is a respected organization that provides community service opportunities for individuals who have a developmental disability and youth at risk, working with private landowners to restore streams, rivers and wetlands, while expanding students’ minds to scientific concepts and the importance of maintaining a sustainable world. In addition, PCEI has a strong interest in promoting the inclusion of all community members in the experience of growing and harvesting their own food.
Dec. 10, 2008
Written by Cheryl Dudley
MOSCOW, Idaho – A new garden designed specifically to accommodate wheelchairs, individuals with disabilities and other community members who need an accessible plot for gardening will add a new dimension to the Moscow Community Garden.
The University of Idaho's Center on Disabilities and Human Development, in partnership with the Palouse-Clearwater Environmental Institute, received a $1,500 Sustainable Idaho Initiative grant to expand the capacity of the Moscow garden.
Named Hope Community Garden, the project will include nine raised beds with attached seats for ease in bending, resting and planting, and compact gravel pathways and two planting tables to accommodate wheelchairs. One of the nine raised beds will be set aside as a community plot to allow gardeners to grow and donate produce to Backyard Harvest, an organization that facilitates the delivery of excess garden produce to local food banks.
“There are many day to day activities that persons without disabilities take for granted... one of those is gardening,” said College of Education faculty Matt Wappett, principle investigator for the project. “In Moscow there is an especially active and vital part of the community that revolves around agriculture and gardening, and yet gardening in all its simplicity can be an activity that is wholly inaccessible to a person with disabilities or even elderly individuals.”
“Having accessible plots in the community garden will provide us with more than fruits and vegetables,” said Jennifer Magelky-Seiler, Hope Garden supporter. “It provides us with the opportunity to be a part of our community in a way that we currently do not have. Living in an apartment, we, like many people, do not have outdoor space in which we can plant a garden.”
Volunteers from the community and university are needed to complete the project. PCEI will oversee the legwork and construction elements of the project, while University of Idaho students will provide the majority of the work this coming spring.
Local outreach experiences allow students opportunities to be active participants in learning and to give back to their community. The Hope Garden project will educate students in the environment, sustainable efforts, individuals with disabilities and community advocacy. In addition, the project will improve the quality of life for gardeners by providing opportunities for social interaction, encouragement of self-reliance, provision of healthy green space, and opportunities for therapy, exercise and recreation.
Hope Community Garden will be a model for future University of Idaho collaborations with community partners. Although the focus of the grant will be on sustainability, the process of working together highlights the importance of building relationships, determining mutually beneficial outcomes and establishing common goals.
“Thankfully, we live in a community with a strong support infrastructure for this type of project and we look forward to working with PCEI, the Cooperative Extension and other community partners to see this through to completion,” said Wappett.
The College of Education will match 25 percent of the grant award, and CDHD is looking for additional funding through local sources. The project is scheduled to be completed June 2009.
“The new accessible garden will provide us with the opportunity to mix with members of our community, to share gardening insights and show the community that people with disabilities enjoy doing many of the same activities that they do, ” said Magelky-Seiler.
“Just because somebody has a disability, doesn't mean that they can't play a part in sustainability; that is a key element to this project,” said Wappett. “We not only want people to feel valued and included, but we also want to make sure that people with disabilities who are concerned about sustainability and the origin of their food have an opportunity to make a difference, just like anyone else would.”
The Center on Disabilities and Human Development within the College of Education is one of a 67-member university network of centers serving individuals with disabilities and their families. CDHD functions as a bridge between the university and the community, bringing together the resources of both to achieve change. In addition, CDHD trains and educates the next generation of leaders in disability-related issues, creating meaningful change that advances policy and practices, and disseminates research based information that will benefit our communities.
Palouse Clearwater Environmental Institute is a respected organization that provides community service opportunities for individuals who have a developmental disability and youth at risk, working with private landowners to restore streams, rivers and wetlands, while expanding students’ minds to scientific concepts and the importance of maintaining a sustainable world. In addition, PCEI has a strong interest in promoting the inclusion of all community members in the experience of growing and harvesting their own food.
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