{'fraction_non_alphanumeric': 0.015670910871694418, 'fraction_numerical': 0.0009794319294809011, 'mean_word_length': 6.0, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Disability and Stigmatization as Threats to Children’s Cultural Self

Chapter 6 describes educators’ common concern that as children with disabilities and their typically developing peers become increasingly aware of the differences between them and the negative meanings of those differences, their cultural selves are challenged. Children with disabilities may begin to feel less than and separate from their typically developing peers and fail to experience the self as a competent, socially valued, contributing member of the class. Special education services that can improve children’s academic and social functioning also may highlight their differences from peers and further contribute to labelling and stigmatization. Educators also expressed concern that typically developing children’s cultural selves may be challenged to meet expectations that they accept, respect, include, or feel empathy toward peers with disabilities. The chapter also describes educators’ culturally nuanced understanding and concerns.