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Discussion of Disability and Useof Self in the ClassroomStephen French Gilson PhD aa University of Maine, School of Social Work , 5770Social Work Building, Orono, ME, 04469-5770, USAPublished online: 13 Oct 2008.

To cite this article: Stephen French Gilson PhD (2000) Discussion of Disability and Useof Self in the Classroom, Journal of Teaching in Social Work, 20:3-4, 125-136, DOI:10.1300/J067v20n03_09

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Discussion of Disabilityand Use of Self in the Classroom

Stephen French Gilson

ABSTRACT. As with other minorities, social work faculty with dis-abilities often face a dilemma of which personal experiences to discussin the classroom and how to accomplish this to advance the teaching-learning process. This discussion of disability utilizing direct narrativeexperiences, seeking to maximize the quality of teaching and studentlearning about disability while maintaining personal boundaries is bothcomplex and exposes faculty with disabilities to some personal andprofessional consequence. This article integrates scholarly literature withpersonal reflection and narrative to explore the use of the classroom asa laboratory of evidence based inquiry and critical thinking, infusedwith multicultural or diversity rich material, specifically disabilitybased discussions. Further expansion of the discussion to all minorityfaculty is undertaken and guidelines for faculty use of self in the class-room are advanced. [Article copies available for a fee from The HaworthDocument Delivery Service: 1-800-342-9678. E-mail address: <getinfo@haworthpressinc.com> Website: <http://www.HaworthPress.com>]

KEYWORDS. Disability, minority faculty, self disclosure, teaching,use of self

Social work faculty are encouraged to use the classroom as alaboratory of evidence based inquiry and critical thinking, infusedwith multicultural or diversity rich material (Council on Social WorkEducation, 1992a; 1992b). With such expectations, minority faculty(gay men; lesbian women; women and men of color; ethnic, cultural,

Stephen French Gilson, PhD, is Associate Professor, University of Maine, Schoolof Social Work, 5770 Social Work Building, Orono, ME 04469-5770.

Journal of Teaching in Social Work, Vol. 20(3/4) 2000� 2000 by The Haworth Press, Inc. All rights reserved. 125

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and religious minorities; and disabled people) often face a com-pounding dilemma of which personal experiences to discuss and howto do so. As a disabled man, whose principal area of scholarship isthe sociohistorical experience of disability, this dilemma is one that Iregularly confront and was the impetus for this essay. Consistent withcontemporary debates in teaching concerning professional bound-aries, use of self, and disclosure (Adams & Emery, 1994; Beck, 1983;Kagle & Giebelhausen, 1994; Mittler & Blumenthal, 1994; Wright,1993; Zakutansky & Sirles, 1993), this article explores the integra-tion of a scholarly discussion of disability utilizing direct, narrativeexperiences, seeking to maximize the quality of teaching and studentlearning about disability while maintaining personal boundaries.

Dissimilar to many faculty whose disabilities are not readily ap-parent, I have a visible orthopedic disability and thus did not have toface disclosure of a hidden condition. Rather questions for me aroseregarding how I should discuss disability in the classroom. More tothe point, to what extent should I use my experience of disability asinformation for my students; how should I use myself and my experi-ences as a vehicle to discuss disability? And how then, given person-al sharing, are the traditional classroom boundaries between studentsand faculty violated, maintained, or reordered? I begin my discussionwith some personal history to set the context for the emergence ofthis essential and timely teaching learning dilemma.

PERSONAL EXPERIENCE

The changes in my life, which now directly impact my work in theclassroom, followed an accident. Although, this essay is not aboutthat accident, or really about my shift from not having a physicaldisability to having one, it was that accident, which set the context formy work as a classroom teacher. I used forearm crutches when I firstbegan teaching, and now a wheelchair for mobility. Further, I aminvolved in disability-focused research and writing, and participatein community-based disability advocacy organizations.

Because I use assistive technology such as a wheelchair and peri-odically crutches, it is apparent that I have a physical disability. Thistechnology is as much a part of me as the clothes that I wear. Howev-er, because my professional obligation is to use the classroom toexplore the course objectives and to help students acquire and devel-

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op the knowledge and practice skills necessary for professional prac-tice, my disability did not seem relevant to either the course material/content or the teaching and learning process of the either of the twocourses that I was teaching, (a) practice with individuals, families,and groups, and (b) human behavior in the social environment(HBSE). An intent of the practice class was to help students developthe skills to work with individuals with a variety of life issues and/orproblems. Thus, the focus on medical diagnosis and explanation ofcondition of others seemed relevant where my own experience as adisabled man did not. Similarly, the HBSE and the practice coursesyllabi stated very little about disabilities other than developmental,mental, and substance abuse. Consistent with a central tenet commonto much social work practice, including teaching, the use of self andpersonal experience should be based upon a clear reason and in-tended purpose. Thus I did not introduce my personal experience as adisabled man into my formal classroom teaching because I perceivedmy personal experience of disability to be outside the bounds ofrelevance or importance for discussion in my classes.

The first indication that I should rethink my use of self in theclassroom came from a student who on one of my mid-term evalua-tions in my second year, wrote that she had signed up for my coursebecause I was disabled, and hoped that I would talk more about dis-ability; what it means to have a disability and to be disabled. Initially,I was taken aback. With this request in mind, I went into the next classsession and opened up the issue for discussion, however not just aboutdisability, but from the broader perspective of about self-disclosure,use of self, and social work. In this discussion it became clear to methat my failure to discuss my physical disability in my practice andHBSE classes was denying my students a valuable and informed op-portunity to learn about disability. However, despite this new under-standing, and given the messages on personal boundaries in the class-room that pervades higher education (Strine, 1993), I continued tostruggle with what should be discussed about disability. For guidancein how to balance my personal experience with professional and class-room boundaries, I turned to the literature for assistance.

LITERATURE REVIEW

Initially, I expected that a discussion of teaching and being disabledwould be quite straight forward and simply advanced in the scholarly

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literature. However, far from straightforward and simple, determining abalance between discussion of the experience of being disabled and theboundaries of personal and professional self in the classroom is fraughtwith history, complexity and consequence (Garret, 1994; Tusler, Gil-son, & Rubenfield, 1998).

The experiences of visible and nonvisible disabilities while havingmuch overlap, have distinct differences and many levels of analysisand examination (Gilson, Tusler, & Gill, 1997). While for example, itseems that some of the experiences of a wheelchair user may be quitedifferent from the individual with a visual impairment, many concep-tual frameworks and models of disability both homogenize and distin-guish the large continuum of disability experience, rendering disabili-ty a complex construct that has many competing definitions andequally as many approaches to its examination on the social barriers ofdisability (Oliver, 1996). To clarify, disability for the purposes of thisdiscussion, is considered as a generalized concept, with a full aware-ness that the actual experience, both in terms of impairment and socio-political consequence, may be affected by many factors, among whichare diagnostic condition, visibility, length of time of disability experi-ence, sex, race, sexual orientation, ethnicity, culture, class, and faithbackground.

Being disabled is intertwined with issues of impairment and theexperience of disability. Oliver (1996) suggests that the distinctionbetween impairment and disability is an important one. Following fromthe Disabled Peoples International (as cited in Oliver), impairment isdefined as ‘‘the functional limitation within the individual caused byphysical, mental or sensory impairment’’ (p. 41). Disability is definedas ‘‘the loss or limitation of opportunities to take part in the normal lifeof the community on an equal level with others due to physical andsocial barriers’’ (p. 41). Thus disability is systemic, not unique to anindividual body.

Hahn’s (1993) discussion of aesthetic and existential anxiety arousedin the dominant culture by individuals with disabilities and Wright’s(1988) examination of the role that professionals may play in contrib-uting to the fundamental negative bias toward people with disabilities,provide a rich framework for understanding some of the risks thatfaculty with disabilities, visible and nonvisible, may need to evaluatewhen they consider discussing their disabilities in the classroom. Hahn(1993) suggests that aesthetic anxiety is discomfort that develops in

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response to appearance, behaviors, mannerisms, and patterns of com-munication that differ markedly from the ‘‘typical,’’ or are consid-ered unappealing. Existential anxiety is discomfort that develops as aconsequence of the fear that a disability will interfere with the func-tional abilities that are thought to be necessary for a full or highquality life. Further illuminating the risks of discussing disability inthe classroom, Wright (1988) suggests that there are three conditionsof negative bias: (a) saliency; (b) value; and (c) context, all which areembodied by disability. ‘‘If something that is observed stands outsufficiently’’ (p. 5), such as use of a wheelchair by an individual witha spinal cord injury, saliency is considered to exist. Negative valueexists ‘‘if something for whatever reason . . . is regarded as negative’’(p. 5). Such would be the case with the inability to be mobile withouta wheelchair. ‘‘If its context is vague or sparse then the negativevalue assigned to the object of observation will be a major factor inguiding perception, thinking, and feeling to fit its negative charac-ter’’ (p. 5). Thus, when a condition, such as spinal cord injury isconsidered as a concept apart from the individual (context) its evalu-ation is more negative than when considered within the context of anindividual with a spinal cord injury. The individual (context) modi-fies the assessment of the condition or diagnosis, however the condi-tion or diagnosis continues to carry a negative connotation. Theconcept of negative bias is predicated upon a belief that the experi-ence of disability and appearance of disability are less positive thanthat of non-disability. This negative bias then serves to create andreinforce feelings and thoughts of disabled individuals as disadvan-taged, and of negative character.

Aesthetic and existential anxiety and negative bias are related toexperiences of discrimination, oppression, and the common placedenial of civil rights. Therefore, when a faculty member with a dis-ability initiates a personal discussion of disability, it must be donewith the clear recognition of possible personal and professional con-sequence.

To further guide an examination and analysis of use of self in theclassroom, especially given the consequences of potential devaluationdue to disability, literature on use of self in the classroom was con-sulted. Historically, the profession of social work has debated use ofself in all practice arenas since its inception. According to Towle(1945), Smalley (1967), and other early social work scholars (Garrett,

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1994; Lowry, 1939), the social work process occurs within the rela-tionship between the social worker and the client/client group. Thusthe nature of this relationship and how the social worker uses him orherself to advance the goals of social work intervention are critical toconsider. Informed by Weberian thought which suggested that it wasnot only desirable but expected for professionals to separate personallife from professional responsibility, early social workers were in-structed to follow that maxim. Early casework theory and then func-tionalism further served to strengthen the separation of one’s personaland professional roles and to discourage the sharing of personal infor-mation in professional interchange. In the functionalist paradigm,agency function and not individual social worker values and experi-ence guide the interaction between client and worker (Dore, 1990;Smalley, 1967). Over the decades, use of self has taken many turns,yet the legacy of personal experience as private continues to appear insocial work practice literature and to inform teaching as well. It wouldtherefore follow that the decision whether and how to share personalexperience such as disability in the classroom, while instructive tostudents, is fraught with complexity. Moreover, further limiting empir-ical guidance in the role of personal sharing in the classroom, a sub-stantive search revealed that there is scant social work literature thatdirectly addresses issues of use of self in the classroom. Thus, theliterature on clinical relationships was examined to provide someguidance to this discussion (Edwards & Bess, 1998; Raines, 1996).However, as Kagle and Giebelhausen (1994) note, ‘‘a therapeuticrelationship is conspicuously different from [a] teacher-student rela-tionship’’ (p. 217) and thus we are left to extrapolate, just how is therelationship different, and what does that mean and how can clinicalguidelines inform classroom practice?

Raines’ (1996) work is particularly valuable in this regard. Althoughthis work refers to the clinical context, the six guidelines that should beused when considering use of self and discussion of personal experi-ence in clinical social work can inform classroom practice as well.These guidelines are: (a) ‘‘any self-disclosure must lead to growth, itshould deepen the capacity for insight and for relationship’’ (p. 362);(b) ‘‘if it occurs at the beginning of the engagement process, it is morelikely to fall under the client’s right to know’’ (p. 364); (c) (citingBasescu in Raines) ‘‘disclosures within the current relationship that arepredominant in importance, in relevance to the therapeutic work, and in

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frequency of occurrence’’ (p. 367); (d) ‘‘self-disclosure is most ap-propriate when the client is least able to obtain consensual validation ofreality or when the clients identity is most able to allow the therapist hisor her own individuality’’ (p. 368); (e) ‘‘it must be justifiable on rationalgrounds, that it is not subject to the whim of the therapist’’ (p. 370); and(f) ‘‘we never share our response to the current situation without firstanalyzing what (and how much) belongs to whom’’ (p. 372). Theseprinciples of use of self are at the heart how a disabled teacher canavoid imposing personal bias while teaching about disability and thegreater notion of diversity. Moreover, as suggested by Edwards andBess (1998) an effective professional, in this case teacher, requires ‘‘theintegration of the personal self with the professional and technical selfto function’’ based upon (a) an ‘‘inventory of self’’; (b) the ‘‘devel-opment of self-knowledge’’; and (c) an ‘‘acceptance of risks to self’’(p. 89).

In summary, the literature on professional boundaries, use of andpersonal sharing reveal that these measures are valuable if done asclient-focused with the purpose of the interchange in mind. Extrapo-lation of principles for use of self in the classroom suggests a purpo-sive, learning-centered continuum of use of all of oneself, that spansfrom disclosure of a hidden disability to purposive discussion of anapparent and fully visible condition. Moreover, as in clinical prac-tice, what should be shared about the self requires thoughtfulness anddebate no matter where one exists on that continuum. Based on theliterature, the following discussion is offered as illuminative. Guide-lines for use of self in the classroom are then advanced to begin theimportant dialogue among social work educators about when andhow to use person experience in the classroom for the purpose ofstudent learning.

SYNTHESIS OF MY EXPERIENCE WITH LITERATURE

Unlike other academic disciplines, social work is a practice profes-sion, where teaching is the transfer of a way of thinking about andworking with others. This context synthesized with the literature ondisability, use of self and self disclosure continues to guide how andwhat I share about my personal experience of disability. In the class-room I tend to be direct in my discussion of my orthopedic impair-ment. Though I do avoid discussion the specifics of my personal care

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needs, consistent with Hahn’s work (1993), I discuss issues of thesocial, political, and economic experience of disability. In this vein Iwork to have students begin to examine issues of impairment andissues of disability. Because I conduct research on disability I amable to add empirically derived knowledge to my personal experi-ences. The integration of research based knowledge with my person-al experience provides the students with the richness of personalnarrative, supported by empirical evidence and thus, as suggested inthe literature, I am able to use myself purposively to advance knowl-edge acquisition. Moreover, because my experiences are not filteredthrough a third party, such as occurs with a text, students have thecapacity to interact with the narrative as well as with the empiricalknowledge for clarification and reflection. Responses from thesource of knowledge, myself and my empirical work, are also moreimmediate, allowing the discussions to build on themselves andpromoting a decrease in the aesthetic and existential anxiety (Hahn,1993) and negative bias (Wright, 1988) that contributes to discrimina-tion. As example, while initial discussions and questions in a con-versation about workplace accommodation occurred, these questionscan be guided and can easily expand to travel, recreation, or housingaccommodations and then ultimately to civil rights. Questions can beeasily converted to research queries to be investigated by students orto be answered in existing readings that I can suggest as studentsarticulate curiosity for new learning.

A second and most critical issue to consider is how faculty can usethemselves to model professional behavior to students. By not dis-cussing the personal experience of disability, students may be givenimplicit messages that they should not identify, that denial of disabil-ity is desirable, and that people with disabilities achieve their goalsdespite disability. These unintended messages may reinforce nega-tive and oppressive stereotypes of disability both to students and tothose with whom students ultimately model their own perspectiveson disability.

Being viewed as an accessible source of disability experience andknowledge has led to further important outcomes within the School ingeneral. First, I am able to provide direct narrative experience aboutdisability in the areas of social justice and diversity, thereby beingmore regularly asked by faculty to speak to their classes with specificfocus on issues of discrimination, oppression, and the consequences of

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the experience of minority status. While it might be possible to viewthis as ‘‘tokenism,’’ I believe that utilization of my status reflects autilization of resources not an exploitation, in much the same way thatI request faculty members with expertise in hospice, HIV/AIDS, orother topics to speak to my classes. The second, important outcomehas been that students asked me to serve as the faculty advisor to astudent created and run Students with Disabilities Association. Thisstudent peer run association advocates for and educates students, fac-ulty, and staff on issues pertaining to access, social justice, and person-al rights.

Finally, one of the most important implications that has emerged as aresult of my increased willingness to discuss disability, is the modelingthat occurs. As a disabled man involved in a variety of academic pur-suits and arenas, disabled social work educators serve as essential ex-amples for students with disabilities, students from other marginalizedgroups, as well as social work students and practitioners who may workwith and on behalf of individuals with disabilities and minorities.Through effective use of self, I am able to address and mediate againstnegative biases directly and by example. Students do not study me as anobject, as might occur in a less direct relationship, but are able to view adisabled person as a source of power and knowledge. This phenomenonis often very unusual for people with disabilities since we are mostcommonly studied as in need of services. The use of self in the class-room models disability and people with disabilities and by application,other marginalized groups as we should be, well integrated into com-munity and culture, with value beyond what others can exploit from ourbodies and our being.

Considering that the value of personal sharing in the classroom hasbeen visible in my experience, empirical examination of student learn-ing and practice outcome would be warranted in the future. Specificlearning objectives to be advanced and then examined both in didacticand field experience should include student use of self, student valueon consulting individuals who are in need of services to define theirown goals, student value on seeking information and knowledge fromindividuals in oppressed and marginalized groups about their ownexperience, and finally, student willingness to use their own experi-ences in relevant and informative ways in practice.

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GUIDELINES FOR FACULTY

The thoughtful and reflective use of self in the classroom by a facultymember with a disability can be a source of enormous personal andprofessional growth for the teacher as well as the students. However, ifwe are to share of ourselves with our students, we must be clear aboutintentions, purposes, and meanings. A review of the literature and re-flections on personal experience suggest that there are, at least, ques-tions to be asked and issues to be considered by faculty when makingdecisions about discussing of their disability or other personal experi-ence related to minority status in the classroom.

� What is the purpose of our sharing?� What should be the degree of sharing; how much discussion?� What does a faculty member have to lose or gain?� What will be the discussion model for students?� Is this the best way to teach students about the experience of dis-

ability and of the disability community or experience of minorityand other minority communities?

� How will this discussion affect relationships with colleagues?� What should we keep private or not share?� Make sure that sharing is not a show and tell or forum for faculty

to vent.� Can we use the discussion of the issues to allay existential anxi-

ety for students who can ultimately do that for clients or theirown students?

� How do we examine the impact of use of self on student learningoutcomes?

The issues of personal sharing in the classroom are clearly illumi-nated by disabled faculty. As the guidelines above suggest, however,disability is only one minority or disempowered group with whomsocial workers are concerned. And thus, the discussion of use of self inthe classroom expands in its relevance to all minority groups. Facultyexperience can be a rich and direct source of knowledge and insight forstudents, proving that disclosure and sharing is done purposively andthoughtfully, with the overall intent to promote students learning. More-over, as faculty begin to engage in use of self in more diverse ways inthe classroom, systematic inquiry to examine use of self, self disclosure,and their value in the teaching-learning process should be initiated. This

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article was a beginning effort in examining use of self and in providingguidance for faculty who are struggling with similar questions of howto embellish academic work with individual experience. Developingthis body of knowledge through empirical inquiry and informed debateand discussion is therefore essential as we seek to improve how we associal work educators advance learning about diversity and oppressedgroups in the classroom.

REFERENCES

Adams, K. & Emery, K. (1994). Classroom coming out stories: Practical strategiesfor productive self-disclosure. In L. Garber (Ed.), Tilting the tower (pp. 25-34).New York: Routledge.

Beck, E.T. (1983). Self-disclosure and the commitment to social change. In C. Bunch &S. Pollack (Eds.), Learning our way: Essays in feminist education (pp. 285-291).Trumansburg, NY: The Crossing Press.

Council on Social Work Education. (1992a). Curriculum policy statement for bache-lor’s degree programs in social work education. Alexandria, VA: Author.

Council on Social Work Education. (1992b). Curriculum policy statement for mas-ter’s degree programs in social work education. Alexandria, VA: Author.

Dore, M. (1990). Functional theory: Its history and influence on contemporary socialwork practice. Social Service Review, 64(3), 358-374.

Edwards, J.K., & Bess, J.M. (1998). Developing effectiveness in the therapeutic useof self. Clinical Social Work Journal, 26(1), 89-105.

Garret, A. (1994). The professional base of social work practice. Families in Society,75(8), 513-520.

Gilson, S.F., Tusler, A., & Gill, C. (1997). Ethnographic research in disability identi-ty: Self-determination and community. Journal of Vocational Rehabilitation, 9(1),7-17.

Hahn, H. (1993). The politics of physical differences: Disability and discrimination.In M. Nagler (Ed.), Perspectives on Disability (2nd) (pp. 37-42). Palo Alto, CA:Health Markets Research.

Kagle, J.D., & Giebelhausen, P.N. (1994). Dual relationships and professionalboundaries. Social Work, 39, 213-220.

Lowry, F. (Ed.). (1939). Readings in social casework. New York, NY: ColumbiaUniversity Press.

Mittler, M.L., & Blumenthal, A. (1994). On being a change agent: Teacher as text,homophobia as context. In L. Garber (Ed.). Tilting the Tower (pp. 3-10). NewYork: Routledge.

Oliver, M. (1996). Defining impairment and disability: Issues at stake. In C. Barnesand G. Mercer (Eds.), Exploring the divide: Illness and disability (pp. 39-54).Leeds, UK: The Disability Press.

Raines, J.C. (1996). Self-disclosure in clinical social work. Clinical Social WorkJournal, 24(4), 357-375.

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Roberts, R.W. & Nee, R.H. (Eds.). (1970). Theories of social casework. Chicago, IL:University of Chicago Press.

Smalley, R. (1967). Theories of social work practice. New York, NY: ColumbiaUniversity Press.

Strine, M.S. (1993). Of boundaries, borders, and contact zones: Author(iz)ing peda-gogical practices. Communication Education, 42, 367-378.

Towle, C. (1945). Common human needs. New York, NY: NASW Press.Tusler, A., Gilson, S.F., & Rubenfield, P. (1998, June). Teaching disability studies.

Panel and discussion session at the annual meeting of the Society for DisabilityStudies, Oakland, CA.

Wright, B.A. (1988). Attitudes and fundamental negative bias: Conditions and correc-tions. In H.E. Yuker (Ed.), Attitudes Toward Persons with Disabilities (pp. 3-21).New York: Springer.

Zakutansky, T.J., & Sirles, E.A. (1993). Ethical and legal issues in field education:Shared responsibility and risk. Journal of Social Work Education, 29(3), 338-347.

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