Issue link: http://educator.cta.org/i/1449741
P E O P L E W I T H D I S A B I L I T I E S represent the largest minority group in the United States (1 in 4 adults, or 61 million people, live with a disability). However, educators with disabilities are rarely a topic of discussion. With the constant emphasis in today's public discussion on diversity, equity and inclusion, it makes sense to recognize that one of the categories within this group is teachers with disabilities, who are entering the education field and doing their job as highly effective educators. Even though many peo- ple know someone with a disability, it may not occur to them that a teacher could have a disability. The social assumption is that all teachers are intelligent and nondis- abled . Yet that is not the case. All state-licensed teachers are required to pass exams to qualify for their state-is- sued credentials. It is not well-known that there are "test takers with dis- abilities" who qualify for and receive testing accommodations, including extra time, double-time, and a sep- arate room to minimize distractions during their Praxis or other state-required exams. Contrary to the belief that they couldn't possibly pass these grueling exams, they do pass and become highly qualified certificated teachers alongside their nondisabled peers. Educators with disabilities, in fact, often bring additional expertise to the job: empathy. ey understand all too well what students with disabilities, and students who struggle in school socially and with their studies are going through. ey are powerful role models, and can offer counsel and assis- tance through a personal lens. And these educators can offer other talents such as being particularly adept with technol- ogy, having used various programs or devices for years, and are able to more easily incorporate tech into their teaching. But what school district would hire a teacher with a dis- ability? Due to privacy laws such as HIPAA, no employer may examine or gain access to the health records of their employ- ees, including teacher applicants. It is against the law for any human resources department in any school district to probe, request or disclose the disability knowledge or status of a candidate. When a teacher with a disability applies for a job, they do not put their disability label on their résumé. ey list their qualifi- cations and their credentials. Furthermore, research show s that invi sible di sabili- ties, such as learning disabilities, ADHD (attention-deficit/hyperactivity disorder), Asperger's syndrome, and other disorders recognized on the autism spectrum, may be concealed during interviews. This does not necessarily include those with intellectual disabilities. Consequently, in recent years, certificated teacher candidates with disabili- ties have been hired for positions in the competitive areas of early childhood education and primary, secondary and higher education. To the surprise of many nondisabled educators, sometimes a disabled teacher candidate is more qualified and hired for the job instead of them. Although there have been policy initiatives to increase the "Educators with disabilities often bring additional expertise to the job: empathy. They understand all too well what students with disabilities and students who struggle in school are going through." The Value of Educators With Disabilities By Toby Tomlinson Baker 16 cta.org Spotlight Y O U R V O I C E