G'day.
Ben thanks for your thoughts.
One of the issues for me here is that (if I may continue to use the
analogy of my son - hopefully with his permission) some disabilities are
public and accepted whilst others are hidden and not acceptable.
If your model makes allowances for my son , at what stage does it
delineate what is a disability and what is not. At what stage does it say
- you are fine therefore we will stop making allowances for you.
My next question is: What use is a model if it has to make allowances for
people. My assumption is that my son does not want allowances. He wants
to be part of a world (again my assumption) where he is treated equally.
I do not think that a competition model does that.
Regards
denis
Ps thanks also to those people who wrote to me privately re this issue.
At 08:53 3/02/98 -0500, Ben Compton wrote:
>Denis asks a great question of me:
>
>"I have an 18 year old son with a severe intellectual disability. Are you
>saying that he is lazy, uninterested in his future, lacks passion, etc.
>and this is why he is poor and will continue to be so. "
>
>Absolutely not. His disability decreases the number of choices he has. In
>my mind, his happiness lies in exploring all of the options open to him. I
>do not think that those with disabilities have the same choices and those
>without, and therefore cannot be expected to compete with other people.
denis cowan , brisbane , australia. fax ** 61 7 32681869
email: cowandp@gil.com.au, Efficiency+@gil.com.au
http://www.gil.com.au/comm/profcounsel/profcoun.htm
--Denis Cowan <cowandp@iccu6.ipswich.gil.com.au>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>