Dwarfism in the Classroom Setting, Problems Faced by Them, and the Role of the Teacher

 

Dwarfism in the Classroom Setting, Problems Faced by Them, and the Role of the Teacher

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Introduction 

 

Students with dwarfism usually have short stature due to skeletal dysplasia, which is deemed a growth disorder (The Nemours Foundation, 2020). The website, “Little People of America” states that the average height of any dwarf can be less than four feet and ten inches, shorter than the normal height of people (Campbell and Dorren, 2001). Dwarfism isn’t an intellectual disability because most people have normal intelligence and life and can even live longer (The Nemours Foundation, 2020). They can lead a normal life such as going to school, working in the office, driving cars, having children, etc. The common dwarfism is achondroplasia and teachers should know that students with dwarfism typically have short arms or legs, long torso, short hands and fingers, a larger head, a prominent forehead, and a nose with a flattened bridge. Their level of education, ambition, and career are not limited by how they appear. However, most of them feel insecure due to their shape and size and often feel that they are outlasted for being different and often become the victim of criticism and bully and may hinder their learning in the classroom. The teacher plays a crucial role in the school in helping them get motivated right from their schooling by being sensitive. Thus, this write-up reports on the problems faced by students with dwarfism in the classroom and the role of the teacher in minimizing those problems.

 

Problems faced by Students with Dwarfism in a Classroom Setting and the Role of the Teacher in Minimizing it

 

Being unique, and not of similar stature often burdens students with dwarfism in a classroom setting. They face varied challenges that frequently hinder them from coping with others. Adjustments must address their difficulties in the classroom so that they become independent. Some challenges faced by them are as below:

The major challenge that they face is because of the height of the desks and tables available in the classroom. Often, they need to climb hard to sit on the chair because the desks and chairs in school are bigger. This sometimes leads to a type of mockery of them by their mates. They normally need modified desks and chairs that ease them for comfort reasons (LPO, 2019). The teacher should provide them comfort by seeking assistance from the school to provide smaller-sized desks and chairs or an additional step stool to make climbing easier for them. Additionally, the teacher should also arrange a pillow and resting stool seeking assistance from their parents to be placed behind their back and rest the feet on respectively so that they can be able to bend their knees well. If not, an adjustable table and chair could be purchased to meet the needs of such students. By doing so, such students can concentrate well in their classes with the best seating facility.

 

Another challenge they face is the manual dexterity challenges in the classroom (LPO, 2019). Normally, their hand size would be smaller. The teacher’s role in such cases is to identify such issues in them and provide them with special pens, pencils, crayons, scissors with grips which should be made accessible to them (Dwarfparents.com, n.d.). Additionally, mounted pencil sharpeners are to be provided to ease them when in need. Still, some may face difficulties in taking notes during the lecture session. For them, the teacher can appoint a volunteer peer note-taker or can allow them to use audio recorders so that they can revise well at home. Usually, during class activities, class tests, and home assignments, they require ample time to complete because they experience delayed motor skills (Department of Health, 2021). The teacher’s role is to ensure that they are provided with extended time to complete their tasks. Even during the field trip, the teacher should save them from getting tired by either minimizing the distance for the field trip or arranging transportation and ensuring that someone is there to help them out (IPAMRS, n.d.).

 

Next, the inaccessible door handles, student lockers, bookshelves, hooks for school bags, etc. due to greater heights in the classroom hinder such students (IPAMRS, n.d.). In such cases, the teacher should ensure to have a cord on the door handles or lower its position, place step stools near the lockers, lower shelves for books, lower hooks for school bags, etc. so that such students can perform their actions easily (Ipaonline.org, n.d.). The teacher could also suggest to the school management automated doors for easy usage in the classroom with dwarf students. Alternatively, reaching for the water tape for handwashing and drinking purposes is a hindrance to dwarf students. The teacher should ensure that their parents send water bottles with them and consider the refilling of the bottle with the help of their peers.

 

Finally, the whispering or kind of behavior that other students conduct in the classroom may hinder their feelings by making them feel different and outcast (Weebly, n.d.). The teacher should ensure good classroom management with beforehand awareness about dwarfism in the classroom and collaborative activities including all students so that they don’t feel outcasted.

 

In conclusion, the teacher should always remember that students with dwarfism should never be forced if they do not want any form of accommodation that is arranged for them (IPAMRS, n.d.). Any form of accommodation should be based on their willingness, except for safety drills and if they change their mind to try it, then the teacher can go ahead with the plan. Moreover, the teacher should also ensure to have the first aid kits in the classroom during any sickness with prior assistance from the school health coordinator. If such students need further critical help due to learning disabilities, the teacher should be proactive in forwarding such students to the Special Education needs (IPAMRS, n.d.). The teacher’s role in the classroom is crucial in meeting the needs of students with dwarfism to eradicate the stereotypes and stigma of the past that are placed on them (Adelson, n.d.).

 

References

Adelson, B. M. (n.d.). The Lives of Dwarfs: Their Journey from Public Curiosity toward Social Liberation. http://understandingdwarfism.com/

Campbell, J., and Dorren, N. (2001). A Guide for Raising a Child with Dwarfism. Little People of America. https://www.lpaonline.org/assets/documents/LPA%20New%20View%20 FINAL.%20122806.pdf

Department of Health. (2021). Dwarfism. State Government of Victoria, Australia. https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/dwarfism

Dwarfparents.com (n.d.). Classroom Setup Check off List. https://dwarfparents.com/dwarfism-adaptations-at-school

IPAMRS. (n.d.). Information for Dwarf Children Attending School. https://lpamrs.memberclicks.net/assets/documents/School%20Info%20for%20dwarf%20children.pdf

Ipaonline.org. (n.d.). Guidelines: Creating a 504 plan for a child with dwarfism. https://www.google.com/search?q=504Guidelines_pre_and_el&rlz=1C1PNFB_enBT992BT992&oq=504Guidelines_pre_and_el&aqs=chrome..69i57.797j0j15&sourceid=chrome&ie=UTF-8

Little People of Ontario. (2019). Best Practices Policy for Students with Dwarfism in Ontario Schools. https://littlepeopleofontario.com/_pdf/LPO%20Best%20Practices%20LP%20Student%20Policy%20V2.0.pdf

The Nemours Foundation. (2020). Dwarfism Factsheet (for Schools). https://kidshealth.org/en/parents/dwarfism-factsheet.html

Weebly. (n.d.). Social Challenges in Education: Dwarfism. https://tch210socialchallenges.weebly.com/classroom-strategy.html