Controversy: The Challenges and Misconceptions of Dwarfism in Educational Settings

A hereditary or medical disease known as dwarfism makes a person significantly shorter than typical. One development problem is dwarfism (Gavin, 2015). Individuals who are dwarfed are typically shorter than average in height due to genetic inheritance within the family. Although an adult with dwarfism typically stands 122 centimeters tall, the word is sometimes used to refer to any adult who is 147 centimeters or shorter.

Intellectual capacity is unaffected by dwarfism (Gavin, 2015). Individuals who are dwarfed are leading normal lives, going to school, working ordinary jobs, starting a family, and raising kids. Like most average individuals, they are going about their daily lives.

The main issues dwarfism suffers are discrimination and not being included in the categories of disabilities. According to Pritchard (n.d.), "Giving dwarfs better access to spaces and facilities more appropriate for their body size can help to recognize dwarfism as a disability."

These problems will demotivate the dwarf students in their academic pursuits. They won't want to write and take notes since they can't write quickly enough. They will be less interested in engaging in physical activities if they are easily fatigued. They won't want to leave the classroom if they can't reach the doorknob and are terrified of becoming filthy and wet every time they use the restroom.

The other main issues dwarfism suffers are discrimination and not being included in the categories of disabilities. "Recognizing that dwarfism is a disability can help to give dwarfs better access to spaces and facilities more appropriate for their body size," according to Pritchard (n.d.) (p. 14). While some dwarfs have acknowledged their status as a disability, many still experience marginalization and are searching for an identity that would protect their right to live a respectable life as citizens. While some dwarfs have acknowledged their status as a disability, many still experience marginalization and are searching for an identity that would protect their right to live a respectable life as citizens.

People who have disproportionate dwarfism have shorter upper bodies or torsos and shorter limbs. In addition to specific body areas that may have related issues such as "spinal stenosis, hydrocephalus, and ear infection," facial features are typically impacted. Depending on the cause, additional characteristics of dwarfism may include, among other things, "limited mobility at the elbows, a disproportionately large head, with a prominent forehead and a flattened bridge of the nose, progressive development of bowed legs and progressive development of swayed lower back, flattened bridge of the nose"

One of the issues dwarfism has with schooling is that it makes it difficult for them to get to school because they can't use transportation. Even if they are intelligent and have the mental capacity to learn, their school dropout rate was significantly influenced by their peers' mocking and perception of them.

As stated in Connecticut students's (2015), "Teaching students and yourself about dwarfism can reduce bullying and boost students' self-esteem who have dwarfism." Due to these issues, dwarfism has a high percentage of illiteracy, and few people are able to finish school. These people's physical, psychological, and neurological makeup affects their educational traits.

Teachers are crucial in the classroom because they can meet the demands of the kids who are dwarfs. Treating the student equally with everyone else is one of the most crucial things a teacher can do, according to the Owen & Rogers (2013) article.

These people struggle with memory, retrieval, concentration, distraction, attention, memorization, and forgetting. Their inability to coordinate their body motions makes learning difficult for them; occasionally, impairments in their sense of hearing and sight prevent them from learning quickly or readily.

Dwarfism does not affect intelligence. Despite the lack of treatment, students affected with dwarfism can have fulfilling lives similar to those of their peers of typical stature. Youngsters may be taunted by their classmates, which frequently lowers their self-esteem and has a detrimental effect on their academic performance. It may also lead to the child withdrawing from their friends. The impacted youngster may experience anxiety and depression if treatment is not received.

It is the responsibility of the teacher to encourage and promote each student's learning, including the LP kids. Teachers should take into account the seating arrangements, storage for materials and resources, and areas that are easily accessible to LP students when constructing the classroom environment. The Individualized Education Program, or IEP, is an additional tool for meeting the needs of LP kids. The purpose of the IEP is to assist the student in reaching their learning objectives by working with the school counselor, administrator, other subject instructors, parents, and the student themselves.

According to Connecticut Students (2015), students with dwarfism may require additional time to complete writing assignments (for those who lack manual dexterity) and extra time to go to lesson rooms owing to mobility issues. In addition, kids might have to leave school to go to medical appointments. kids also might require stools for standing during specific classroom activities, using the restroom, etc.

In addition to practical accommodations like rearranged furniture, the teacher is crucial in creating a secure atmosphere for kids with dwarfism. To ascertain the student's support in the classroom, the instructor must collaborate closely with the parents and the student. It is strongly advised for the teacher to visit the students at home so they may observe how they act in a secure setting. The term dwarfism describes a pupil who is shorter in stature. It does not imply that the pupil's intellectual capacity was diminished in the classroom.

The Little People of America website offers lesson plans that teachers can utilize to help their pupils understand what it means to be shorter in stature. Students can actively participate in informing the class, especially in high school, which will boost their acceptance and foster a healthy learning atmosphere. students may CELEBRATE their differences rather than hide behind them when they are taught that everyone is unique and that each difference makes them amazing in their own unique way. students can learn despite any disabilities or impairments, and it is the responsibility of the instructor to support them in doing so.

In conclusion, to support them in satisfying a variety of needs, students with dwarfism require assistance in the classroom. The instructor can make use of their skills and establish a conducive learning environment for them in the classroom and school. Students must be given equal opportunities to acquire and display their abilities and knowledge, as mentioned in ADCET (2018).

References 

Australian Disability Clearinghouse on Education and Training (ADCET) (2018) Working with students. Retrieved from https://www.adcet.edu.au/inclusive-teaching/specificdisabilities/physical-disability/ 

Connecticut students’s. (2015, April 14). Dwarfism Factsheet (for Schools). Retrieved from https://www.connecticutstudentss.org/health-library/en/parents/dwarfism-factsheet/

Gavin, M. L. (Ed.). (2015, April). Dwarfism Factsheet (for Schools) (for Parents) - Nemours KidsHealth. KidsHealth. https://kidshealth.org/en/parents/dwarfism-factsheet.html. 

LPA Parent Coordinators. (1996). IEP-Family Corner. Little People of America. https://lpamrs.memberclicks.net/assets/documents/IEP.Family%20Corner.pdf. 

Lpaonline, Little People of America (2019). Retrieved from https://www.lpaonline.org/

Mayo Clinic. (2018, August 17). Dwarfism. Retrieved from https://www.mayoclinic.org/diseasesconditions/dwarfism/symptoms-causes/syc-20371969 

Pritchard, E. (n.d). Perceptions of disability in relation to dwarfism: The problem of access to disabled spaces and facilities. Retrieved from https://disabilitystudies.leeds.ac.uk/wpcontent/uploads/sites/40/library/PerceptionsofDisability%20paper.pdf

Owen, B., & Rogers, M. (2013). Classroom Strategy. Social Challenges in Education: Dwarfism. https://tch210socialchallenges.weebly.com/classroom-strategy.html.