On Long Lines and Tax Breaks: A Mindful Approach to Special Blindness Benefits

On Long Lines and Tax Breaks: A Mindful Approach to Special Blindness Benefits

Future Reflections Fall 2014 IDEAS AND PERSPECTIVES
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On Long Lines and Tax Breaks:
A Mindful Approach to Special Blindness Benefits
by Arielle Silverman
From the Editor: Arielle Silverman earned a PhD in psychology from the University of Colorado and is embarking on postdoctoral studies at the University of Washington. She is a past president of the National Association of Blind Students (NABS).
In the United States, blind people are often granted special privileges that aren't available to the sighted. A blind child may be offered a pass to the front of the line at an amusement park or extra time to complete a school assignment. Blind adults may have the opportunity to receive special cash benefits from the government or to claim tax deductions because of blindness. It is tempting to accept such benefits, and at times they really can make a positive difference. However, as I've learned from my own experience, special benefits due to blindness come with certain costs attached.
In this article, I'd like to spell out a few of the costs of accepting special privileges. As you decide whether to request or accept special treatment for your blind child or student, I think it's vital to be mindful of the advantages and costs involved. It's also important for you to include your children or students in the decision-making process.
Self-Respect
The first point to consider is that accepting special treatment can undermine a blind person's self-respect. If a blind kid skips to the front of the line, or if his parents use a "Handicapped" parking sticker meant for people with mobility impairments, the child is presenting himself to the world as more disabled than he really is. This can have an effect on his self-esteem and his feelings about blindness.
When I was growing up, my parents sometimes got special passes to skip the lines at amusement parks or in the airport. I automatically got upset whenever my parents did this. I didn't understand why it upset me so much until recently. Now I realize that the special treatment made me feel as though I was slow and inferior. Most of the time I saw my blindness as insignificant, but when I skipped the lines, I felt as if I was wearing a scarlet H for "HANDICAPPED" (with all the outdated connotations of that word) on my forehead. Of course, not all blind kids will feel this way, but the effect can be cumulative. Lots of special treatment over many years can convey a negative message about blindness and about one's respectability.
There was no medical reason why I couldn't wait in line. I understand that waiting in long lines with little kids is stressful and inconvenient for everyone concerned, whether or not the kids are blind. But sometimes it's worth a little inconvenience to convey to a blind child that he is capable of waiting in the line and, more generally, living up to the expectations society holds for everyone else.
Freedom
My second point is that accepting special treatment can threaten one's freedom. When I was in high school, some of my blind friends turned eighteen and started to collect Supplemental Security Income (SSI) checks. Briefly I considered the appealing prospect of some extra spending money coming in each month. Then I read the not-so-fine print: SSI recipients can only accumulate two thousand dollars in assets. I thought I might like to have a part-time job or apply for some scholarship help during college, and I wanted the freedom to save as much money as I could. After some reflection, I declined the opportunity to apply for SSI. I realize that SSI and SSDI (Social Security Disability Insurance) help many people make ends meet, especially during college or periods of unemployment. But in my particular case, I felt that the loss of fiscal freedom outweighed the benefit of monthly cash payments.
For similar reasons, I used vocational rehabilitation and other blindness services sparingly during college. Such programs can be very helpful, but they also present a lot of bureaucratic pitfalls. Sometimes they can limit a student's freedom to explore an unusual major or career path without a counselor's support. It is important to be mindful of what a service has to offer as well as the hoops one has to jump through before deciding whether or not to utilize that service.
Dependency and Personal Growth
Finally, there are times when accepting special treatment encourages dependency and hinders growth. When a blind person is always getting help, she never finds out whether she can handle the task independently. Sometimes I choose to decline offers of help simply so I can learn how to do something on my own, because I know there will be times when help is not available.
One of the most common accommodations for blind students is extended time for test-taking. Many standardized tests include double time as a typical accommodation for all students who use screen readers or Braille. This trend concerns me deeply. If these students are assumed to require more time for test taking than their sighted peers, then there is less incentive to help them improve their reading speed and facility with technology.
I recognize that there are a number of reasons why a blind student may need extra time for tests or homework. Perhaps she started her education as a print reader and made the transition to Braille in middle school or high school, so she is still learning Braille and catching up with her classmates. Maybe the student has some disabilities in addition to blindness that interfere with his reading fluency. However, it is also possible that difficulty using a screen reader or a slow Braille reading speed may be due to a deficit in the quality or amount of instruction the student receives. Perhaps the student would benefit from daily Braille reading practice or intensive computer training. The student may be struggling to use outdated or malfunctioning technology. Perhaps the tactile diagrams on the homework sheets or tests aren't drawn properly, or maybe the student hasn't been taught to interpret tactile graphics. Such problems should be addressed directly, not ignored by giving the student less work or extra time.
Furthermore, if students are always given extra time, they are likely to struggle in job settings where such accommodations are not available. It is never too early for blind kids to start learning how to function well without special treatment.
A Mindful Approach
As a blind adult, I try not to accept special privileges because of my blindness. I do not cut lines, use a "Handicapped" parking sticker, pre-board airplanes, or claim the special blindness tax deduction. I am sure my husband gets a lot of weird looks at the airport when we both insist on standing in the regular lines.
Contrary to what some people think, I don't do these things to prove my capabilities to others. My reasons run deeper than that. I get meaning and fulfillment from being an equally contributing member of society and following all the typical social conventions, even putting up with the nuisance of standing in long lines or having to pay taxes. I like to think of my blindness as a characteristic that has no negative bearing on my place in society. If I accept special privileges because of blindness, my actions would contradict the positive view of blindness that I hold dear. I also like the freedom to make my own choices and the empowerment of knowing that I can succeed even when special treatment is unavailable.
I earned my college degrees and my doctorate without having the curriculum modified for me in any way. When I applied for jobs, I did not have to request any accommodations at all. I had become accustomed to using my few pieces of technology to help me do my job well.
Special privileges for the blind are well-meant, and sometimes it is appropriate to accept them. But the choice to accept or reject a special accommodation is not a simple one. When an accommodation is accepted on behalf of a blind child, the decision may have ramifications for his or her self-esteem, freedom, and ability to grow into a self-reliant, responsible adult.
If you are weighing such a decision, think about your reasons for considering special treatment. Is there a need for it? How does your child feel about it? How might your decision affect your child's ambitions or skills in five, ten, or twenty years? Is there a more empowering way to help your child, such as by requesting tutoring in a particular area instead of asking for less homework? With this mindful approach to special treatment, I am optimistic that the next generation of blind children will grow into competent, responsible, contributing members of society.

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