Educators as Mirrors for Students’ Responses to Their Classmates with Behavior Issues

The language used in inclusive classrooms to address students with disabilities that display behaviors influence how all students perceive their classmates. From a Foucauldian and disability studies perspective this paper critically examines the implications of the availability of deficit and controlling discourses, particularly how it influences the perceptions and behaviors of classmates in relation to the students with behavior issues in the classroom. By the end of this session, participants will be able to: Understand the implication of language use in the kindergarten classrooms Understand the availability of deficit and controlling discourses in kindergarten classrooms Reflect in ways teachers are creating a dynamic cycle of construction/reconstruction throughout the school year, and was perceived by other students who act upon those positions as well. Understand the role of educators in fostering positive peer perceptions and relationships in the classroom. Use a intersectional lenses to examine the experiences of one kindergarten student, who was described in terms of her deficits, and lacking, did not receive the support or attention, and was also not included by her peers.