A student's disability should be viewed as:

A student's disability should be viewed as:

• A. The student's performance defines them.
• B. A temporary setback.
• C. A factor to accommodate, but the student is more than their disability.
• D. One part of who they are; treat them as a person first.

Answer: (D)

Disability is one part of who a student is, and they should be seen and treated as a person first. This person-first view focuses on the student’s strengths, interests, and goals, not just a label, and guides how we plan supports so they can participate meaningfully in all activities. By prioritizing the person, we foster dignity, reduce stigma, and support social-emotional development and self-advocacy, while still providing the necessary accommodations. Seeing the student only through performance narrows their identity to outcomes and can undermine motivation and potential. Describing the disability as a temporary setback can misrepresent lifelong needs and lead to insufficient planning. The strongest approach is to recognize the student as a whole person, with a disability being one facet of who they are, so supports are individualized and respectful.

Disability is one part of who a student is, and they should be seen and treated as a person first. This person-first view focuses on the student’s strengths, interests, and goals, not just a label, and guides how we plan supports so they can participate meaningfully in all activities. By prioritizing the person, we foster dignity, reduce stigma, and support social-emotional development and self-advocacy, while still providing the necessary accommodations. Seeing the student only through performance narrows their identity to outcomes and can undermine motivation and potential. Describing the disability as a temporary setback can misrepresent lifelong needs and lead to insufficient planning. The strongest approach is to recognize the student as a whole person, with a disability being one facet of who they are, so supports are individualized and respectful.