Professional Resource: Diversity and Visual Impairments

Milian , Madeline, and Jane Erin. Diversity and Visual Impairments: The Influences of Race, Gender, Religion, and Ethnicity on the Individual. New York: AFB Press, 2001.

For my professional resource I read the first chapter out of a book entitled Diversity and Visual Impairments: The Influences of Race, Gender, Religion, and Ethnicity on the Individual. This book was edited by Madeline Milian and Jane Erin. Part One includes the two chapters that pertain to my topic of visual impairments; 1) Individual and Societal Responses to Diversity and Visual Impairment by Jane N. Erin, 2) Multiple Dimensions of Identity with Visual Impairments by Madeline Milian. Chapter two was read but not commented on due to its length.

“The greater number of uncommon characteristics a person has, the less likely the person is to be discriminated against on the basis of any one of them.” -Milian and Erin p. 24

As the opening line of the forward states, “Education in the United States today is characterized by national, state, and local reforms aimed at improving outcomes for all students” (Milian and Erin ix) it is a common goal in our society to promote success for each student. Recently, it has become increasingly more important for educators to include students with disabilities in the classroom which means having an understanding about those students with additional and sometimes challenging needs is vital. As the article points out, those who fit into the category of special needs must enter the same world after graduation as the rest of the student body, which means everyone will face the same realities and struggles. Unfortunately, there is still a large gap between “outcomes for individuals with special needs (such as students with disabilities, those from low-income backgrounds, students of color, and students for whom English is not their first language) the middle-class majority” (Milian and Erin ix).

These authors recognize the fact that many educators and policymakers have basically been overlooking the fact that diversity in the U.S. is on the rise. Many times leaders look to literature for direction – in this case we need to answer the question “how to best serve multicultural population with special needs” (Milian and Erin ix). Unfortunately we are looking for an answer to a multicultural issue from sources that are predominately focused on the majority which is in fact not applicable to this situation. As Milian and Erin state, “literature is virtually silent on the topic of diversity and visual impairment” (Milian and Erin x). The authors are successful in addressing topics that are commonly skimmed over, if discussed at all. This book presents the idea of how different aspect of the individual’s identity will impact his or her life. That is, while someone is a minority in one aspect, they may also have a disability that will cause further struggles or hardships. One of the most important messages that this books sends is very simple, “A visual impairment does not define the individual” (Milian and Erin x). If the society as a whole could learn to view people’s abilities and interests as more important than their disability than those with visual impairments would be able to better contribute to their communities. In order to create a positive image of those with visual impairments, Milian and Erin suggest that those who identify as visually impaired should increase their participation in “education, labor, and community service activities” (Milian and Erin x).

Overview Chapter One: Individual and Societal Responses to Diversity and Visual Impairments (Jane N. Erin)

This chapter begins with a fictitious situational story about a woman named Marian who defines herself as African American as well as blind. Over the years she has learned to dissolve the stereotypical messages the world feeds her by presenting herself as an individual with “interests, abilities, and opinions” (Milian and Erin 4). In many ways this character has learned to deal with her circumstances. She explains that she has learned that “being different has some advantages: people notice her, and she has the opportunity to make a memorable first impression” (Milian and Erin 4). This is a positive way of taking what she’s been given and turning it around for her benefit. The purpose of chapter one is to “examine the variation in how human beings respond to differences in others” (Milian and Erin 4).

This chapter is the anchor of the book, and is written in anticipation to motivate readers to consider how they form outlook toward human differences. Milian and Erin present their theory on stereotyping – this type of thinking occurs as the mind innocently “attempts to cope with differences” (5). This idea suggests that stereotyping is not necessarily intentional or is it harmful. In fact, this categorization process is quite beneficial in some instances as it helps people “make sense of an otherwise random and complex world” (Milian and Erin 5). Yet at the same time, this strategy of classifying people and their differences is dangerous as those differences are often emphasized more than similarities. Much too often, these categories become fixed, rigid, and leave no room for alternative ideas which appears as an assumption. When we assume that people belong to a certain group and therefore have certain values, or act certain ways, or feel a certain way, we are forcing them to fit that image out mind has neatly arranged.

As Milian and Erin state, “a stereotype is the assumption that people have characteristics that are common to all members of a group, regardless of whether the characteristics are desirable or undesirable” (5). Basically, these authors want readers to understand the dangers of putting people into categories. It’s all too easy to do, and often times we are not aware of this phenomenon in our own minds.

Unfortunately, our minds do not allow new information to enter these categories very easily. When we’re presented with new facts about a group of people, we must make meaning of these new ideas based on pre-existing ones. This creates problems as we base our perception of others on our own experiences instead of the realities of their lives. Milian and Erin explain how stereotypes are strengthened, “If an individual has limited contact with a group of people, the stereotype is strengthened even if the person knows of only one or two members of the group with a specific characteristic” (5) Stigmas, defined by Milian and Erin are, “overgeneralizations about groups of people [that] usually describe undesirable characteristics” (5).

Stigmas provide people with illegitimate feelings of control – this false feeling of control will, in a sense, dissipate the risk of the unknown as well as heighten any feelings about their personal status, possibly feelings of superiority. The authors discuss other factors that influence people’s reactions to diversity, some of these reasons are: perception of competence, socioeconomic status, and physical status and appearance. This article goes through the history of social responses to visual impairment which includes the different responses to blindness among cultural groups. Time periods are labeled according to how those with blindness were undergoing at that time. These periods are as follows: Separation, protection, self-emancipation, and education. Milan and Erin suggest that the way to change stereotypical thinking calls for a) helping people see what misconceptions they have, b) presenting more accurate information about the groups being stereotyped in order to replace these false images.

One exceptionally influential area of power is the media. Many people receive their facts from the media via movies, news, music, literature, or elsewhere media related. The implications of the media’s decision to represent the underrepresented are huge. Many groups rely on this source for their exposure, and all too often this is a low quality source that misrepresents certain groups.

Highlight from Chapter 2: Multiple Dimensions of Identity: Individuals with Visual Impairments (Madeline Milian)

“The term multiple dimensions is used to refer to the diversity found in each person – a diversity that is based on gender, race, age, ethnicity, class, religious belief, disability status, and sexual orientations.” (Milian and Erin p. 36)

This chapter includes a) introduction to various perceptions that are applicable to the discussion of diversity, b) clarifies how these new ideas are associated with education and rehabilitation.

Although this professional resource was too long to summarize in great detail, I felt as though this book is very helpful when trying to understand how those with visual impairments are represented in society. The authors successfully define stereotypes and stigmas and elaborate on the functions of such terms as well as whom they may affect. Those who have visual impairments often face difficulties with the way they are represented in the media. Since these images tend to be harmful, it is vital for those who are insiders or who associate with this group to step forward and provide a positive view for the public to familiarize with.