Hey, Teacher Wannabe, Leave Me Alone: PWDs are Not Perpetual Students

Hello readers,

Some people are so weird, and scary. They’re the kind of people that make me want to retreat to my room and spend the rest of my life working from home, watching Once Upon a Time, and scouting Amazon for 99 cent Kindle deals.

You might think I’m talking about ax murderers, serial rapists, and those people behind the “clown killings” of 2016. And yeah, in a way I am, but I have encountered much more innocuous-looking, yet scarier people. People like therapists and doctors who believed my life would finally be fulfilling if my walking were 10% better. People like teachers and administrators who equated being smart and expressing it with needing “behavioral remediation.” And recently, I encountered another type of scary person.

Last Tuesday’s episode of Dr. Phil featured a woman whose fiancé claimed she needed “wife lessons” before she could marry him. The man constantly said things like, “I need to teach you…you don’t know what it means for the house to be clean. It is not that hard to do things my way. You are lazy.”

Now, this woman did not have a disability, but the relationship between her and her fiancé scared me a bit, because I could definitely see a man being nice to me at first and then saying things like, “You are lazy. I do not want to be your caregiver. You need to be taught how to do things you ‘claim’ you can’t.”

And then I realized, why am I so scared of a man, a potential relationship partner, doing that based on disability, when it’s already been done to me by other people? More to the point, why is much of society unaware that we treat PWDs like perpetual students? Yes, we all learn something new every day. Nobody is past the point where they can learn. But there is a huge difference between learning because it’s what you’re expected to do, or learning for pleasure, and having someone treat you like a perpetual grade-schooler. I have seen this happen a lot. Middle- and high-schoolers with disabilities, who have strong social circles, are still told they need to work on social skills or learn to behave. Adults with disabilities are told they need to “learn how to work” before they can get a job. Or if they already have jobs, they are told they need to learn to do them one certain way; all other ways are wrong. I had this happen this week. After apparently asking for help one too many times, I received an email in which I was chastised for not working independently.

I say this whole construct is a bunch of baloney. Once again, the solution goes back to the Golden Rule. Think about how you, as a TAB person, would want to be treated. After working all day to clean your house, or putting effort into socializing when it’s hard, would you want to be told, “You didn’t do that correctly, nor can you. Is it so hard to do this the right way?” No, you would not. So why do we do it to people with disabilities, in the name of helping them learn? That’s not learning; that’s shoving your expectations and standards down another person’s throat.

The solution to this problem also involves common sense. Let’s go back to the email I received about working independently. After emailing back to express how I felt about that little dig, I’m still trying to figure out what it meant. No one person is fully independent. I don’t care if you can raise five kids, skydive, make a cheese soufflé, and cure the common cold in the same week. At some point you will still need help with something, and most work environments understand that. We treat PWDs as if having a job is some impossible goal, one that if they reach, they are supposed to handle completely by themselves. Otherwise, they are failures. We chastise PWDs for not having relationships and social lives, but out of the other sides of our mouths we say, “You can’t because you need to learn how.” Yet, the TAB population gets to ask for help. They get to be interdependent, to make mistakes, and to manage themselves, because they are able-bodied. They are somehow better and more skilled.

Say what?

And don’t even get me started on the fact that we tell PWDs they need to learn things, but never let them stop learning one thing and move on to the next. In the TAB world, you are expected to progress. You pass Spanish I, you move on to Spanish II. You learn how to make cupcakes from a mix, you are trusted to try a more complicated recipe. You master your letters in kindergarten, you move on to first grade, where you are taught how those letters produce words, words produce sentences, and sentences produce books. Yet PWDs are constantly stuck in a holding pattern based on the judgments of other people, who often do not see or care about their desires, efforts, or successes.

A lot of people, like that so-called fiancé from Dr. Phil, say they perpetually try to “teach” out of love. And yes, most people helping PWDs have good intentions. Yes, PWDs need to learn things like everybody else. The problem is, PWDs often feel like perpetual students–i.e., children–because that’s what they’ve been taught they are. Many PWDs in school don’t know what grades they are in, because they have been “educated” in self-contained environments where grades, age, and progress are not relevant. Adult PWDs are still being told they need to “learn to be adults,” when according to their ages, they have been adults for years. Maybe the problem is not learning, teaching, or a lack thereof. Maybe the problem is that we’re scared to see PWDs as adults, because once we do, we have to treat them as such. Treating someone as an adult often involves a level of trust we’re not all prepared to give, because we want control. Let me speak from experience: PWDs are some of the most controlled individuals in the world, and because of that, they often lead artificial lives. Yet the people claiming to help them or teach them are never satisfied; they pile on more goals, more standards, more control.

It’s good to learn and to be a student of the world around you, but eventually you have to get out of the classroom and apply what you know. I’d like to see PWDs given more chances to do that. When they get those chances, I’d like to hear less, “Well, uh, yeah, you did it, but not the right way. Let me teach you more.” I’d like to hear, “Nice work! You did great. You’re really talented at this; have you ever considered teaching others to do it?”



  1. This tends to be common for people with ASD ( particularly of the higher functioning end) or disabilities that affect social skills is that some of
    the teaching methods that are used are inflexible. You shouldn’t scream and yell in public but if you’re in danger,got hurt or if someone is acting aggressive to you then screaming is ok. And some social skills therapists tell 9 year old boys the best way to introduce yourself is to walk up to someone and say “it’s a pleasure to meat you” with a firm hand shake and proper eye contact. That is something you do when you’re an adult in a formal setting. But I don’t see many kids doing that on the play ground.

    another reason some high school or “college” life skills class teach the same things over and over again could be financial reasons.For example maybe that cooking class has students making cookies or cupcakes because any thing more “advanced would be too costly.

    1. Thanks Kitty:

      “You shouldn’t scream and yell in public but if you’re in danger,got hurt or if someone is acting aggressive to you then screaming is ok”

      Doesn’t that tell you right there why someone is screaming and yelling?

      They might be in danger, hurt or aggressed at all the time. [or a lot more than the person seeing this and telling them off is willing to admit or able to see]. So screaming might be a way to feel even.

      1. I probably should’ve come up with a better example, but what I was getting at was we need to have good manners but there need to use common sense because we can’t have rules for everything.

  2. I love both your insights. Unfortunately, when it comes to teaching persons with disabilities, the world seems to be run on double standards and double-talk. As Kitty pointed out, a lot of what we try to teach is also artificial (no, I have never seen a nine-year-old boy go up to another kid, shake hands, and say, “Nice to meet you.”)

    Yes, cupcakes and cookies are cost-effective; I spent many of my own cooking lessons learning to make them and other desserts. What disturbs me though, is that no one in the real world lives on desserts. They’re a good place to begin, but I’d like to see classes progressing away from them. If cost is a problem, I would suggest that schools fundraise specifically for those classes, and for real educational tools and opportunities for PWDs. Heaven knows we fundraise enough for the football team. Hmmm, I smell another post…

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